Upload
cockle-bay-school
View
1.511
Download
1
Tags:
Embed Size (px)
DESCRIPTION
Parent Orientation and Information Evening February 2010
Citation preview
Parent Orientation & Information Evening 2010
Parent Orientation & Information Evening 2010
ProgrammeProgramme Welcome & Rationale Introduction to B.O.T. and PTA Chairpersons (David
McKeown, Karen Taylor) School Organisation - Introduction to staff & teams “Same same, but different” The Cockle Bay School Curriculum (Darrel) Reporting to Parents The National Standards (Malene) Guiding policies - Homework, Uniforms Special Programmes (Jayne) Questions
Welcome & Rationale Introduction to B.O.T. and PTA Chairpersons (David
McKeown, Karen Taylor) School Organisation - Introduction to staff & teams “Same same, but different” The Cockle Bay School Curriculum (Darrel) Reporting to Parents The National Standards (Malene) Guiding policies - Homework, Uniforms Special Programmes (Jayne) Questions
School Organisation & IntroductionsSchool Organisation & Introductions
Year 6 – Takahe
Team Leader (T1/2)Mrs Rochelle Stansfield
Room 12 Ms Miller (0.6) Mrs Michell (0.4) Term1/2, Mrs. Casey Term3/4
Room 13 Miss Charlotte Fordyce Room 14 Mrs Rochelle Stansfield Room 15 Miss Anthea Walker PE/Dance Specialist Mrs Sian Redshaw
Year 6 – Takahe
Team Leader (T1/2)Mrs Rochelle Stansfield
Room 12 Ms Miller (0.6) Mrs Michell (0.4) Term1/2, Mrs. Casey Term3/4
Room 13 Miss Charlotte Fordyce Room 14 Mrs Rochelle Stansfield Room 15 Miss Anthea Walker PE/Dance Specialist Mrs Sian Redshaw
School Organisation & Introductions
School Organisation & Introductions
Year 5 – KakapoTeam Leader Miss Amber Sanders
Room 10 Mrs Darryl Lynn Room 11 Mr Adam Chung Room 16 Miss Erin Bradshaw Room 17 Miss Amber Sanders Music Specialist/CRT Mrs Kathy Currey
Year 5 – KakapoTeam Leader Miss Amber Sanders
Room 10 Mrs Darryl Lynn Room 11 Mr Adam Chung Room 16 Miss Erin Bradshaw Room 17 Miss Amber Sanders Music Specialist/CRT Mrs Kathy Currey
School Organisation & Introductions
School Organisation & Introductions
Year 4 – KotukuTeam Leader (rel. 2010 ) Mrs Sara Pickering
Room 5 Ms Megan Williams Room 6 Mrs Sara Pickering Room 7 Miss Stacey Neale Room 8 Miss Teri Doyle Room 9 Miss Kirsten Holmes
Year 4 – KotukuTeam Leader (rel. 2010 ) Mrs Sara Pickering
Room 5 Ms Megan Williams Room 6 Mrs Sara Pickering Room 7 Miss Stacey Neale Room 8 Miss Teri Doyle Room 9 Miss Kirsten Holmes
School Organisation & Introductions
Year 3 – WekaTeam Leader Mrs Ivy Narot
Room 1 Mrs Ivy Narot Room 2 Mrs Bridget Bear Room 3 Mrs Sanober Saher Room 4 Miss Sarah Wallace Team Leader Release/ Mrs Krissy Tantrum Maths Support
School Organisation & Introductions
Year 3 – WekaTeam Leader Mrs Ivy Narot
Room 1 Mrs Ivy Narot Room 2 Mrs Bridget Bear Room 3 Mrs Sanober Saher Room 4 Miss Sarah Wallace Team Leader Release/ Mrs Krissy Tantrum Maths Support
School Organisation & Introductions
Year 2 – TuiTeam Leader Mrs Pauline Whaitiri
Room 18 Miss Emily Denham Room 19 Mrs Pauline Whaitiri Room 20 Mrs Rona Wulff Room 21 Mrs Pauline Franks Reading Recovery/Literacy support:
Mrs Barbara Spargo (9.00 - 12.00am)
School Organisation & Introductions
Year 2 – TuiTeam Leader Mrs Pauline Whaitiri
Room 18 Miss Emily Denham Room 19 Mrs Pauline Whaitiri Room 20 Mrs Rona Wulff Room 21 Mrs Pauline Franks Reading Recovery/Literacy support:
Mrs Barbara Spargo (9.00 - 12.00am)
School Organisation & Introductions
Year 1 – KeaTeam Leader Mrs Susan Harder
Room 25 Mrs Judy Lee Room 26 Mrs Mellini Pillay Room 27 Mrs Hannake Louw Room 28 Miss Gemma Rushbrook Room 29 Miss Jenna Brackenreg Room 30 Mrs Susan Harder
