annual reporting 2015 : learning opportunities 2015

Learning Opportunities

Annual Performance Report 2014-2015

Contents

Curriculum Design 01

Marketing 39

Modern Learning Environments 49

Special Report: Bulk and Location Review 67

Curriculum Design 01page

Curriculum Design – Hagley Community College Performance Report 2015 Page 2

Table of Contents

INTRODUCTION .................................................................................................................................................................................................................................................................................... 4

PRIMARY GOAL & CRITICAL SUCCESS FACTORS ............................................................................................................................................................................................................................. 4

ENVIRONMENTAL EDUCATION SCANNING ..................................................................................................................................................................................................................................... 5 The inequality of educational achievement ........................................................................................................................................................................................................................................ 5 The tail of education ........................................................................................................................................................................................................................................................................... 5 The large drop out rate of students .................................................................................................................................................................................................................................................... 5 The rise of the megacity ..................................................................................................................................................................................................................................................................... 5 Trends in assessment .......................................................................................................................................................................................................................................................................... 5

PROGRAMME DESIGN ......................................................................................................................................................................................................................................................................... 8

KEY DESIGN CHARACTERISTICS ........................................................................................................................................................................................................................................................ 10 A. Organisational Conditions ......................................................................................................................................................................................................................................................... 10 Establish common cultural norms ........................................................................................................................................................................................................................................ 10 Make the college a rich adult learning environment .......................................................................................................................................................................................................... 10 Redesign structures and the use of time ................................................................................................................................................................................................................................ 11 Redesign the use of learning spaces and places ..................................................................................................................................................................................................................... 11 B. Teaching and Learning ................................................................................................................................................................................................................................................................ 12 Immersing students in purposeful projects and enquiries leads to engaged learners and improved relationships ........................................................................................................ 12 The expectation of quality products leads to purposeful work and deeper learning ......................................................................................................................................................... 12 Public displays of student work demonstrate both the product and the process of learning and provide entry points to engage parents and community .......................................... 12 Engagement results from modelling exemplary work ......................................................................................................................................................................................................... 12 Great learning is blended learning ........................................................................................................................................................................................................................................ 12 Projects can be teacher led, student-‐led or product-‐led, but they must be passion-‐led and have real world connections .................................................................................................. 12

CURRICULUM MODELS ...................................................................................................................................................................................................................................................................... 13 Packaging Subjects ............................................................................................................................................................................................................................................................................ 14 Full Focus Programmes ..................................................................................................................................................................................................................................................................... 14 Partnership Programmes .................................................................................................................................................................................................................................................................. 14 Schools Within A School ................................................................................................................................................................................................................................................................... 14 School of Fashion .............................................................................................................................................................................................................................................................................. 15 Hagley Theatre Company .................................................................................................................................................................................................................................................................. 15 The Range of Immersion Courses ..................................................................................................................................................................................................................................................... 15 Clustering Communities .................................................................................................................................................................................................................................................................... 16

PROGRAMME INITIATIVES ............................................................................................................................................................................................................................................................... 17 Reshaping Level 2 and 3 English Courses .......................................................................................................................................................................................................................................... 17 New Creative Performance Package ................................................................................................................................................................................................................................................. 17 Primary Industries ............................................................................................................................................................................................................................................................................. 17 Year 13 Philosophy Course ............................................................................................................................................................................................................................................................... 17 Ancient History At Year 12 ................................................................................................................................................................................................................................................................ 18


Passport (Full time package) ............................................................................................................................................................................................................................................................. 18 School of Animation and Digital Design ............................................................................................................................................................................................................................................ 18 School of APPs .................................................................................................................................................................................................................................................................................. 18

PROGRAMME INFRASTRUCTURE .................................................................................................................................................................................................................................................... 19 Reshaping Levels 2 and 3 English ...................................................................................................................................................................................................................................................... 19 Creative Performing Arts .................................................................................................................................................................................................................................................................. 19 Change to Year 13 School of Music ................................................................................................................................................................................................................................................... 20 The Primary Industries 12 hour Package .......................................................................................................................................................................................................................................... 20 New Staffing for University based Philosophy .................................................................................................................................................................................................................................. 20 Ancient History at Year 12 ................................................................................................................................................................................................................................................................ 20 Passport ............................................................................................................................................................................................................................................................................................ 20 School of Animation and Digital Design ............................................................................................................................................................................................................................................ 20 School of APPs .................................................................................................................................................................................................................................................................................. 20

PROGRAMME EVALUATION ............................................................................................................................................................................................................................................................. 21 Roll Analysis ...................................................................................................................................................................................................................................................................................... 21 ART Department ............................................................................................................................................................................................................................................................................... 21 Careers .............................................................................................................................................................................................................................................................................................. 22 English ............................................................................................................................................................................................................................................................................................... 23 Year 12 English Classes .............................................................................................................................................................................................................................................................. 23 Year 13 English Classes .............................................................................................................................................................................................................................................................. 24 ESOL .................................................................................................................................................................................................................................................................................................. 25 Mathematics ..................................................................................................................................................................................................................................................................................... 26 Year 11 Mathematics ................................................................................................................................................................................................................................................................. 26 Year 12 Mathematics ................................................................................................................................................................................................................................................................. 26 Year 13 Mathematics ................................................................................................................................................................................................................................................................. 27 Performing Arts ................................................................................................................................................................................................................................................................................. 28 Physical Education/Health ................................................................................................................................................................................................................................................................ 29 Practical Design ................................................................................................................................................................................................................................................................................. 29 Science .............................................................................................................................................................................................................................................................................................. 30 Year 11 Science .......................................................................................................................................................................................................................................................................... 30 Year 12 Science .......................................................................................................................................................................................................................................................................... 31 Year 13 Science .......................................................................................................................................................................................................................................................................... 32 Social Science .................................................................................................................................................................................................................................................................................... 33 Year 11 & 12 Social Science ....................................................................................................................................................................................................................................................... 33 Year 13 Social Science ................................................................................................................................................................................................................................................................ 33 After 3 ............................................................................................................................................................................................................................................................................................... 34

