Curriculum Plan Overview

The curriculum provides clear guidance to the important learning outcomes to be achieved at Waihi School. Delivery, content, assessment, reporting and review are the focus of the plan.

"The curriculum is delivered in a positive, child centred environment.  Teachers' expectations and the focus in values reinforce the positive classroom tone and positive attitudes to learning."

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Classroom Environment

Well‑established routines and high expectations form the basis for positive outcomes for boys. Classrooms celebrate 'being boys' in a positive and focussed manner. Classrooms displays acknowledge boys' work as well as supporting class themes.

Teaching Delivery

Waihi recognises differing styles of teaching, common themes will exist in programme delivery. Units will be planned from school programmes of work, using specific objectives and where applicable, with pre and post‑tests. A range of teaching and management strategies will be used by all staff including; individual conferencing, small group instruction, whole class lessons, peer‑to‑peer tutoring, cooperative learning and individuals working alone. Planning and assessment will highlight the need for both enrichment and extension programmes to be used. At all times programmes will strive to achieve the highest standards possible.

Acknowledgement of Success

The whole school will publicly acknowledge the successes of individuals, groups and teams with awards, prizes, certificates, colours and trophies.

Equity

Programmes will reflect the different needs of students and the need to access all learning experiences offered, in a fair and even handed way and without prejudice of any kind. It is recognised that all students will receive an equal opportunity but that outcome will indeed be unequal.

Special Needs

Diagnostic testing and reporting, teacher observation and assessment will identify students requiring the assistance of additional learning support programmes. This may involve students in remedial or extension studies, NESB assistance, or personal social / behavioural development.

Education Outside the Classroom

Waihi recognises that students benefit from experiences outside the classroom and these will be included in programmes. Any trips outside the school boundary will follow the E.O.C guidelines policy and parents will be both notified and have their permission sought.

Planning

Whole school planning is coordinated by school scope plans for all major subject areas. Teachers' long‑term plans reflect units of study from the scope plans and focus for teaching, learning outcomes, assessment and evaluation. Planning will reflect the needs of individuals as determined by careful evaluation of the assessment tasks completed by students.

Programme

A broad programme is prepared which will include objectives and themes in: English (Reading, Writing, Listening, Speaking, Viewing and Presenting), Spanish second language learning for all students, Learning Support, Mathematics, Science, The Arts (including specialist Art, Music & Drama teaching), Social Sciences (Religious Education, Social Studies), Technology, Health & Physical Education and Sport.

Assessment & Recording of Students' Learning Achievement

Assessment will be an integral part of teaching and learning at Waihi School. It will provide feedback to students/ parents as well as inform the teaching and learning.

Assessment Procedures

Diagnostic

A variety of tests and assessments will be used at the beginning of the year and wherever else applicable, to identify across the school, potential talents and needs for extra help. Within the classroom, such assessment will inform the teaching and learning strategies and resources, and can also occur at the start of a unit.

Formative

Is assessment which checks on student progress during the course of a unit of work ‑ to find gaps in knowledge and skills, misconceptions or extension needs and evaluate the teaching. Formative assessment includes a huge range of activities for both the students and teachers: Pre and Post Testing, Anecdotes, running records, work samples, conferencing, oral performance and more. For each class level a file containing key achievement objectives in each learning area will be used for monitoring student achievement.

Summative

Is assessment that comes at the end of a sequence of teaching and learning and is the sort of assessment that forms part of the information for reports and other information to parents and teachers. The school holds mid and end of year exams for year 6 ‑ 8 boys.

Student Portfolio

A 'work sample' record that tracks a student's progress and development from point of entry until point of leaving is initiated for each student. Criteria for entries into the book are set and involve a cycle which enables all areas of the curriculum to be covered. A guideline of when entries are made and when the book is transported home is also established. This sample book is an assessment, recording and reporting tool.

Reporting Procedures

Diagnostic Report

After initial diagnostic testing all new boys to the school receive a report outlining the findings of this process. This report informs parents of student baselines, areas of need and any suggested programmes. This report will occur at the beginning of the year or following any enrolment during the year.

Attitude Assessments

Are prepared twice yearly and are posted home at the end of Term 1 and 111. These reports are an assessment of a boy's work habits, personal and interpersonal skills and a general comment about attitude and behaviour. The same sets of skills are also assessed within the academic report prepared in Term 11 and IV.

Academic Report

These will be a full academic report in all subject areas showing levels of progress and achievement. A combination of effort values, grades and targeted comments will be used to accurately portray the boy's current level of development and future aims. These reports are prepared for the end of term two and four and are posted.

Parent Interviews

Parent interviews are co‑ordinated at mid‑year after parents have received the academic report. However following our week four diagnostic report or indeed at any stage of the year parents are welcome to arrange interviews to talk with staff. It is also an expectation of staff that they will make contact with parents if necessary.