Taieri College - Charter 2020-2022
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Taieri College Charter 2020-2022
OUR MISSION
To deliver a challenging and enriching education in a
supportive environment that will transform the lives of
our students.
OUR VISION
To provide a safe, friendly environment where students
will experience an innovative and cohesive education
to enable them to become confident, connected, life-
long learners who are positively involved in society.
Taieri College Charter (2020 to 2022) - Page 2 of 40
OUTCOME OF OUR VISION –
What we want for our young people
People who:
will be creative, energetic and enterprising
will seize the opportunities offered by new knowledge and technologies to
secure a sustainable social, cultural, economic, and environmental future for
our country
will work to create an Aotearoa New Zealand in which Maori and Pakeha
recognise each other as full Treaty partners, and in which all cultures are
valued for the contributions they bring
will continue to develop the values, knowledge, and competencies
(Thinking; Using Language, Symbols and Text; Managing Self; Relating To
Others; Participating and Contributing) that will enable them to live full and
satisfying lives
will be confident, connected, positively involved and lifelong learners.
Confident Actively involved
positive in their own identity participants in a range of life
motivated and reliable contexts
resourceful contributors to the well-being of
enterprising and entrepreneurial New Zealand – social, cultural,
resilient economic and environmental
Connected Lifelong learners
able to relate well to others literate and numerate
effective users of communication critical and creative thinkers
tools active seekers, users, and
connected to the land and creators of knowledge
environment informed decision makers
members of communities
international citizens
Taieri College Charter (2020 to 2022) - Page 3 of 40OUR ROLL
115
Taieri College Roll - February 2020
110
105
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13
Boys Girls
Taieri College Roll Comparison
1200
1150
1100 121 122 121
1050 100
1000 79 83 86 108
68 98 137 149 149
950 78 127 104 111 127 172
900 106 136 120 147
850 83 148 166
106 166 155 135 160 120 176 176
800 167
148 159
750 102 147 176 187
700 127 181 161
158 137 157 126 157
650 123 162 168 168
600 161 180 173
550 169 188 160
130 157 146 169 158 154 167 177
500 124
450 193 167 193
157 188 168
400 190 174 153 126
350 167 177 161 159 168 145 151
300 175 175
250 162 178 153 185
137 163 146 170 125 161 133 164 141
200 150 160
150
100 146 172 161 141 164 152 152 152 193 147 174 173 193
50 139 115 122 133
0
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
Year 13 Year 12 Year 11 Year 10 Year 9 Year 8 Year 7
Taieri College Charter (2020 to 2022) - Page 4 of 40COLLEGE AND COMMUNITY
Taieri College, situated in Mosgiel, Dunedin, serves a well-defined local community.
As a Decile 7 co-educational Year 7- 13 college it continues a commitment to
education that began in this area in 1853.
Taieri College is a community college. This concept involves the college having a
sense of ownership by the people of the Taieri. We share with the whole
community the important role of developing our young people.
Logo significance
Saddle Hill
Taieri’s major landmark
Legendary and historic
Iconic status
Sunshine
New era
Life-giving
Warmth, health, happiness
Taieri’s better weather
Blue and Gold
Recognition of Chinese society
Taieri’s colours
Adds vivacity to design
Recognition of Scottish society
The Water Dish
Taieri River, Waipori River and
Silverstream Set of Three
Meandering appearance of rivers Three rivers
A region born from water Three centuries of Taieri schools: 1800s,
Legend of Makamaka 1900s and 2000
Maori koru shapes (birth, young) Three school names: Mosgiel Intermediate
Strong New Zealand symbolism and The Taieri High School becoming Taieri
College
Students finding their way in life
Three-way relationship: students, staff and
Recognition of Maori society
family
Adds movement to design
The Taieri Plain is a clearly defined geographical area which has a proud tradition
of sturdy independence and a commitment to its unique mix of town and country.
It is a community which is willing to embrace change and has looked to diversify
and grow to meet the evolving needs of the markets for its products. It has warmly
embraced the technical and scientific world in its desire to maximise its production
yet has retained its sense of cohesiveness and of family values.
Families of the Taieri Plain choose Taieri College to educate their young people.
They want:
a co-educational seamless school
a safe, supportive environment
broad-based balanced education
strong community links
an education that will equip their young people for the 21st Century
credentials that will give students from the school the personal resources to
fulfil their goals.
At the same time the community wants its young people to be nurtured and cared
for by staff with values similar to their own. They look to the college to help them
teach their young about respect and caring for others, about being honest and
trustworthy and to learn about hard work and commitment and the benefits and
rewards these can bring.
Taieri College Charter (2020 to 2022) - Page 5 of 40SHARED VALUES
Our shared values are the important qualities we live by; shown in the ways we go
about our work and relationships with others.
Excellence
This means we:
constantly strive for our personal best, challenging self, showing a positive
attitude, perseverance, and being accountable
encourage ourselves and others to show courage in striving for new learning as
we test ourselves and others in healthy competition
provide opportunities and help for every individual to reach their potential.
Respect
This means we:
have pride in ourselves, our family, our college and our community
take responsibility for our actions and act with honesty and integrity
show respect for the beliefs and values of other cultures and acknowledge the
importance of the Treaty of Waitangi as the founding document of our society
respect the fragility of our environment and strive to practise ecological
sustainability.