Junior College ................................................................................................................................................................................................................................................................................... 35


INTRODUCTION According to the Ministry of Education, curriculum “is designed in a three-‐stage process, taking into account, the national curriculum, the school curriculum and the classroom curriculum”. Further, “curriculum design and practice begins with the premise that all students can learn and succeed, and as all students are individuals, their learning may call for different approaches, different resourcing and different goals”. With these starting points, the Hagley curriculum has evolved in a flexible manner in order to engage with all students individually and offer them appropriate learning pathways. Over time, to this end, difficult and potentially disruptive changes have been made to significantly alter the way the whole organization is structured. It has been vital to include the teaching staff in decision-‐ making and with their backing such radical changes as the length of teaching periods, the length of the school day and the lack of school bells, just as simple but far reaching examples, have been introduced, and have now been in place for some time. The inclusive culture of change has also allowed curriculum design to flourish, resulting in profoundly different and wide ranging programmes of learning which encourage students to become more engaged and active in their learning, ultimately leading to higher achievement levels and strong pathways to tertiary education and/or meaningful employment. As a side effect, major curriculum design and the subsequent diverse offerings for student choice have led to a truly multicultural student body. This in turn has encouraged cultural awareness, and a tolerance for the differences of others. PRIMARY GOAL & CRITICAL SUCCESS FACTORS The primary goal of the Curriculum Design portfolio is the provision of effective and innovative learning opportunities for diverse learners through the development of a robust, comprehensive and relevant curriculum. This goal has the following critical success factors: 1. Environmental Education Scanning: The effective use of environmental scanning to identify and monitor changing trends and patterns in education and to assess their organisational impact on the college’s curriculum. 2. Programme Design: The identification and application of key programme design characteristics for the development of a robust and relevant curriculum profile that meets the needs of students. 3. Curriculum Models: The establishment of a range of curriculum models to meet the diverse needs and circumstances of learners. 4. Programme Initiatives: The development and implementation of new programme initiatives based on effective programme design and curriculum models. 5. Programme Infrastructure: The implementation of an integrated and comprehensive infrastructure to align resources with programmes of learning. 6. Programme Evaluation: An analysis of programmes and courses to evaluate their performance in providing effective learning opportunities for students. This review reports on the performance of the College across these key outcomes for 2014.


ENVIRONMENTAL EDUCATION SCANNING Brown and Weiner (1985) define environmental scanning as "a kind of radar to scan the world systematically and signal the new, the unexpected, the major and the minor". Applying scanning techniques in order to detect social and political trends, potential opportunities and any perceived external threats assists curriculum strategic planning. A scanning process identified national, international and local educational trends as outlined below. The inequality of educational achievement Children enter education with different backgrounds and aspirations, largely as a result of differing family circumstances, with some having all the resources to succeed while others have very little. What has been a topic of major concern to educators for some time finally attracted the attention of NZ politicians in 2012, and has been widely debated since with various solutions suggested. (John Clark – Associate professor of Massey University’s School of Education Studies.) The tail of education The inequality mentioned above has led to the so-‐ called “tail of education”: As John Clark says, “The problem itself is no simple matter. With respect to their learning, children do not start school on equal terms.” There is a concern about the ‘long tail of underachievement’ and the need to do something about it. The inequality gap increases as schooling continues producing a very long tail when students reach secondary education. The large drop out rate of students This is a well-‐ documented global issue with 7000 students dropping out of classes in the USA, for example, every day. Here in New Zealand, the rate has decreased but is still an issue, with the OECD reporting that our rate of those who do not complete “upper secondary schooling” sits at almost 34% (which is double the European rate). In addition to the above, the OECD points to the rise of the megacity, and through PISA, trends in assessment. The rise of the megacity The growth of urban areas is a global trend with people from rural areas and foreign countries hoping for better economic prospects, easier access to, and more diverse options for, public services such as education. A growing body of research however is showing that life in an urban area is associated with a greater lifetime risk of anxiety and mood disorders for both adults and children. This combined with the aftermath of the earthquakes has led to a significant increase in the number of students with anxiety issues in Christchurch. This is particularly true for students at Hagley Trends in assessment PISA, a branch of the OECD looks at global trends in assessment. Results from PISA assessments of mathematics, Reading and Science have shown that students who are in a school climate characterized by high expectations, classrooms conducive to learning, and good teacher-‐student relations tend to perform better than those who are not. With this in mind, advice from the latest PISA assessment results is as follows: • Schools should ensure that the learning environment is conducive to learning for all. • Schools need to provide opportunities for all students. • Students need to be engaged in school evaluation and teacher appraisals to improve teaching and learning. • Efforts to improve school systems should be continuous. Finally, as far as global trends are concerned, educational institutions need to practice fiscal accountability: (PISA) The impact of the global economic crisis has led to a need for greater accountability in learning institutions, and more effective use of a diminishing financial resource. The education dollar has to stretch further, and each institution has to do more for less.