School Organisation & Introductions
Year 1 – KeaTeam Leader Mrs Susan Harder
Room 25 Mrs Judy Lee Room 26 Mrs Mellini Pillay Room 27 Mrs Hannake Louw Room 28 Miss Gemma Rushbrook Room 29 Miss Jenna Brackenreg Room 30 Mrs Susan Harder
Part-time Teachers Mrs. Kirsten Bell .2 BT Release Mrs.. Vikki Bardo .2 BT Release Mrs. Deb Michell .2 BT Release
Teacher Aides Mrs. Stacey Welham Rainbow Reading
Mrs. Katarina Unkovich Mrs. Mel Woollaston Mrs. Kerry Mens Mrs. Hilary Mckee Mrs. Karen McNeill Mrs.Carol Dorey Mrs. Anna Staples Mrs. Noelene Roberts Mrs. Cecelia King Mrs. Annette Hirst Mrs. Chris Clarke Mrs. Marianne Uys Mrs. Cheryl Peters
Part-time Teachers Mrs. Kirsten Bell .2 BT Release Mrs.. Vikki Bardo .2 BT Release Mrs. Deb Michell .2 BT Release
Teacher Aides Mrs. Stacey Welham Rainbow Reading
Mrs. Katarina Unkovich Mrs. Mel Woollaston Mrs. Kerry Mens Mrs. Hilary Mckee Mrs. Karen McNeill Mrs.Carol Dorey Mrs. Anna Staples Mrs. Noelene Roberts Mrs. Cecelia King Mrs. Annette Hirst Mrs. Chris Clarke Mrs. Marianne Uys Mrs. Cheryl Peters
OfficeMrs Ginny Gartland Principal’s PA/Office Manager
Mrs. Cheryl Nichol Assistant (Tuesday - Friday)
Mrs. Merle Campbell Assistant (Monday – Thursday)Mrs Dale Matthews Assistant (Monday)
Property ManagerMr. Nick WantMr. Tonie Botha Assistant
Resource Manager/Library Team Mrs. Liz JonesMrs. Dianne Davies NLOE (0.5) Wednesday - Friday
IT TechnicianMr. Dave O’Kane
OfficeMrs Ginny Gartland Principal’s PA/Office Manager
Mrs. Cheryl Nichol Assistant (Tuesday - Friday)
Mrs. Merle Campbell Assistant (Monday – Thursday)Mrs Dale Matthews Assistant (Monday)
Property ManagerMr. Nick WantMr. Tonie Botha Assistant
Resource Manager/Library Team Mrs. Liz JonesMrs. Dianne Davies NLOE (0.5) Wednesday - Friday
IT TechnicianMr. Dave O’Kane
Principal Mr. Graeme LomasDeputy PrincipalMr. Darrel GoosenAssistant Principal Mrs. Malene RussellSpecial Needs/Abilities Programmes Mrs. Jayne de Groot
Principal Mr. Graeme LomasDeputy PrincipalMr. Darrel GoosenAssistant Principal Mrs. Malene RussellSpecial Needs/Abilities Programmes Mrs. Jayne de Groot
“Same Same, But Different”“Same Same, But Different”
Same, Same… High quality classroom programmes based on an
excellent understanding of and empathy for the pupils of our school
Excellent planning, based on effective assessment/evaluation
Provision of rich experiences for our pupils through our Infusion Learning and other CBS programmes
The provision of high quality feedback and feedforward so that all pupils can articulate where they are at with their learning and development and where they are going
Quality classroom environments
Same, Same… High quality classroom programmes based on an
excellent understanding of and empathy for the pupils of our school
Excellent planning, based on effective assessment/evaluation
Provision of rich experiences for our pupils through our Infusion Learning and other CBS programmes
The provision of high quality feedback and feedforward so that all pupils can articulate where they are at with their learning and development and where they are going
Quality classroom environments
Same, Same…
Allowing and encouraging our pupils to have a significant voice in the school and by all staff practising active listening to and with our pupils
Being a professional and supportive staff member Being reflective practitioners - positively questioning
your own and school practice - what is going well? (celebrate) What could be done better? (make changes), Is what I am doing important? Will it make a difference to my children's learning?