Our Commitment to the Government Requirements
Taieri College is committed to meeting all the requirements of:
the Treaty of Waitangi. This means that Taieri College will:
- Ensure an awareness of Tikanga and Te Reo is created within the college
through curriculum areas, College assemblies, signage and the college
newsletter (where appropriate).
- Parents and caregivers who wish to have their young person educated
through Te Reo Maori will:
- Have explained to them what Taieri College does to meet Te Reo and
Tikanga Maori needs in its regular programme.
- Be offered the opportunity for assessment of the suitability of the student
for study through Correspondence School
- Be invited to explore the availability of family support in Te Reo.
- Work with the college to access external agencies able to offer support.
the National Education Goals
the Foundation Curriculum Policy Statements
the National Curriculum
the National Administrative Guidelines
all relevant legislation that applies to all aspects of school operation.
Taieri College Charter (2020 to 2022) - Page 6 of 402020 – 2022 STRATEGIC FOCUS
Transforming the lives of our students by positively engaging them in
education at Taieri College
Statements of
Intent. How? Who? When? Resourcing
We intend to…
Instil confidence in School Values and expectations Principal and whole Ongoing N/A
our students by staff
providing an
environment that is
both emotionally Positive Teacher/Student Relationships Whole staff Ongoing N/A
and physically safe. (Ako)
Classrooms will be
inclusive and cater Tataiako (cultural competencies) Whole staff Ongoing Professional
for the needs of all Development
learners, regardless
of age, ethnicity, Health Programmes PE & Health Ongoing and Ongoing PLD
gender or ability. Curriculum Director reviewed in including liaison with
and Health December each other agencies
Teachers year
Counselling Principal, Board of Ongoing and Budgeting and
Trustees and reviewed in staffing for
Guidance October each counsellors
Department year
Senior Leadership Ongoing
Team and Deans N/A
Taieri College Charter (2020 to 2022) - Page 7 of 40Pastoral Care discussion at staff meetings NZ Police Term 1 Classrooms
(and Dean’s Meetings) using Student presenting to Year provided
Manager 12’s
“Loves-Me-Not” Presentation (Sophie
Elliott Foundation)
Restorative Practices Whole staff Professional Potential
development of professional
Restorative Justice development
principles and opportunities
practice
Continuation of Year 9 travellers Year 9 Deans All year Professional
programme development for
Deans
Peer Mediators Guidance All year Training of new Peer
Mediators
Mentoring Programme Assistant Principal Selection and
training of Senior
Mentors to work
with “at risk”
younger students
Taieri College Charter (2020 to 2022) - Page 8 of 40Respect the Understanding and implementation of Ka Principal and Ongoing Professional
uniqueness of New Hikitia across the school whole staff development
Zealand Society opportunities
with particular
understanding of Provision for Kaitiaki (Maori Dean) Principal and BOT Ongoing Management Unit
our bi cultural and release time
partnership with
Tangata Whenua Consultation with our Maori community Kaitiaki, Principal Annual Hui Providing Kai
(Tangata (Whanautanga) and Maori-Pasifika
whenuatanga) Council
Identifying Maori students Whole staff Ongoing N/A
Tracking of Maori student achievement Kaitiaki, Ongoing Professional
Curriculum Development
Directors and
whole staff
Support of Maori-Pasifika Council and Kaitiaki, Principal Ongoing $10,000 Budget
promotion of Kapahaka and BOT approved by BOT
Mentoring Programme Principal and Ongoing Employment of a
Kaitiaki Maori mentor to
work with students
who are not
achieving or “at
risk” of not
achieving
Taieri College Charter (2020 to 2022) - Page 9 of 40Resource our Budget provision Principal and BOT Ongoing IT Budget approved
school so teaching
programmes reflect Professional Development Senior Leadership $30,000 budget
current Team and approved by BOT
developments, Curriculum Directors
particularly in
regard to Modern Learning Environment Principal and BOT Ongoing Professional
technology development of classrooms development
opportunities
Microsoft 365 Development Principal and SLT 2020 Commitment to
provide release
time for a teacher
who will provide
release time for staff
professional
development of
Microsoft 365
Foster a community Email contact from teachers with home Classroom teachers Ongoing Provision of Staff IT
of connected (laptops)
learners with the Reporting Curriculum Learning
understanding that -Learning Readiness Directors, Deans Readiness every N/A
students learn -Formal Reports and Classroom three weeks.