Further issues for New Zealand s education system are the establishment of charter schools and the ongoing underachievement of Maori and Polynesian students. Charter Schools began in the 1980s in Chile and the UK followed by the USA, Sweden and Canada in the early 1990s. Other countries like Norway have only started up since around 2007. These institutions were set up as schools receiving public money but operating independently for a variety of reasons. In 2011 here in New Zealand, National and ACT agreed to establish charter schools as a suggested solution to shorten the long tail of underachievement and thus reduce the inequality of education. The implication is that normal state schools are not doing enough, and/or are not capable, and thus it has been a controversial decision. Underachievement of Maori and Polynesian students is still an ongoing issue: While there has been some improvement in qualification statistics of these groups, there is still cause for concern. Another completely different layer of issues exist for the schools of Christchurch. Here, the educational landscape is very different due to the major earthquake disaster of 2011. The stance taken by the MOE is that this is an unprecedented opportunity to “future proof” education for the city’s students from early childhood through to university. Successful Ideas and concepts introduced in Christchurch could, they reason, pave the way for other regions of the country to study and follow. The Ministry of Education has put forward a “plan for renewal” of education within Christchurch. The plan involves placing all educational institutions within “learning community clusters”, in which institutions in the same geographical areas have been grouped together. Hagley has been placed in the “central city cluster” with 12 other institutions, and at first glance there is little common ground between them other than the fact that they are all located within the central city district. There is no suggestion from the MOE as to the advantage of “clustering” nor any direction as to how the concept and this particular cluster will develop, although the Ministry of Education has stated that ministry officials “will formally consult with these clusters and their communities on the possible shape of future education provision”. Hagley College is actively engaging with this cluster and is proposing a collaborative initiative focused on teaching as inquiry to build self review capacity across the inner city educational institutions. All these issues identified through the scanning process raise implications for the NZ context, and New Zealand’s response to the trends in education has been to introduce national strategies aiming to tackle the problem of underachievement. BPS Targets: “Better Public Services”(BPS) is currently attempting to create a public sector that responds effectively to the needs and expectations of new Zealanders. The ultimate goal is to equip young people with the skills to live a fulfilling life and contribute to New Zealand’s economic prosperity. To this end, they have set up the following targets for secondary schools to achieve. • In 2017, 85% of young people will have achieved NCEA Level 2 or an equivalent qualification. • In 2017, 55% of 25-‐34 year olds will have a qualification at level 4 or above. The Youth Guarantee Scheme: was introduced to provide free tertiary places for domestic students aged 16 to 19 to help them gain NCEA Level 2. The initiatives are about improving the transitions from school to work by providing a wider range of learning opportunities, making better use of the education network and creating clear pathways from school to tertiary study, training and work. If the results of the scanning process are summarized, the organizational impact on the college can be assessed. Summary of trends and issues • There is inequality in education


• There is a long “tail” of underachievement • The drop out rate of NZ students is high • Anxiety and mental issues are prevalent amongst students in large cities and particularly in Christchurch • The educational dollar has to stretch further than ever. • Maori and Polynesian students are still an underachieving group • Hagley does not easily fit the “cluster” concept At the heart of these key educational trends and issues are disadvantaged and disenfranchised students. These students face significant barriers that prevent them from engaging in learning. There are significant numbers of students in Christchurch that disengage from education and leave school before gaining the necessary minimum qualifications of NCEA L2 and who don’t transition into higher learning to gain L4+ qualifications. There are also a significant proportion of students trying to re-‐engage in learning but find barriers relating to financial cost and barriers relating to appropriateness of learning programmes and learning environments that suit their needs. These students are frequently post compulsory aged students. Most of these students enter Hagley with low or no qualifications and with a lack of resilience and confidence in their abilities to learn and with essential skill deficits that often require specialist interventions and strategies. We want to make a difference for these students through qualification achievement and effective transitions to on-‐going learning, training or employment. On behalf of the greater Christchurch education network Hagley has and wants to continue to have strong advocacy for these students and to create the opportunity for these students to re-‐engage in learning. To re-‐engage these students has required Hagley to be innovative and creative in designing effective learning programmes; to reframe its infrastructure to meet student needs; and to provide experiences for students not available in most secondary schools. It has required the college to face outwards to its community and to be inclusive and collaborative in its engagement with them. It is looking to have a recognized formal structure through becoming a designated special character school to enable it to grow collaboration with the greater Christchurch network of secondary schools and to influence co-‐operation and collegiality between them. The educational benefits to the Christchurch community are the increase in skills, qualifications and productivity to the region from these students and a move away from their increasing dependency upon the state. It also builds the regions educational capacity and effectiveness. When we ask the question -‐ ‘What are the educational benefits that you would hope to achieve for these students? -‐ the answer is simple. Hagley College is committed to: 1. Making a difference to individual students lives especially those who have been disenfranchised by the education system or their poor educational experiences. 2. Advocating for and working with predominantly post-‐compulsory aged students who are educationally disadvantaged. 3. ‘Capturing’ students back into engagment with learning. 4. Overcoming barriers to students learning through creative and innovative solutions and effective pedagogical practice. 5. Demonstrating that the college is inspiring students futures and transforming their lives. 6. Creating educational opportunities with effective pathways and transitions that are not currently available elsewhere in the secondary school sector in Canterbury. 7. ‘Adding value’ to the greater Christchurch network through qualification achievement as a return on Government investment. The college is also very mindful in making sure its work on these key educational issues are aligned to the governments strategies and priorities. Hagley College’s strategic vision, direction and practice aligns with the Ministry of Education’s policy and strategy efforts to improve education for all. The key work in progress includes improving social and academic outcomes for all students by focusing on factors making the biggest difference to student learning; re-‐designing and determining our curriculum, teaching, learning and assessment; and promoting the effective use of information and communication technologies. The special character of Hagley Community College aligns and supports this major work of improving education for all.


