Curriculum

Woodhill School Pedagogy

(How we deliver our Curriculum)

Key Competencies

Key Competencies are the capabilities people need to live, learn, work and contribute as active members of their communities. They are relevant to all learning. They know no subject boundaries - therefore being complex and holistic in nature and not limited to school life.

Our curriculum is delivered through the key competencies. Every task, activity, inquiry, discussion, or assessment is delivered within this framework. Students will become familiar with the language and structure of the KC's, equipping them with the ability to self reflect using the model. The depth and acquisition of each competency develops as each student matures and becomes more efficient and familiar with the framework. It is essential that adequate reflection time is given in order for this to happen.

Each competency is broken down into several key components. These components give more clarity and detail so that the students are able to make accurate judgements and "I Statements' with regards to that particular competency within a particular activity/task/unit.

The whole school uses the metaphor of the ‘Key Competency Tree' - the branches are the KC's and sub (smaller) branches are the key components outlined above. Teachers utilise the ‘I statements' as leaves for the tree, they develop a class-wide language bank of statements in keeping with their own personal style and their students depth of acquisition. The ‘I statements' are manifest in the reporting process. (see reporting and assessment section)

The MOE directed Key Competency of ‘Using language, symbols, and texts' is seen as integral to our English Programme (see Scope and Sequence) and is also encompassed within the Woodhill School KC of ‘Relating to others' - it is therefore omitted from our framework. Woodhill School believe that ICT is also a Key Competency.

Our Values

Values are deeply held beliefs about what is important or desirable. They are expressed by the ways that people think, feel and act. Our framework has been designed in unison with our ‘Mission Statement' and provides us with an initiative whereby we can model, motivate, monitor and measure.

Teaching of the LEARNING AREAS is done with our VALUES (from our value framework) being modelled, both explicitly and implicitly whilst being contained within and directed by our CORE BELIEFS (Principles). Teachers planning reflects the focuses of Core Beliefs, Values, and Key Competencies (see planning section)

Our Core Beliefs

1. Staff students and BOT are committed to obtaining high expectations of themselves and each other.
2. Tikanga and Te Reo Maori are fundamental to the bi-cultural foundations of Woodhill School and Aotearoa.
3. We embrace and celebrate all aspects of the individual.
4. Within a supported environment - participation, development and contribution is provided and expected of all staff and students.
5. We believe Key Competencies are fundamental to life long learning.
6. We believe literacy and numeracy are fundamental to the education process.

Mission Statement

To Grow, To Care, To Learn...

Woodhill School will provide a positive and safe learning environment that will stimulate and challenge children to be intrinsically motivated.
To this end students will be proactive in taking charge of their emotional, physical, mental, and spiritual well being.

Effective Teaching

Effective pedagogy (as outlined in the NZ curriculum) is frame-worked within the following 7 headings -
o Creating a supportive learning environment
o Encouraging reflective thought and action
o Enhancing the relevance of new learning
o Facilitating shared learning
o Making connections to prior learning and experience
o Providing sufficient opportunities to learn
o Teaching as Inquiry
These are contained within and directed by our Core Beliefs.

The following diagram shows the containment and direction alignment of our core beliefs and the ‘NZ framework effective pedagogy headings.

The School Charter outlines the schools Mission Statement, Vision, Core Beliefs (Principles), Values, and Strategic Goals.

The Following diagram shows how our Core Beliefs align with the Principles depicted by the New Zealand Curriculum. Our Core Beliefs are the driving and guiding factors of all that happens in our school.

Base Curriculum

At Woodhill School we refer to English and Maths as our base curriculum. This reflects our Core Belief of - We believe literacy and numeracy are fundamental to the education process

In years 1-5 the base curriculum accounts for at least 50% of student learning. In year 6 it is 44%, and in year 7/8 it is 40%.

The Scope and Sequence for the base curriculums are very detailed and precise.

Other Learning Areas

As well as the Base curriculum there are 4 additional learning areas. They are Health and PE, Te Reo Maori, (UoI) Unit of Inquiry, and The Arts. UoI incorporates science, social science, and technology.

Unit of Inquiry

The Unit of Inquiry is an interconnected or cross-curricular unit of work that is both teacher and student directed. The community and staff have worked together and designed a framework of 4 Big Ideas that are taught within different contexts across the year levels. The Big Ideas and Contexts are driven by the schools Core Beliefs and in some cases have a focus curriculum area attached to them. It is envisaged that the connection between the Big Ideas, Core Beliefs, and Curriculum areas will become clearer and deeper as we progress through from year to year.

For more information refer to the UoI Scope and Sequence.

Scope and Sequence

These are school specific documents that clearly demonstrate the scope and sequences within a particular learning area. They are always a work in progress and are constantly modified to reflect strategic goals and assessment data.

Assessment and Reporting at Woodhill School.

Woodhill School believe that the primary purpose of Assessment is to

• Improve the Students learning
• Improve the teachers teaching

- by way of responding to the data and information gathered.

Some characteristics of effective assessment are -

• Benefiting the Students - Clarification of what they know, need to know and what they have learned is important for motivation and confidence within our students. It empowers the student to achieve more.
• Involving Students - When students have personally discussed, clarified and reflected upon their learning with others they are more accurate in their ability to self and peer assess in order to keep learning.
• Supporting wider school visions and goals - When learning outcomes are aligned to the bigger picture goals and action plans of the school the core beliefs, values and key competencies are imbedded into the teaching and learning.
• Planning and communicating- When learning intentions are shared the students are better engaged and connected to the process.