better when we -Deans pastoral system teachers Formal Reports
work in partnership end of Terms Three
with home and the and Four
wider community
(Manaakitanga) Parent Interviews Conducted March Budget provided for
Classroom Teachers and July staff meals
Senior Leadership
Community Consultation Ongoing
Team N/A
Weekly
Taieri College Charter (2020 to 2022) - Page 10 of 40Weekly Newsletter Principal and Office Ongoing E-mailed
School Website Principal’s PA Ongoing
Facebook Pages Liz Hurst –TIC Social Ongoing One Middle
Media Management
Allowance
SLT, Lyndon Jones Ongoing Developing of
KAMAR
(AP) parent portal to
access “real time”
assessment details
College functions Senior Leadership Ongoing Catering and rental
Team of facilities when
required
Careers / Gateway Programmes Senior Leadership Monthly Careers support
Team
Sports Council Head of Sport Monthly N/A
Role model Professional Development Senior Leadership Regular staff $30,000 per annum
reflective practice Team meetings professional
and use our development
knowledge of Use of Student Profiles (tracking) Curriculum Directors Developing budget
student and Classroom
achievement to Teacher Reviewable
guide us in the next annually
steps of their KAMAR licence
learning Curriculum Directors
Assessment Practices and Classroom Ongoing N/A
Teachers
Taieri College Charter (2020 to 2022) - Page 11 of 40Learning Support Coordinators (LSC) Learning Support LSC Folder Look at developing
information sharing Coordinators provided on Staff appropriate office
SharePoint space in
consultation with
MoE
Principals appraisal
Appraisal (waiting for developments Principal and Ongoing externally sourced
following conditions included in recently Curriculum Directors every two years
settled PPTA Collective Agreement
Create a school School wide expectations Principal and whole Regular staff N/A
culture that values staff meetings
lifelong learning
and allows students Positive Teacher-Student relationships Whole Staff Ongoing N/A
to reach their (Ako)
academic
potential. We will School wide and Curriculum Specific Senior Leadership Ongoing N/A
have high Professional Development Team and
expectations Curriculum Directors
Promote active EOTC Programme PE Curriculum Ongoing Professional
involvement in a Director and EOTC Development
range of school coordinator Budget
contexts, with
reference to Provision for Sporting and Cultural Teacher in charge Ongoing Funding for Sports
curriculum and co opportunities outside of school of Sport, Sports Coordinators
curriculum Coordinators
opportunities PE Curriculum
Compulsory physical education Ongoing N/A
Director
programme
Arts Curriculum
Compulsory Arts/Music Programme Director and Head Ongoing N/A
of Music
Taieri College Charter (2020 to 2022) - Page 12 of 40ANNUAL PLAN GOALS FOR 2020
The Board of Trustees has identified the following annual plan goals for 2020:
Goal 1: Success as Maori
Raising Maori student achievement and strength of identity. Cultural inclusiveness will be
the focus of our annual college wide well-being programme. Academically, we will
continue to develop the Tier 2 tracking programmes to enhance the academic
achievement of Maori students. Our specific academic goal is for 75% of Maori students
at Year 11 attain Level 1 NCEA in 2020.
Goal 2: NCEA Achievement
Enhancing NCEA Achievement. Our college-wide NCEA goals are:
85% of all Year 11 students attain Level 1 NCEA in 2020
85% of all Year 12 students attaining Level 2 NCEA in 2020
70% of all Year 13 students attaining Level 3 NCEA in 2020
Goal 3: Tracking of Years 7-10
Accelerated progress of Year 7-10 students at risk of not achieving. Curriculum Areas will
make an early identification of students who are at risk of not achieving (Tier 2 students) at
the Curriculum level recommended by the Ministry of Education and will develop and
employ strategies to accelerate the learning of the targeted students.
Year 7–8 Writing: All students identified as operating 'below' the desired Curriculum
level of learning should move at least two subsets in their writing ability.
Year 9–10 Science: Tier 2 students will be identified using assessment of their Science
capability. Their learning progression will be tracked and half of identified Tier 2
students will graduate into Tier 1 during the course of the year.
Year 9-10 English: Tier 2 students will be identified using assessment of their Writing
capability. Their learning progression will be tracked and half of identified Tier 2
students will graduate into Tier 1 during the course of the year.
Year 9-10 Mathematics Tier 2 students will be identified using assessment of their
Numeracy capability. Their learning progression will be tracked and half of identified
Tier 2 students will graduate into Tier 1 during the course of the year.
Goal 4: Pastoral
Restorative strategies will be further enhanced as part of our college-wide behaviour
management practice in the classroom. Recognition of the importance of student well-
being will be supported by staff.
Goal 5: Technology
BYOD will be successfully implemented at Years 12 and 13. This will include further progress
of Microsoft 365 use and implementation.
Taieri College Charter (2020 to 2022) - Page 13 of 40Goal 1
Raising Maori student achievement and strength of identity. Cultural inclusiveness will be the focus of our annual College wide
well-being programme. Academically, we will continue to develop the Tier 2 tracking programmes to enhance the academic
achievement of Maori students. Our specific academic goal is for 75% of Maori students at Year 11 attain Level 1 NCEA in 2020.
Background
Taieri College upholds the principles of the Treaty of Waitangi. We respect the notion of Maori learning as Maori and their right
to a fair and equitable education.
Completed Responsibility of and
Action KPI
By cost
Introduction of Level 1 Maori as a subject Principal Staffing allowance of Level 1 programme developed.
four hours Monitor student achievement and
liaise with Deans regarding
interventions if and/or as required.
Sufficient professional development
opportunity for teacher.
Hui Time Deputy Year 10s will participate Maintaining knowledge of Haka.
Principal in regular Kapa Haka Programme developed over the
Year’s 7-10 opportunity during Hui
course of 2020.
Time.
Staff provided for kapa haka tuition.
Funding of a Kaitiaki (Maori Dean) Principal Principal (one Kaitiaki oversees Maori mentoring
Management Unit, programme.
including classroom Organisation of annual Whanau Hui
release time)
Identify NCEA Maori students who are
at risk of not achieving.