There is also alignment to government priorities within better public services. Boosting skills and employment is one of the Government’s priorities within Better Public Services. Better Public Services is about creating a public sector that can respond even more effectively to the needs and expectations of New Zealanders. The Ministry of Education leads targets to boost skills and employment by: • 85% of 18-‐year-‐olds with NCEA level 2 or an equivalent qualification in 2017; • 55% of 25-‐34 year olds will have a qualification at level 4 or above in 2017. Achieving these targets will benefit all New Zealanders and contribute to the Government’s overall priorities. The targets are ambitious and will make a significant difference in peoples’ lives. Achieving the targets means: more New Zealanders reach their potential through higher education and improve their quality of life; boosting the skill level of the New Zealand workforce; and lifting New Zealand’s overall productivity. Hagley Community College is actively working across the greater Christchurch network of secondary schools to achieve and collaboratively support these targets. Our work closely involves the national strategies of the Youth Guarantee, Vocational Pathways; the Achievement 2013-‐2017 initiative (ART); Secondary Tertiary Programmes; Secondary-‐Tertiary Partnerships and Networks; and NCEA and the Whānau Information Programme. The college’s work is also closely aligned to and actively supports the Prime Minister’s youth mental health initiatives; the Tertiary Education Strategy; and the Business Growth Agenda through the Ministry of Business and Innovation. We are working collaboratively across the sector(s) and the greater Christchurch network to make a significant difference to those post-‐compulsory aged students who are disadvantaged or disenfranchised by our current education system and practices. The relevance of these trends and issues to this portfolio on Curriculum Design and the above strategic response by the college has meant the college is redesigning its curriculum to ensure our curriculum is accessible and engaging for all students. The broad response from Hagley is to re-‐design the curriculum to provide options, which will appeal to the disadvantaged and disenfranchised student. The re-‐design process attempts to remove barriers, which face students enrolling in secondary schools. This must be done on an individual basis, as each student’s needs are different. Once students are captured back into the classroom, every effort would be made to keep them there, enabling them through support networks to achieve to the best of their ability, and to move on to meaningful employment and satisfying lives. To do this we are integrating research findings into our developing practice relating to the concept of engaging schools and design principles for effective practice. PROGRAMME DESIGN The identification and application of key programme design characteristics for the development of a robust and relevant curriculum profile that meets the needs of all students, and removes barriers to engagement in learning. The starting point is that students who come to Hagley to enrol, have met barriers to their learning elsewhere. This is a significant and noticeable feature of all students enrolling at Hagley. They have become disengaged from learning. The Handbook for school leaders “The Engaging School” states that, “Disengagement from learning at school is a serious problem, not only for the visibly disengaged (such as those who drop out of school) but also for “disengaged achievers” – students who are adept at achieving good grades, but are turned off learning at school, and who often struggle when given more independence at college or university or in the workplace.” The handbook goes on to say that this is of particular concern because of a rapidly changing world, one in which today’s students need to be learning new skills constantly in order just to keep up with new challenges and new ways of doing things. The Handbook for Engaging schools urges that significant and dramatic changes are needed in order to create lasting changes to the culture, structure and time constraints often present within conventional secondary schools. With this in mind, it is important that a series of key programme design characteristics are formulated for the development of a relevant curriculum profile to meet the needs of students. All students have faced some kind of barrier to their learning. The curriculum must therefore aim to reduce or eliminate a multitude of different barriers. It must satisfy a variety of needs, and consideration must be given to the following issues for those prospective students who (for example):


• Are bored with conventional programmes and teaching • Have health issues and are unable to study full time • Are beyond school age • Need to work to earn money but wish to gain qualifications • Have dropped out of school but need to return • Have learning difficulties • Have lost confidence in their abilities There are college-‐wide design principles for effective practice that are being implemented by the college to support curriculum redesign. There is a consensus that these design principles are critical for student success. No matter what programme or practice the college implements, it is likely to have greater impact if its design incorporates the following principles: • A strong start ensuring that students’ earliest contacts and experiences foster personal connections to enhance their chances of success. • Clear, coherent pathways that help students move through an engaging college experience. • Integrated support which involves effectively connecting with students where they are (in the classroom) which means building skill development, support and supplemental instruction into their course work. • High expectations and high support focused around developing authentic relationships with students. • Promoting intensive student engagement through different models of curriculum delivery that involves both structures and teaching practice. • Design for scale to ensure important principles become established as ‘best practice’ and are supported by the college’s infrastructure. • Professional development for teachers to grow, develop, and reconceptualise their teaching practice by using teaching as inquiry. The college is acutely aware that not all students will want the same kind of programme. There needs to be a variety of approaches on offer, in order to accurately place each student in a suitable programme to meet their learning requirements and aspirations. We also know that research tells us that “learning is most powerful when it is learner centred, well designed, profoundly personalised, inclusive and social. ”The Nature of Learning: Using Research to Inspire Practice”, OECD, 2010. Curriculum re-‐design is central to addressing and effectively implementing this research. By re-‐designing the existing curriculum we would be aiming to: • Personalise learning for students • Develop programmes of learning, not necessarily single subjects • Create coherence and context for the learning • Establish the learning in the student’s world • Inspire students to further learning • Allow students to gain and build qualifications. In order to fully engage students, for whom barriers to learning engagement has been the norm, particular features or characteristics are necessary. It would be a huge advantage, for example, for each student to have a mutually respectful and supportive relationship with a significant adult within the institution. To ensure engagement is continuous, students would need hands-‐on active learning through practical enquiry with learning and activities that go beyond school. It is also helpful if they are given a clear set of guidelines, procedures or protocols within which they can make choices. The starting point for the re-‐design of the curriculum is the traditional secondary school curriculum with its range of subjects from which senior students choose five or six to study. Often the chosen group of subjects is an eclectic mix with little coherence, since they are independent and stand-‐ alone. They are supported by the typical school structure of curriculum departments,


which tends to reinforce independence and uniqueness. To top it all off, in most schools the range of subjects is narrow and focused towards university study. Our response to the overwhelming need for curriculum re-‐design is to develop different education delivery models to achieve deep and sustained student engagement and achievement. The college is using the following key design characteristics within the context of Hagley’s disadvantaged and disenfranchised student population to grow their retention, engagement, achievement and successful transitions to further learning