Standardised Assessment is used to report back to the BOT, current situations as well as for teachers to plan their units of work based on the results.
A Reporting and Assessment schedule is devised each year and is designed in consultation with the BOT and staff.

Woodhill School recognise that

1. assessment is vital for teachers to adjust their teaching strategies, and for students to adjust their learning strategies.
2. assessment is necessary to provide broad spectrum overviews identifying trends, patterns, and gaps for staff and Board of trustees.
   

Given the above it is envisaged that ‘assessment for learning' is ingrained into the culture of each classroom within Woodhill School. Teachers and students alike will continually make judgements and assessments of their current positions and levels of understanding in order to shape the course of their learning.

Therefore assessment and reporting are intrinsically linked. There are four main areas where reporting of assessments are used within Woodhill School.

1. Classroom - reporting and communication between teacher and students. Informally and formally as per classroom climate and teacher style.
2. School wide - reporting and communication between teachers, syndicates of current trends etc. Regular meetings held during the year in order to discuss or identify. As per self review schedule within school charter.
3. Board of Trustees - reporting through the Principal to the BOT of current status of strategic goals and current trends etc - As per ‘self review schedule' within the school charter.
4. Caregivers/Parents - reporting to parents - as per schedule
   

Reporting to Parents....

TERM 1 - PUR + 3WC
TERM 2 - Portfolios sent home
TERM 3 - 3WC (1st 2 weeks)
TERM 4 - Portfolios sent home - 3WC if

Reporting to and Communication with Parents/Caregivers

PUR - Progress Update Report.
This is a report sent home before the end of term 1 and provides parents with a snapshot of where their child is at with regards to the national Standards.

The purpose of this ‘Progress Update Report' is to inform Parents/Caregivers of the schools ‘Overall Teacher Judgement' (OTJ) of their child, based on the data received thus far, and with regards to National Standards. It is expected that this report will form a catalyst for discussions at the 3-Way conference (3WC) in order to establish:

• student and parent/caregiver goals
• homework criteria and expectations
• any remedial or extension work deemed necessary by either party
• Key Competencies overview
  

Portfolio

The Woodhill School Portfolio is a showcase of the students work during the school year complimented with teacher comments and OTJ's. OTJ's and teacher comments will often relate directly to a piece of work contained within the portfolio thus giving parent/caregivers a much clearer and detailed account of where their child/ren is. Essentially the portfolio is a traditional school report including samples of the students work.

3-Way Conference - 3WC

All Woodhill School children will be involved in two, three way conferences (3WC) with you and their teacher each year. The first will be in week 6 of term 1 and the beginning of term 3.

The Conference Organisation

Each conference takes 15mins - Together you, your child, and teacher will discuss your child's learning
There will be an opportunity during this time for a discussion without your child present if requested by their teacher or yourself
Families with more than one child attending the school should make their bookings for times for all children leaving at least one appointment time between each child's conference.
The Key Competencies recognise that in order for our children to be successful in the future they must be given the skills to learn how to learn. We want them to understand that learning is something they do; it is not something done to them. Strategies like three way conferencing increasingly lead students towards becoming self-directed, independent learners.

To this end all students will be encouraged to choose 1 or 2 pieces of work to speak about at the conference. Their teacher will go through the criteria for selection of this work and also discuss with the students ‘why they have chosen it?' We have included a guide below as to the sorts of questions you could ask at the interview.

If students are to develop as independent learners they must reflect on their own progress and look at what they can learn from what they have accomplished. This is becoming an integral part of their classroom programme. To this end the first 3WC will be establishing goals and homework guidelines with parents, teacher, and child.

Terms of reference:

OTJ - Overall Teacher Judgment - An OTJ involves drawing on and applying the evidence gathered up to a particular point in time in order to make an overall judgement about a student's progress and achievement.

No single source of information can accurately summarise a student's achievement or progress. A range of approaches are necessary in order to compile a comprehensive picture of the areas of progress, areas requiring attention, and what a student's unique progress looks like. Using a range of approaches also allows the student to participate throughout the assessment process, building their assessment capability. Because of this, to assess a student in relation to National Standards, teachers need to bring together a range of evidence in order to form an overall teacher judgement (OTJ).

National Standards - These are new in 2010. They are the approved and intended standards for a child in NZ according to their age or length of time at school. These standards are for Mathematics and English only.

• Woodhill recognises that the standardised assessment schedule attached to this document may be interpreted as one of over-assessment. In light of the National Standards and New Zealand Curriculum being new documents we are comfortable with the amount of assessments that we are doing in order to arrive at out OTJ's. The framework provided within these documents is in itself a form of professional development for our staff.

Teachers Planning

Teachers are required to submit planning upon request from their syndicate leader. It is expected that all teachers have a yearly and termly overview and timetable clearly available at all times. There are standardised planning templates available for teachers to utilise should they wish, however they are free to design their own. There are separate overview sheets required outlining the Key Competencies, School Values and Core Beliefs, as well as reflection space each term for all non UoI subjects. These are submitted to the syndicate leader. Each Scope and Sequence gives guidance for planning requirements.