Assists Year Level Deans in the pastoral
care of Maori students.
Taieri College Charter (2020 to 2022) - Page 14 of 40 Maori / Pasifika students show a
willingness to participate in cultural
events. Promotion of kapa haka.
All staff continue to embrace the On-going Curriculum Directors Continued understanding and
principles of Ka Hikitia and demonstrate and implementation of “Ako” concept.
cultural competency as teachers monitored Ensuring learning programmes are
(Tataiako) each year inclusive and their progress as
individuals is comparable with non-
Maori Pasifika students.
Te Reo classes continue to be offered Whole year Principal Waiata sung at beginning of
and use of Te Reo promoted across the assemblies.
college The college is committed to ensuring
that Te Reo classes continue to be
offered.
Professional development opportunities
made available to Te Reo Teacher.
Early identification of Maori students at Whole year Classroom Teachers and Maori students identified by classroom
risk of not achieving Curriculum Directors teachers.
Learning data from “Student Profiles”
on KAMAR will identify students at risk of
not achieving.
IEP’s developed in response to data
ensuring students on a pathway that
ensures academic success.
Provision for specialised Kapa Haka tutors Whole year Principal and BoT $10,000 per annum
Taieri College Charter (2020 to 2022) - Page 15 of 40Goal 2
Enhancing NCEA Achievement. Our college-wide NCEA goals are :
-85% of all Year 11 students attain Level 1 NCEA in 2020
-85% of all Year 12 students attaining Level 2 NCEA in 2020
-70% of all Year 13 students attaining Level 3 NCEA in 2020
Completed
Action Responsibility of KPI
By
Provision of a rich and diverse Level 2 December Principal Vocational courses offered to students
Curriculum giving students the 2020 who aren’t suited to a traditional
opportunity to attain credits in a variety academic pathway.
of learning areas
Programmes developed giving students December Curriculum Directors and Programme of work completed.
a better chance of attaining credits at 2020 teaching staff
NCEA
Tracking of “at risk” students December Deputy Principal and Process to identify students at risk of not
2020 Deans achieving NCEA via KAMAR data.
List developed early enough for
intervention to occur.
Specific study period for selected
students who need a boost.
Taieri College Charter (2020 to 2022) - Page 16 of 40Goal 3
Accelerated progress of Year 7-10 students at risk of not achieving. Curriculum Areas will make an early identification of students
who are at risk of not achieving (Tier 2 students) at the Curriculum level recommended by the Ministry of Education and will
develop and employ strategies to accelerate the learning of the targeted students.
Year 7–8 Writing: All students identified as operating 'below' the desired Curriculum level of learning should move at least two
subsets in their writing ability.
Year 9–10 Science: Tier 2 students will be identified using assessment of their Science capability. Their learning progression will
be tracked and half of identified Tier 2 students will graduate into Tier 1 during the course of the year.
Year 9-10 English: Tier 2 students will be identified using assessment of their Writing capability. Their learning progression will be
tracked and half of identified Tier 2 students will graduate into Tier 1 during the course of the year.
Year 9-10 Mathematics Tier 2 students will be identified using assessment of their Numeracy capability. Their learning
progression will be tracked and half of identified Tier 2 students will graduate into Tier 1 during the course of the year.
Background
Early identification of students at risk of not achieving is essential in developing programmes and implementing appropriate
interventions to ensure success for all students
Completed
Action Responsibility of KPI
By
Mathematics, Science and English Curriculum March 2020 Curriculum Directors Specific achievement data used to
Directors define criteria for identifying students provide information for determining
at risk of not achieving students at risk of not achieving (overall
Teacher judgement criteria).
Science and English Curriculum Directors will March 2020 Curriculum Directors List of Tier 2 at risk students identified
identify students at risk of not achieving early in and Heads of before the end of February.
the year Departments
Identified students will have their achievement December Curriculum Directors Data of at risk students collated.
tracked over the course of the year 2020 and Heads of
Departments
Taieri College Charter (2020 to 2022) - Page 17 of 40Teaching programmes will be reviewed and December Curriculum Directors, Teaching programmes cater for students
modified to enhance achievement of 2020 Heads of working at curriculum levels below the
identified at risk learners (Teaching as Inquiry) Departments and recommended level for each Year level.
Classroom teachers
Year 7 and 8 Reading / Writing / Mathematics - December TK Curriculum Group four to six students for each
To move a core group of Tier 2 students by 2020 Director subject, over the two cohorts this will be
implementing an intervention programme to around 35 students per year level.
boost achievement and progress towards Planned programme over two terms.
expected curriculum level. Move these identified students one to
TK Teachers two subsets. Have entry level data and
exit level data.
TK Teachers Teacher class profiles identify and plan
intervention programme for each
student.
TK Teachers Specific teaching strategies are planned
in order to boost/improve the student’s
achievement
Resourcing: Professional development opportunities.
Professional development around KAMAR Markbooks.
Taieri College Charter (2020 to 2022) - Page 18 of 40Goal 4
Restorative strategies will be further enhanced as part of our college wide behaviour management practice in the
classroom. Recognition of the importance of student well-being will be supported by staff.
Background
As part of our PB4L development we are committed to embedding the consistent use of restorative practices.