KEY DESIGN CHARACTERISTICS There are two major areas the college has focused on to make the most significant and influential changes to redesigning the senior curriculum. These are organisational conditions across the whole school -‐ the culture, the structure, and the organisation of time -‐ and embedding and sustaining challenging new ways of teaching and learning. A. Organisational Conditions If Hagley College is going to successfully engage students who have experienced barriers to their engagement in learning then there needs to be radical change to the prevailing structural arrangements facing students in secondary schools, and with the consequent cultural norms. Hagley is addressing four important design characteristics that make up the organizational conditions students face that significantly influences whether the school is an engaging learning environment. Establish common cultural norms To successfully engage students and to bring about the innovative change that is needed the school culture must be supportive, facilitative and congruent with the design principles it wishes to realise. We use the term ‘culture’ as a short-‐hand for the multiple components that make up the norms, behaviours, relationships, shared expectations, symbols, rituals, working conditions, decision-‐making processes, possibilities and permissions that pervade the college. Creating change and innovation at Hagley has demanded more than leadership commitment. The college has become ‘the project’ and every stakeholder -‐ teachers, students, parents and members of the wider community – have become the learners. Solutions are co-‐constructed, diverse and healthy learning relationships are made paramount. The college has consulted widely with the community on its culture during the designated special character consultation and feedback process and there is a collective and unified voice on the common cultural norms of the college. “When students, parents and staff provide feedback in this area they invariably speak with one voice. Hagley is a place where difference is celebrated and where it is a turangawaewae for students to be themselves and to stand tall. There are high levels of mutual respect and students rate very highly the way teachers treat them as adults and with respect. There are 52 ethnicities represented within the college and while there are many cultures within the school our culture becomes one of the celebration of diversity. We are student centred and student focused with a strong response of equality and equity towards people. The college accepts students for who they are and where they are in the education journey. First names are used in all communication to personalise each person’s importance and acceptance of who they are. The college has no uniform or bells with a total commitment on what is important around each student’s learning. There is a culture of openness where students are listened to and a culture of flexibility and innovation to meet student need.” From “What makes Hagley Special Character?” – Application to become a Designated Character School; pg 30. Make the college a rich adult learning environment The college has identified that transforming engagement and learning cannot be achieved without transforming professional development. If you’re serious about transforming learning, you have to make time for staff to learn, and to design learning, collaboratively; to see each other teach and to reflect together on teaching; and to reconfigure teaching loads in support of professional inquiry, and enable learning from colleagues, other schools, and external experts. Inquiry is a central practice within The New Zealand Curriculum. Reflective practice that results in improved achievement for learners is vital in all teachers’ work. It is clear that the Education Review Office regards deep reflective practice happening at all levels within a school as essential. teaching as inquiry is appropriately at the centre of self review at a teacher level, as this details the impact the curriculum is having on promoting and improving student learning. Sharing


inquiry investigations and learnings across and within the Hagley community over time is invaluable, both in helping to effectively target professional learning and development at a school level, while at a teacher level it results in more informed practice. Teaching as inquiry offers a valuable way of looking in detail at what is happening to learners who are at risk of not achieving at their curriculum level. Inquiry actively encourages teachers to adopt a curiosity mindset and to implement innovative and recursive practices where they might try an approach, assess the results, then modify their interventions as required. Referring to research to inform inquiries develops further understandings. Inquiry strengthens teachers’ abilities to use data effectively in order to show improvement in student outcomes. Teaching as inquiry can also strengthen school’s appraisal processes, as inquiry can act as a central construct which is then mapped it onto multiple criteria. This characteristic of making the college a rich adult learning environment through transforming professional development using teaching as inquiry is essential to redesigning the curriculum. Redesign structures and the use of time One of the main barriers to deep learning and to increased teacher collaboration is the virtually ubiquitous one-‐hour lesson, with timetables and staffing schedules atomised because of our fixation with ‘subjects’. Staff meetings, timetable restrictions, student options / electives -‐ all are in place to reinforce subject dominance. Subject knowledge matters, of course, but not to the point where the whole edifice of ‘the school’ is organised around ‘curriculum subjects’. Hagley College is serious about creating more engaging, personalised, project-‐based learning that will create more integrated staffing teams who work together (and with others) in more flexible schedules -‐ and acknowledge that a student who is taught by fewer teachers, for longer blocks of time, ‘feels known’ and is more likely to be deeply engaged. The college continues to address this issue and find flexible solutions ranging from: 2hr teaching periods in the senior school; extending the school day; deannualising the times when students can access programmes; compressing programmes across a shorter time in the week; weekend programmes; and full immersion programmes with their own time schedule. Changes in ‘time’ removes a significant barrier to the creation of new and diverse models of programme delivery. The college has been able to explore new implementation models of delivery and deciding whether these could fit with the Hagley situation. Such models as “The school within a school”, “Part of the curriculum”(combining or integrating a few subjects), “One day per week”, “Weeklong intensives”, and “The whole school model” are being implemented in different areas of the college. These are all very different approaches and will suit well in different situations. Redesign the use of learning spaces and places Traditional classroom design doesn’t adequately support new and different models of curriculum delivery. There are many ways to look at this issue. Modern learning environments has become a ‘catch cry’ for the modernization of learning spaces. The danger with this focus is that it becomes the driver for change in its own right and becomes disconnected from pedagogy and programme design. Hagley has taken the view that we need well-‐designed vibrant spaces that are ‘fit for purpose’. The college’s ‘theatre company’, ‘school of fashion’, ‘school of animation’ and CUP programme are examples of design ‘fit for purpose’. What we remove from classrooms -‐ especially desks and dividing walls -‐ is often more important than what we put in them. Equally, seeing school as the base-‐camp for learning demands fresh thinking around the place for learning and the use of external partners -‐ as an example, the location for learning is increasingly a virtual location. The college is increasing its ambitions for what are often misleadingly labelled ‘virtual learning environments’ -‐ too often these are merely repositories for submitted work, or student notices. Social learning platforms (blogging, Twitter, video conferencing tools); and mobile technologies facilitate more flexible, personalised learning, and help bridge the gap between how young people learn in, and out of, school and increasingly these are being integrated in a range of curriculum models. Making the learning visible is important in the redesigning of learning spaces and places. At Hagley we are striving to make classroom practice open and the subject of study, to make teaching a team activity rather than a private act by changing the structures in which teachers teach. There are a variety of ways of doing this but, clearly, changing the physical structures within the school is an amazing opportunity to change the way people work, relate and learn together. The college has taken the first steps in its consultation process in creating a master plan for the 18M redevelopment of the college site.