Same, Same…
Allowing and encouraging our pupils to have a significant voice in the school and by all staff practising active listening to and with our pupils
Being a professional and supportive staff member Being reflective practitioners - positively questioning
your own and school practice - what is going well? (celebrate) What could be done better? (make changes), Is what I am doing important? Will it make a difference to my children's learning?
Same, Same… Maintaining open and honest communication with all
parents - let them know that their child is special - be proactive
Understand, utilise and live the 4 Cs A commitment to cater for both GATE and special
needs students through the provision of differentiated programmes
A prioritised curriculum with a focus on Literacy, Numeracy and ICT
Same, Same… Maintaining open and honest communication with all
parents - let them know that their child is special - be proactive
Understand, utilise and live the 4 Cs A commitment to cater for both GATE and special
needs students through the provision of differentiated programmes
A prioritised curriculum with a focus on Literacy, Numeracy and ICT
But Different…But Different… Through an improvement on our 2009 performance in
all areas The implementation of recommendations from past
reviews including The Visual Arts and Science By a commitment to our anticipated or recent
innovations, including; Sustainability projects, weather station, the introduction of Newsmaker (streamed T.V.), increased emphasis on Science and more explicitly, ‘hands-on’ Science through such things as the new Science Trolley, School Art Exhibition etc.
Through an improvement on our 2009 performance in all areas
The implementation of recommendations from past reviews including The Visual Arts and Science
By a commitment to our anticipated or recent innovations, including; Sustainability projects, weather station, the introduction of Newsmaker (streamed T.V.), increased emphasis on Science and more explicitly, ‘hands-on’ Science through such things as the new Science Trolley, School Art Exhibition etc.
But Different…But Different… Curriculum Development - development of a spiral of skills
in Science, implementation of the revised P.E. programme developed by Mrs Redshaw in 2009
Major Parent Education Programmes - in particular, revolving around our Reporting procedures (PPPs and Ultranet) , development of a DVD on how to read and interpret your child’s report, and National Standards
An introduction to the concept of Learning Conversations Utilisation of our Cockle Bay School Inquiry model
Curriculum Development - development of a spiral of skills in Science, implementation of the revised P.E. programme developed by Mrs Redshaw in 2009
Major Parent Education Programmes - in particular, revolving around our Reporting procedures (PPPs and Ultranet) , development of a DVD on how to read and interpret your child’s report, and National Standards
An introduction to the concept of Learning Conversations Utilisation of our Cockle Bay School Inquiry model
Cockle Bay School Curriculum RICH, REAL, RELEVANT, RESPECTFUL
Our Curriculum is based on:NZ Curriculum statements • Full integration of key competencies• Our Mission statement • School vision, values and goals • Articulation of the 4Cs • A culture of quality • Learning how to learn• Meaningful assessment of and for learning• Spiral of skills in identified learning areas • Specific teaching of key concepts, skills and understandings• Higher order thinking• Prioritised curriculum – literacy, numeracy, science and technology• Parental and pupil consultation• Powerful big ideas for Infusion Learning • Reflection of current issues• Sustainability and future focus• Schoolwide interaction across year levels
Cockle Bay School Curriculum is Delivered through:
• Quality teaching• High expectations• Collaborative purposeful planning• Prioritised time allocation• Integration of learning areas (Infusion
Learning)
Scientific Method
Reporting to ParentsReporting to Parents
RATIONALE
Reporting to parents requires informing parents as to the progress, achievements, strengths and/or weaknesses of their child in a format which is clear, simple and direct.
RATIONALE
Reporting to parents requires informing parents as to the progress, achievements, strengths and/or weaknesses of their child in a format which is clear, simple and direct.