Completed
Action Responsibility of KPI
By
Regular Professional Development offered Dec 2020 Deputy Principals Attendance of staff at professional
by “Restorative Schools” via workshop (Brenton Hackfath and development workshops/staff meetings.
sessions covering specific aspects of Karen Rosevear) Implementing of learned strategies
restorative practice eg. circle time,
during class time.
communication advice etc.
Regular use of restorative practices during May - end Classroom teachers Use of “restorative conversations”.
school day of school Other strategies used eg. circle time,
year restorative justice.
Enhanced communication between
classroom teacher and Deans.
Resourcing: Professional Development opportunities for staff.
Taieri College Charter (2020 to 2022) - Page 19 of 40Goal 5
BYOD will be successfully implemented at Years 12 and 13.
Background
We have contracted Cyclone Computers to look after the college IT requirements. Part of this arrangement is Cyclone have
employed a technician who works at the college.
Completed Responsibility of and
Action KPI
By cost
Year 12 and 13 students required to bring 2020 SLT Number of Year 12 and 13’s with
their own lap tops as part of their learning devices
Nicole Wilson is
programmes employed through Provision for those who don’t have
Cyclone as a network them or can’t get them
technician who will assist Teaching programmes across
in student use of curriculum areas using cloud based
computers on our programmes
network
Resourcing: Using Cyclone as an education partner in IT facilitation and on-site technician ($90,000 per annum)
Taieri College Charter (2020 to 2022) - Page 20 of 40ANALYSIS OF
VARIANCE FROM
2019
Taieri College Charter (2019 to 2021) - Page 21 of 40ANNUAL PLAN GOALS 2019 (Analysis of Variance)
GOAL 1
Raising Maori student achievement and strength of identity. Waiata will be
mandatory at the beginning of every school assembly. We will continue to
develop the Maori mentoring and Tier 2 tracking programme to enhance the
academic achievement of Maori students. Our specific academic goal is for
75% of Maori students at Year 11 attain Level 1 NCEA in 2019.
Participation Based Results: Year 11 Level 1 NCEA
Taieri College
Taieri College Maori National Maori
All
2014 76.5% 57.9% 74.8%
2015 50.0% 61.2% 75.5%
2016 73.3% 62.8% 88.8%
2017 70.6% 62.0% 82.5%
2018 66.7% 55.1% 77.8%
2019 64.3% 54.8% 80.6%
Result: Partially achieved
Of the 14 Maori students at Year 11, five were unsuccessful at obtaining Level
1 NCEA. Of the five who failed to achieve, one left school and one arrived at
the beginning of August. If we were to exclude these two students then our
success rate would have been 75%.
Participation Based Results: Year 12 Level 2 NCEA
National Decile Taieri College
Taieri College Maori
4-7 Maori All
2014 76.5% 63.6% 78.9%
2015 75.0% 66.9% 76.1%
2016 83.3% 70.6% 79.4%
2017 100% 69.8% 86.5%
2018 84.6% 66.4% 85.4%
2019 69.2% 71.2% 74.7%
Taieri College Charter (2019 to 2021) - Page 22 of 40Participation Based Results: Year 13 Level 3 NCEA
National Decile Taieri College
Taieri College Maori
4-7 Maori All
2014 50.0% 43.8% 58.1%
2015 50.0% 47.5% 63.9%
2016 37.5% 49.9% 57.6%
2017 88.9% 52.4% 76.0%
2018 83.3% 50.8% 74.5%
2019 81.8% 53.4% 73.99%
In regards to Maori strength of identity, we have continued to make
significant gains with the ongoing development of the Maori-Pasifika Council.
We are reviewing the delivery of Kapa Haka at Taieri College.
We are offering Level 1 Maori as a stand-alone course for 2020. Gemma
Tuhega will teach this.
Continued funding of Kaitiaki.
Our Kahu Huruhuru is displayed proudly in our main foyer, and presented
to our Senior Mana Pounamu recipient to wear at the awards and senior
prizegiving.
Junior Kapa Haka numbers continue to be strong.
All of these initiatives have certainly had a positive effect on Maori strength
and identity.
GOAL 2
Enhancing NCEA Achievement. Our college-wide goal is for 85% of all Year
12 students attaining Level 2 NCEA in 2019.
Result: Partially achieved
Results (Year 12, Level 2)
Taieri College Year 12 Decile National
Level 2 4-7
2014 78.9% 77.6% 75.1%
2015 76.1% 79.7% 76.3%
2016 79.4% 81.4% 78.4%
2017 86.5% 80.8% 78.0%
2018 85.4% 78.6% 76.1%
2019 74.7% 78.7% 76.1%
Taieri College Charter (2019 to 2021) - Page 23 of 40Gender Based (Year 12, Level 2)
Male
Taieri College Year 12 Decile National
Level 2 4-7
2014 70.8% 73.1% 71.0%
2015 71.1% 76.2% 72.6%
2016 85.7% 78.4% 75.1%
2017 75.3% 77.9% 74.9%
2018 72.4% 75.0% 72.5%
2019 65.3% 75.5% 73.3%
Female
Taieri College Year 12 Decile National
Level 2 4-7
2014 87.8% 81.9% 79.2%
2015 84.3% 83.6% 80.1%
2016 85.7% 84.6% 81.8%
2017 90.1% 83.7% 81.1%
2018 91.7% 82.3% 79.7%
2019 83.1% 82.2% 78.9%
At first glance, the overall results at Year 12 look disappointing. After going
through the 36 2019 Year 12 students who failed to achieve NCEA Level 2, 14
left school after 1 July 2019, five were from Learning Support, one is an Arabic
speaking student and one arrived at Taieri in August. When I took these
students out of the overall calculations, our percentage of Year 12 students
who obtained Level 2 NCEA in 2019 was 89.6% which is outstanding.