B. Teaching and Learning The second major area that has a significant influence on redesigning the curriculum is embedding and sustaining challenging new ways of teaching and learning. As the college identifies and establishes new models of curriculum delivery Interdisciplinary project-‐based learning offers an approach in which both knowing and applying that knowledge are equally important -‐ utilising both head and hand, just as in the real world. The college has found that the following strategies are vital to foster deep learner engagement and academically rigorous learning outcomes. There is a fundamental need for a progressive handing over of control in learning from teacher to students, with students increasingly able to experience their own agency and choices within their projects. Importantly this enables students to connect their learning to their sense of self, their personal learning journeys and their lives. The following characteristics are fundamental features to consider in redesigning the curriculum and designing new programmes of learning at Hagley College. Immersing students in purposeful projects and enquiries leads to engaged learners and improved relationships In implementing the ‘schools within schools’ initiative the college has consistently observed positive shifts in learner engagement, and better teacher-‐student relationships, after putting projects and inquiries at the heart of their pedagogies. Project-‐based learning gives students a sense of agency; it gives them a belief that the results matter, that their learning is purposeful -‐ and the more relevant and purposeful the activity, the stronger the engagement. This lies at the heart of our ‘schools within schools’ initiative. Equally, having teachers and students as collaborative inquirers fundamentally changes the way learners see themselves, and others. Teachers can’t be expected to personalise the learning of every student as effectively as the students themselves -‐ a teacher’s role is to build learner ownership and responsibility, and support students to personalise learning for themselves. The expectation of quality products leads to purposeful work and deeper learning Our ‘schools within schools’ use exhibitions, portfolios, performances, applied demonstrations, installations, publications, and micro-‐enterprises as potential modes of assessment. Students are encouraged to consider their learning as work and to expect to have it judged by experts in their field. As a result, work has relevance and meaning, providing a sense of agency for students. The work of the Theatre Company with the Gi60 international project and the Fashion School with Hokonui Fashion Awards are two examples of quality products leading to purposeful work and deeper learning. Public displays of student work demonstrate both the product and the process of learning and provide entry points to engage parents and community As well as presenting grades and qualification results to parents, in our new models of programme delivery our schools within schools presents the learning. Parents are supported to interrogate the learners -‐ and school and learners show parents how the learning happened. In this way a shared language of learning begins to develop. Businesses, community organisations, experts, parents, and local residents are all potential assessors, examiners, and beneficiaries of student works. Engagement results from modelling exemplary work Engagement increases when programmes display exemplary student work, and use those exemplars as both the focus for discussions around ‘what makes this great?’ and as a hook to inspire and engage. Too often, students begin a task without knowing what an exemplary outcome would look like. Great learning is blended learning When students are engaged in extended, challenging projects, with the need to understand and utilise a set of concepts and content, teachers will adopt a variety of roles to support learning. From analyzing the work from within the new programme delivery models it is found that just over half their learning should be project or inquiry-‐based (a 60:40 ratio), but the introduction of project or inquiry-‐based learning shouldn’t absolve teachers from the responsibility of making transmissive approaches more engaging. A range of innovations can be used like Spaced Learning or the ‘flipped’ classroom (delivering lectures online and moving ‘homework’ into the classroom) to re-‐configure content-‐rich provision so that more efficient learning happens. Projects can be teacher led, student-‐led or product-‐led, but they must be passion-‐led and have real world connections From the work Hagley has undertaken on curriculum redesign and the implementation of new models of programme delivery we have found that there is no one set path to designing great


learning experiences, but that designs driven by passion and purpose always carry more impact than those driven by the need to cover curriculum content.”

Hagley has taken this holistic and comprehensive approach for some time with demonstrated improvements and achievements in student learning and performance. The challenge for Hagley is growing the capacity across the whole school by moving the characteristics for effective programme design from the specialised ‘schools within schools’ to its application across the whole college curriculum framework. This is the challenge for the future. It will require its leaders to be visionary, responsive and proactive in ensuring Hagley is creative, cutting edge, innovative and inspirational in making a difference to student learning and achievement.