Reporting to ParentsReporting to ParentsPURPOSES
To keep parents informed of their child's development and learning against National and School Standards and expectations
To foster co-operation and a partnership between parents and teachers
To empower pupils by ensuring that they understand and can discuss their learning and next step learning with their parents
To encourage parents to become actively involved in their child’s learning and provide assistance so that they may support their child’s learning at home
To keep teachers informed of parental concerns about their child
To help parents become actively involved in their child's learning
PURPOSES To keep parents informed of their child's development and
learning against National and School Standards and expectations
To foster co-operation and a partnership between parents and teachers
To empower pupils by ensuring that they understand and can discuss their learning and next step learning with their parents
To encourage parents to become actively involved in their child’s learning and provide assistance so that they may support their child’s learning at home
To keep teachers informed of parental concerns about their child
To help parents become actively involved in their child's learning
Reporting to ParentsReporting to ParentsGUIDELINES1. Reporting to parents must be seen as an integral part of the total assessment/evaluation process and always focused on improving educational outcomes for students.2. It must be regular, transparent, relevant and open.3. It will be based on concrete data/evidence and good formative assessment.4. Reporting at Cockle Bay School will follow the following format, with each component being seen as part of the total ‘package’.
GUIDELINES1. Reporting to parents must be seen as an integral part of the total assessment/evaluation process and always focused on improving educational outcomes for students.2. It must be regular, transparent, relevant and open.3. It will be based on concrete data/evidence and good formative assessment.4. Reporting at Cockle Bay School will follow the following format, with each component being seen as part of the total ‘package’.
Avenue When Reason
Parent/TeacherDiscussion
February Setting the sceneDefining needs-parental input, last reportCementing a partnership
PPP (Pupil ProgressPresentation) Year 2-6
June What have I achieved/not achieved to date?What are my next learning steps?What evidence do I have for my learning journey?Are my parents aware of how I stand against the National Standards?
Parent/TeacherMeeting (if Requested byeither party)
June To follow up points/issues raised at PPPTo discuss issues that are not suitable to discuss with the pupil present.How parents can assist their children in the next learning step.
Mid Year Report June Teachers written summary of aboveTo support the PPP
End of YearWritten report
December Summary of child’s progress for year in all areasFuture learning goalsSummary of achievements
Othere-portfolio, UltranetBooks-sent home on regular basisParent/Teacher initiated meetingsSpecial events, open days, informal discussions, newsletters
All year To provide another avenue for sharing learning & achievementsTo share work in progress and completedTo share appropriate assessment rubricsTo help maintain an on-going dialogue
National StandardsNational Standards Address the overall purpose of reading, writing and
mathematics in learning
Are a consistent way for teachers to make judgements about student’s learning
Nationally referenced
They do not distinguish all the items of knowledge or specific skills and attitudes that students use as they read, write and computate
Teachers will use the standards to guide them when deciding the ‘best fit’ level for each child
Are a tool to guide ‘where to next?’
Address the overall purpose of reading, writing and mathematics in learning
Are a consistent way for teachers to make judgements about student’s learning
Nationally referenced
They do not distinguish all the items of knowledge or specific skills and attitudes that students use as they read, write and computate
Teachers will use the standards to guide them when deciding the ‘best fit’ level for each child
Are a tool to guide ‘where to next?’
Ministry of Education Expectations for the First Year of ImplementationMinistry of Education Expectations for the First Year of Implementation
Help students understand the standards and their goals in relation to them
Assess student’s progress and achievement against the standards using a range of assessment methods
Ensure students understand their progress and achievement and what the next steps are in their learning
Help students understand the standards and their goals in relation to them
Assess student’s progress and achievement against the standards using a range of assessment methods
Ensure students understand their progress and achievement and what the next steps are in their learning
Ministry of Education Expectations for the First Year of ImplementationMinistry of Education Expectations for the First Year of Implementation
Provide at least two plain-language, written reports to family about their child’s progress in relation to the standards
Support parents and family to understand the process and format of reporting and how they can work with schools to support their child’s progress
Provide at least two plain-language, written reports to family about their child’s progress in relation to the standards
Support parents and family to understand the process and format of reporting and how they can work with schools to support their child’s progress
What We Are DoingWhat We Are Doing
Continue to use assessment tools that help identify strengths and gaps
Reporting to parents in writing twice a year Trialed reporting against draft National Standards in Year