GOAL 3
Tracking of Year 7-10 achievement. Curriculum Areas will make an early
identification of students who are at risk of not achieving (Tier 2 students) at
the Curriculum level recommended by the Ministry of Education and will
develop and employ strategies to accelerate the learning of the targeted
students.
Year 7–8 Writing: All students identified as operating 'below' the
desired Curriculum level of learning should move at least two subsets
in their writing ability.
Year 9-10 English: Tier 2 students will be identified using assessment of
their Writing capability. Their learning progression will be tracked and
half of identified Tier 2 students will graduate into Tier 1 during the
course of the year.
Taieri College Charter (2019 to 2021) - Page 24 of 40 Year 9–10 Science: Tier 2 students will be identified using assessment
of their Science capability. Their learning progression will be tracked
and half of identified Tier 2 students will graduate into Tier 1 during the
course of the year.
Result: Success
Term 1: Tier 2 Students
Year 7 Tier 2 = 3B (Expected Level is 3P)
Year 8 Tier 2 = 3A (Expected Level is 4B)
Writing
Year 7 41
Year 8 62
Tier 2 Pupils – those in “Target Groups” and part of an intervention programme.
Writing
Year 7 27
Year 8 30
Tier 2 Pupil WRITING Analysis at the end of Term 2: for those in a target Group.
Year 7 Writing:
Nineteen pupils have progressed to working at an ACHIEVED level
Two pupils have progressed to working at a MERIT level
Year 8 Writing:
Twenty-four pupils have progressed to working at an ACHIEVED level
Four pupils have progressed to working at a MERIT level
One pupil who is working at 3A has made two subset movements of progress
(Accelerated)
Tier 2 Pupils Writing Analysis at the end of Term 3:
Year 7: 27 Tier 2 Pupils in Target Groups
Six pupils did not make any subset movement and remain working at L3P which is
one subset below expected level.
Four pupils made one subset movement which is normal progress for the year. Two
of the pupils are still working AT expected level.
Fifteen pupils made two sub set movements which is accelerated learning. Nine
pupils moved from below to AT. Six pupils moved to Merit level.
Two pupils made three sub set movements which is accelerated learning. Both pupils
went from below to merit level.
78% of Tier 2 pupils made Accelerated Progress.
Year 7 Gender Analysis: for those pupils in target Groups
Females:
One pupil is Below
Seven Pupils are AT
Four Pupils are Above expected level
Taieri College Charter (2019 to 2021) - Page 25 of 40Males:
Six pupils are Below
Five pupils are AT
Four Pupils are Above Expected level
Year 8 Writing: 30 Tier 2 Pupils in Target Groups
Two pupils did not make any subset movement but remain working at L4B which is
only one sub set below expected level
Six pupils made one subset movement which is normal progress for the year. Three of
the pupils are working at L4B which is only one sub set below expected level. Three of
the pupils are working AT the expected level of L4P.
Nineteen pupils made two sub sets movements which is accelerated learning.
Sixteen of the pupils moved from below to AT expected level. Two went from Below
to Merit level. One pupil went from AT to Excellence level.
Three pupils made three sub set movements which is accelerated learning. Two of
the pupils went from well below to AT. One pupil went from well below to L4B which is
only one subset below expected level.
73% of Tier 2 pupils made Accelerated Progress.
Year 8 Gender Analysis: for those pupils in target Groups
Females:
Two pupils are Below
Eleven pupils are AT
Four pupils are Above expected level
Males:
Four pupils are Below
Ten pupils are AT
Year 7 Writing - all students:
Below At Above
Term 1 84 52 34
Term 2 56 80 31
Term 3 64 49 51
Term 4
End of Term 2 Analysis:
63 pupils moved 1 subset
29 pupils moved 2 subsets
9 pupils moved 3 subsets
64 pupils didn’t move any subsets
Of the 64 who didn’t move:
43 are still AT the expected curriculum level
1 is at MERIT level
End of Term 3 Analysis:
27 pupils moved 0 subsets
54 pupils moved 1 subset
69 pupils moved 2 sub sets
Taieri College Charter (2019 to 2021) - Page 26 of 4013 pupils moved 3 sub sets
*83 pupils had their writing level of achievement boosted (2 or more subset
movements)
29 pupils have moved from Below to AT
Of the 64 pupils below 53 are only 1 step below expected level
Of the 64 pupil still below 19 pupils moved 2 or more sub sets
Year 7 Gender Analysis: as of the end of Term 3
Year 7 Males:
44 boys are below – of which 38 are just below expected level
24 boys are AT expected level
15 boys are Above expected level
Year 7 Females:
20 girls are below expected level
25 girls are AT expected level
36 girls are Above expected level
Year 7 Maori Achievement: as of the end of Term 3.