CURRICULUM MODELS Consideration of the key characteristics has led to a range of different curriculum models being implemented at Hagley over time. Two big changes have been in the length of time blocks and of the school day itself. The college is open from 8:00am in the morning through until 9:00pm at night. During the day the times are blocked as shown in the table. This core timetable allows for effective blocking of time and is the backbone for a number of models of curriculum delivery, while the ‘extended day’ concept creates flexibility of spaces and resources. (It is important to note that the Junior College timetables are overlaid in single hour blocks as this has been shown to suit these classes better at this point in time.) All 4-‐hr senior subjects are offered within the timetable blocks shown above, with each having at least one 2-‐ hour block. The introduction of two-‐ hour blocks has allowed different methods of teaching and more flexibility in the delivery of the curriculum, and over time, amongst the conventional offerings are a large number of subjects, which go beyond the conventional and traditional range. The profile of 4-‐hour curriculum subjects has been expanded to include subjects such as Psychology, Philosophy, Animation, Creative Writing, Film, World Faiths, Sociology, Law, and Sports Education for example. The Hagley curriculum profile of 4-‐hour subjects has 143 separate and different subjects in the senior college. This is made up of 40 different subjects at year 11, 53 at year 12, 45 at year 13, and 5 specialist ESOL subjects. All these subjects are scheduled for 4 hours per week, mainly in 2-‐hr blocks. (See Subject Choice Timetable form). A process of updating or reinventing the 4-‐hr subject has begun with what we are terming “subject immersion”. This approach allows a subject to be rebranded around a context, based more on student interest and passion, than the normal subject title would suggest. For example, during 2013, the subject English was taught and assessed using NCEA Level 2 English standards, under the new heading and context of “Gender Studies”. Twenty-‐two Level 2 credits based on critical literacy, information literacy and creating texts were offered to

Block Time Frame 2 hrs 8:40 – 10:30am 1 hr 11:00 – 12:00noon 2 hrs 12:45 – 2:45pm 2 hrs 3:00 – 5:00pm 4 hrs 5:00 – 9:00pm


the students. The results of the new approach led to high enrolments, achievement and engagement, with learning taking place inside and outside the classroom. As one observer pointed out “ Students are having so much fun, they don’t realize they are learning”. In addition to the 4-‐hour subject choices available, a range of full and part time programmes have been introduced. These have been designed for a variety of reasons, but collectively they offer more personalized learning, providing a particular context, which aims to inspire students into further learning in a field of their choice. These programmes are detailed on the following page. Packaging Subjects This is the concept of ring fencing a group of subjects together and providing a broad context and focused direction.

An example, which has been in place for some time here at Hagley is the Pre-‐Health Studies course. This full time programme was designed as a recognized entry programme to the Christchurch Polytechnic degree course in nursing. The course is built around the subjects of Biology and Chemistry and to this is added a practical work component. The practical work takes place one day per week in a rest home or hospital, and is built around standards from the certificate of care for the elderly. The course each year involves about 20 students, most of whom have few or no qualifications, and is regarded as a targeted transitions programme into a career in nursing. There is a very high pass rate and at the end of 2014, all students gained the certificate into the degree course in nursing. Some decided to enter the enrolled nurse course, and one student enrolled in the vet nurses course. Full Focus Programmes This type of programme is full time with a single focus for learning, which is strongly linked to a career pathway. An example is the Early Childhood Education course. The course is set at NCEA L3 and Early Childhood National Certificate L3, and also offers one day a week in a work placement where students gain skills in dealing first hand with young children in a kindergarten or playcentre. The pathway leads directly to the Early Childhood Diploma or degree courses, or straight to employment. Historically, the course has attracted 20 – 25 students, who are almost exclusively vulnerable females. The achievement from this course is traditionally high with 85.5% gaining a level 3 Certificate at the end of 2013. Traditionally also there is high retention throughout the year and high transition onto further qualifications or employment. Partnership Programmes These are part immersion programmes eg. Trades, where the delivery of the programme is shared between the college and other providers. Examples at Hagley are shown below:

• CTC and the School of Trades: Students cover a trades based course at school for three days per week, and for two days per week, they attend the Canterbury Tertiary College (CTC) where they have chosen from 11 different trades choices linked to 150 hours of work experience.

• CTC: Students under this umbrella also choose from the range of trades on offer through the Canterbury Tertiary College and cover the 150 hours of work experience, but the difference between the courses is that here, students choose from the full range of subjects on the student choice form for the three days they spend at Hagley.

• The Hagley School of Trades: Is not a shared partnership course but a Trades course running entirely through Hagley, alongside the partnership programmes. Students choose from the range of trades courses on offer and can take from one to four subjects, and still be part of the trades programme. They will study the extent of trades in which they are interested for 4 days per week, and those who are full time in the Trades package will have a work experience day once per week.

Schools Within A School This is the creation of a full-‐time, immersion, pathway-‐ programme of learning based around a student’s passions or interests and grounded in their world. There are many advantages of this curriculum model in practice. As it is “cut off” in a sense from the main school, it can have a radically different timetable. Staff can be recruited and students can be enrolled based on their respective passion for the subject. Relationships within the mini school have a significant focus and this has been seen to be a foundation for effective learning. Some examples of existing schools within school programmes are outlined on the following page.