1 2009 Reporting on progress, achievements and next steps PPPs - 2009 trialed draft National Standards progress grids
in reading, writing and mathematics PPPs - students shared learning, expectations and their
progress with parents
Continue to use assessment tools that help identify strengths and gaps
Reporting to parents in writing twice a year Trialed reporting against draft National Standards in Year
1 2009 Reporting on progress, achievements and next steps PPPs - 2009 trialed draft National Standards progress grids
in reading, writing and mathematics PPPs - students shared learning, expectations and their
progress with parents
What We Will DoWhat We Will Do Continue to use these to provide students with
next steps to enhance teaching and learning - tweak our current goal cards to reflect changes
Continue to inform students need to know how well they are achieving and what they need to do to improve their learning
Explicitly teach the gaps that the standards identify
Continue to celebrate growth in student achievement
Communicate effectively with students and parents on National Standards and next learning steps
Continue to use these to provide students with next steps to enhance teaching and learning - tweak our current goal cards to reflect changes
Continue to inform students need to know how well they are achieving and what they need to do to improve their learning
Explicitly teach the gaps that the standards identify
Continue to celebrate growth in student achievement
Communicate effectively with students and parents on National Standards and next learning steps
What We Will DoWhat We Will Do Student goal cards this term will reflect changes in
line with National Standards PPPs and mid and end of year reports this year
will reflect and report on National Standards Explicitly teach the gaps that the standards
identify Continue to celebrate growth in student
achievement Communicate effectively with students and
parents on National Standards and next learning steps
Student goal cards this term will reflect changes in line with National Standards
PPPs and mid and end of year reports this year will reflect and report on National Standards
Explicitly teach the gaps that the standards identify
Continue to celebrate growth in student achievement
Communicate effectively with students and parents on National Standards and next learning steps
More Information To Come…More Information To Come…
We will be having further meetings - both formal and informal - to explain National Standards in reading, writing and mathematics before mid-year PPPs and reports.
We will be having further meetings - both formal and informal - to explain National Standards in reading, writing and mathematics before mid-year PPPs and reports.
HomeworkHomework
RATIONALE
At Cockle Bay School homework is set to allow children to practice and consolidate skills previously taught at school with the focus on Literacy and Numeracy.
RATIONALE
At Cockle Bay School homework is set to allow children to practice and consolidate skills previously taught at school with the focus on Literacy and Numeracy.
HomeworkHomework
PURPOSES To revise, reinforce and/or supplement work already
covered To develop children’s ability to organise their time
and self management skills To afford parents the opportunity to observe
children’s work habits and attainment To communicate to parents programmes of work
currently being studied within the classroom
PURPOSES To revise, reinforce and/or supplement work already
covered To develop children’s ability to organise their time
and self management skills To afford parents the opportunity to observe
children’s work habits and attainment To communicate to parents programmes of work
currently being studied within the classroom
HomeworkHomework GUIDELINES
1. No new work should be introduced as homework.2. Work set should be within the child’s capability and well understood.3. Homework will be seen and checked by the teacher.4. Homework must be relevant to class work being studied.5. Resources required to complete homework should be available to the child.6. Motivation should be intrinsic.7. At the Year 1 - 3 the amount of homework set should be achievable within 30 minutes daily. At the Year 4 - 8 levels the amount of homework set should be achievable within 30 - 60 minutes daily.8. Parental involvement should be positive and should encourage the child to complete the set of task(s) independently.
GUIDELINES1. No new work should be introduced as homework.2. Work set should be within the child’s capability and well understood.3. Homework will be seen and checked by the teacher.4. Homework must be relevant to class work being studied.5. Resources required to complete homework should be available to the child.6. Motivation should be intrinsic.7. At the Year 1 - 3 the amount of homework set should be achievable within 30 minutes daily. At the Year 4 - 8 levels the amount of homework set should be achievable within 30 - 60 minutes daily.8. Parental involvement should be positive and should encourage the child to complete the set of task(s) independently.
UniformUniform
Special ProgrammesSpecial Programmes
SENCO Role for Learner SupportFoundation SkillsOccupational TherapyReading Recovery Rainbow ReadingNLOETeacher Aides/ Teacher support/ Team Teacher AidesGovernment agencies- RTLB/SE/SLT/Moderate Needs
Special ProgrammesSpecial ProgrammesGATE Role for Enhancement ProgrammesGATE identification and tracking Differentiated Learning across the schoolYoung Thinkers Yrs2/3Mind Lab Yrs4-6Meet a Metre Science new for Year 4 this year and continuing with Y5/6 from last yearSpecialty lunches eg Week 5 Term 1 glass bead art demonstrationWorkshop opportunities eg Art, Poetry Writing, Writers/Illustrators, Young Leaders, National Science Fair
See website for other programmes and opportunities
QuestionsQuestions ?