22 Maori Students:
12 Below – 11 pupils are working only 1 sub set below expected level
4 AT
6 Above expected level
Year 8 Writing – all students:
Below At Above
Term 1 110 39 28
Term 2 54 77 46
Term 3 61 63 47
Term 4
End of Term 2 Analysis:
96 pupils moved 1 subset
14 pupils moved 2 subsets
1 pupil moved 3 subsets
62 pupils didn’t move any subsets
Of the 62 who didn’t move:
23 are still AT expected curriculum level
18 are working at MERIT level
1 is at EXCELLENCE level
End of Term 3 Analysis:
15 pupils moved 0 subsets (13 already at or above expected standard)
89 pupil moved 1 subset
58 pupils moved 2 subsets
13 pupils moved 3 subsets
1 pupil moved 4 subsets
*72 pupils have had accelerated learning
39 students have moved from Below to AT
Of the 61 pupils below – 47 are at L4B which is only 1 subset below expected level.
Taieri College Charter (2019 to 2021) - Page 27 of 40Of the 61 pupil below – 27 moved 2 or more subsets which is accelerated learning.
Year 8 Gender Analysis: as of the end of Term 3
Year 8 Males:
48 boys are below – of which 31 are 1 sub set below expected level.
27 boys are AT expected level
14 boys are Above expected level
Year 8 Females:
24 girls are below expected level – of which 16 are 1 sub set below expected level.
35 girls are AT expected level
33 girls are Above expected level
Year 8 Maori Achievement: as of the end of Term 3
24 Maori Students:
5 Below – 1 pupil is working only 1 sub set below expected level
10 AT
9 Above expected level
Tier 2 Target Students 2019
Writing
Year Entry Level Term 2 Level Mid-Year Term 3 Exit Level Overall
Movement Level Movement
7 3B 3PA 1 3A 3A 2
7 3B 3PA 1 4B 4B 3
7 3B 3PA 1 3BP 3BP 0
7 3B 3PA 1 3A 3A 2
7 3P 3PA 2 4B 4B 2
7 3P 4B 3 4B 4B 2
7 3P 3PA 1 4B 4B 2
7 3P 4B 2 4B 4B 2
7 3B 3B 0 3A 3A 2
7 3B 3B 0 3BP 3BP 0
7 3P 3PA 1 3A 3A 1
7 3B 3PA 1 3A 3A 2
7 3P 3PA 1 4B 4B 2
7 3B 3PA 1 3A 3A 2
7 3B 3PA 1 4B 4B 3
7 3B 3PA 1 3BP 3BP 0
7 3B 3PA 1 3A 3A 2
7 3P 3PA 0 3BP 3BP 0
7 3B 3PA 1 3A 3A 2
7 3B 3B 0 3A 3A 2
7 3B 3B 0 3BP 3BP 0
7 3B 3B 0 3A 3A 2
7 3P 3PA 0 3A 3A 1
7 2A 3PA 1 3BP 3BP 1
7 2A 3PA 1 3BP 3BP 1
7 3B 3PA 0 3BP 3BP 0
7 3B 3PA 2 3A 3A 2
8 3P 4B 2 4P 4P 3
Taieri College Charter (2019 to 2021) - Page 28 of 408 3P 4B 2 4P 4P 3
8 3B 3A 2 4B 4B 3
8 3A 4B 1 4P 4P 2
8 3A 4B 1 4P 4P 2
8 3A 4B 1 4P 4P 2
8 3A 4B 1 4P 4P 2
8 3A 4B 1 4B 4B 1
8 3A 4B 1 4P 4P 2
8 3A 4B 1 4P 4P 2
8 4B 4B 0 4B 4B 0
8 3A 4B 1 4P 4P 2
8 3A 4B 1 4P 4P 2
8 3A 4B 1 4P 4P 2
8 3A 4B 1 4P 4P 2
8 4B 4P 1 4A 4A 2
8 3A 4P 2 4PA 4PA 2
8 3A 4B 1 4P 4P 2
8 3A 4P 2 4P 4P 2
8 4B 4P 1 4P 4P 1
8 3A 4B 1 4P 4P 2
8 3A 4B 1 4P 4P 2
8 3A 4B 1 4P 4P 2
8 4B 4B 0 4PA 4PA 1
8 3A 4B 1 4B 4B 1
8 3A 4B 1 4P 4P 2
8 4B 4B 0 4P 4P 1
8 4B 4B 0 4B 4B 0
8 3A 4B 1 4PA 4PA 2
8 3A 3A 0 4B 4B 1
ENGLISH
YEAR 9
Year 9 asTTle – Comparison from Term 1 to Term 4
Overall Curriculum Level - Term 1 to Term 4
60
50
40
30
20
10
040 Female Male
30
20
20
10
0
0
2P
3P
4P
5P
6P
2B
2A
3B
3A
4B
4A
5B
5A
6B
6AFormal Writing - Term 1 to Term 3 Formal Writing - Term 1 to Term 3
growth - Female growth - Male
20 20
15 15
10 10
5 5
0 0Creative Writing
8
7
6
5
4
3
2
1
0
6
Term 1 Term 2
Formal Writing
14
12
10
8
6
4
2
0YEAR 10
Year 10 asTTle – Comparison from Term 1 to Term 4
Overall Curriculum Level - Term 1 to Term 4
40
35
30
25
20
15
10
5
02019 Year 10 Formal Writing Growth Charts
Formal Writing - Term 1 to Term 3 growth - Overall
40
35
30
25
20
15
10
5
02019 Year 10 Tier 2 Group Tracking
At Year 10, 24 students were initially identified as Tier 2 with one student
leaving at the end of Term 2. The data collected comparing Term 1 sample
pieces to Term 2 and Term 3 CATs suggest that 33% of students have
confidently graduated into Tier 1 by gaining results of at least Level 5 Beginner
on both pieces of CAT writing. However, 71% of identified students have
earned at least Level 5 Beginner on one piece of CAT Writing.
Further breakdown of the data shows:
Creative Writing - nine students are now hitting Level 5; 12 students jumping at
least two subsets (three didn't do one of the pieces).
Formal Writing (23 students tracked) - 16 students now hitting at least Level 5; 16
students jumping at least two subsets (three didn't do one of the pieces).
Overall, the goal has been achieved in part at Year 10. While the majority of
students are not writing consistently at Level 5 based on two assessments, the
majority can be said to have been boosted as shown by the subsets moved
from the beginning of the year writing to their CAT results. This indicates the
identified Year 10s were further behind in their writing and had more ground
to make up during the year than the Year 9 identified students.
Creative Writing
9
8
7
6
5
4
3
2
1
0
6
Term 1 Term 2
Taieri College Charter (2019 to 2021) - Page 35 of 40Formal Writing
9
8
7
6
5
4
3
2
1
0Taieri College Charter (2019 to 2021) - Page 37 of 40
2019 Tier 2
Cohort End of Term One End of Term Three
Year 9 22 7
Year 10 30 8
(Note: data shows number of students at the end of Term Three still at Tier 2
who were identified initially in Term One only).
Teachers reflect and describe individual strategies they intend on using on
KAMAR Student Notes. This allows a cross-curricular approach to be used for
students identified in multiple subjects. These may be specific to the Science
Capability of related to student self-management or their work ethic. These
strategies are then incorporated into the teaching programme over
subsequent units.
Students are identified as Tier 2 using KAMAR mark book and collated in a
department folder on Science Admin on Sharepoint. The tables below show
the students who have been identified as Tier 2 at the end of Term One and
Three this year.
Year 9 Tier 2 Term One Year 9 Tier 2 Term Three
2019 2019
Form Class Science Form Class Science
Capability Capability
Grade Grade
9BM 1 9BM 1
9GT 2.6 9GT 1
9GT 2 9HM 2
9GT 2.6 9HM 1
9GT 2.6 9HM 1
9GT 2.2 9HM 1
9BM 2.6 9HM 1
9HM 2.6
9WM 2.6
9GT 2.4
9GT 2.4
9NE 2.6
9HM 2.4
9GT 2.4
9HM 2
9WM 2.6
9WM 2.6
9WM 2.2
9HM 2
9GT 2.2
9HM 2
Taieri College Charter (2019 to 2021) - Page 38 of 409WM 2.2
Note: Students averaging 1 on the Science Capability did not hand in their
report.
Year 10 Tier 2 Term One Year 10 Tier 2 Term Three
Form Class Science Form Class Science
Capability Capability
Grade Grade
10KG 2.6 10ES 2.5
10ES 2.4 10ES 2.25
10KG 2.4 10GS 2
10KG 2.6 10ES 2.25
10ES 2.6 10GS 2.5
10ES 1.8 10KG 2.33
10GS 2.4 10ES 2
10ES 2.6 10ES 2.5
10GS 2
10GS 2.6
10ES 2.6
10TM 2.6
10KG 2.6
10PN 2.6
10KG 2
10ES 2.6
10TM 2.2
10GS 2.6
10TM 2.6
10ES 2.4
10TM 2
10KG 2.2
10KG 2
10TM 2.6
10PN 2.2
10ES 2.6
10TM 2.4
10GS 1.8
10GS 2.2
10ES 2.6
GOAL 4
Restorative strategies will be implemented as part of our college wide
behaviour management practice in the classroom. Recognition of the
importance of student well-being will be supported by staff.
Result: Success
Taieri College Charter (2019 to 2021) - Page 39 of 40Very successful teacher only day followed up by the formation of a
“Restorative Practices” teachers committee. Regular professional
development snippets were delivered during staff meetings and staff were
introduced to several specific strategies around good restorative practice.
Staff have access to several resources on a specific SharePoint site where
than can easily access these resources giving the capacity to effectively
implement good restorative practice in their classrooms. Further resources will
be developed and a greater understanding of restorative practice will be
undertaken in 2020.
L5
GOAL 5
We will work with Myth to develop a new platform for our college website.
Result: Success
Successfully implemented the new website and training of staff has been
completed. This is easier to use and update and works on all platforms.
GOAL 6
Our Professional Learning and Performance Appraisal (PLPA) programme
will be administered via Arinui school wide appraisal tool.
Result : Partial Success
Difficult to gauge as we were “ambushed” by the removal of appraisal
requirements from the PPTA Collective agreement in the middle of the year. I
have advised Arinui that we will not be using their software package in 2020.
We wait with anticipation for the direction that we are heading in regards to
appraisal and attestation of Teaching Standards.
Taieri College Charter (2019 to 2021) - Page 40 of 40You can also read