School of Fashion This is a full time course where students can immerse themselves in learning about fashion and design. The course leads to a National Certificate at Level 3 with strong staircasing and pathways to further study and employment opportunities. The class is usually made up of a mixture of adult and adolescent students with a number of different ethnic groups represented. Typically, the students enrolling have few or no qualifications, but a genuine passion to learn. Throughout the year, these students learn to draft and construct their own garments. They work under pressure creating garments for performance productions and ultimately produce their own special creations for a Fashion evening where they can see their designs on the catwalk. The retention rate has been high at an average of 94% over the years the school has been operating, and most students gain a level 3 certificate. Hagley Theatre Company This is another full time immersion course, this time in performance and drama. Each year there are a total of between 35 and 40 students immersing themselves in the world of acting. In 2013 the Company celebrated 25 years of providing expert, hands-‐on tuition and contemporary performance experiences to young people from all over the country. Students are offered practical and theoretical study in a wide range of subjects through classes, practical workshops and a number of performance opportunities throughout the year. The course of study is one or two years in length and has been designed for those looking at further professional study and a career in the performing arts. We have a reputation for providing excellent training and have achieved remarkable success with placing students into studies with Toi Whakaari:NZ Drama School and UNITEC School of Performing Arts. Over the course of the 25-‐year history this school has been running, over 200 students have gone on to further professional study with many more securing ongoing employment in theatre, radio, television and teaching. The Theatre Company has developed a number of partnerships both internally and externally to maximize the opportunities available to the students. Scene Plus is one example of an internal partnership offered to students in the Theatre Company. This concept combines the best of two of the schools within schools at Hagley, where intimate theatre that is topical and cutting edge intermingles with gourmet dining. Members of the full Theatre Company take on front of house roles, and also present a number of scenes from a wide variety of authors and genres. Each scene is only a snippet but allows the student actors to show character, depth and ability. Add to that some tasty treats prepared by Hagley College's School of Cuisine and the result is a winning evening. The Theatre Company also works with the School of Fashion, at which time the fashion students design and create costumes for specific Theatre Company performances. External partnerships include Theatre Company students’ roleplaying as patients for the Otago medical School’s 5th year training doctors, or roleplaying dysfunctional students for family therapy training at the Psychology Department at the University of Canterbury. These are just two examples. The CPIT Broadcasting School also uses Theatre Company students to act as presenters in the children’s shows, developed by the CPIT TV and Film students. The latest project is an international one called Gi60. This is a working partnership between Brooklyn NY, Leeds University and Hagley Community College for the Gi60 International Theatre Festival (One minute play festival). Collectively the three institutions produce 60 one-‐ minute plays. At this end, Theatre Company students write the plays, second year students direct the plays and all students act in them. The Range of Immersion Courses There were 11 different types of course operating by the end of 2014, each operating with different models of curriculum delivery, all immersion type programmes offering their qualifications and pathways to further qualifications or employment. Each course has been found to engage students leading to high retention, high achievement levels and sound pathways beyond school. The table below shows the extent of the different models of delivery operating within Hagley as at the end of 2014. All these programmes are outside the normal delivery of the 4-‐hour subject traditionally offered in secondary schools throughout the country.


Name of course FT/PT Level Qualifications Pathways

School of Fashion FT 3 NCEA Level 3, UE CPIT fashion, Uni Fashion, Business, Employment

School of Music FT 2 NCEA Level 2 School of Music Level 3, Jazz Course (Hagley)

School of Music FT 3 NCEA Level 3, UE Hagley Jazz, CPIT Jazz, University, Band membership.

Early Childhood Ed. FT 3 NCEA Level 3, UE University, Employment

Cuisine FT 2 and 3 National Certificate Hospitality (Basic Cookery) Level 3 Employment in Hospitality, Business

Theatre Company FT 3 and 4 Recognised Industry pathway Career in Theatre

Dance Company FT 3 Hagley Certificate, National Standards in Dance NQF Levels 3 and 4 High level dance training

Jewellery Design PT 2 Hagley College Certificate in Jewellery Making, production of a portfolio of work. Employment, Business, Exhibiting designs

Practical Skills for Trades PT/FT 2 National Certificate in Building, Construction and Allied Trades (Level 2) Apprenticeships, Employment in the building industry.

PreHealth Studies PT/FT 3 Entry qualification to CPIT Degree in nursing Pathway to nursing/vet nursing and medical imaging.

Writers’ Institute PT 4 NQF Level 4, Production of Portfolio of writing Tertiary study, Published writer

Clustering Communities A relatively recent model of delivery is one, which could be termed a ‘Learning Commons’ where the school is common ground with all its users sharing access to its resources, and responsibility for development. Examples include the Refugee Homework Centre, the School of Young Writers, various Industry Partnerships, Catch-‐Up College and Summer School. The central location of Hagley is very convenient as most of the clusters draw their members from throughout the city. The Refugee Homework Centre, for example, caters for refugee students and their parents from other schools across the city. (in addition to those from Hagley.) With the extended day set up, facilities are available and used from 5:00pm through until 9:00pm two days per week. Tutors provide assistance with learning across all curriculum areas, and many courses for parents are available. (eg courses in Languages, Computing, Cooking and Sewing). Parents attend relevant courses while their children are tutored and assisted with their school programmes. Catch-‐Up College began as a Hagley initiative in 2006 as a means to assist those students who have just missed gaining their University Entrance by a few credits. It caters for students from around the country, and has had numbers up to 105 students per year working towards gaining their University Entrance quickly, throughout late January and February in order to enter the university course of their choice within the current year. Just as an example 96% of those students enrolled in 2013 gained their UE and entered University in that year. All of these students had left school and would not have gone on to University without this service. In 2015, 136 students enrolled into the Catch-‐Up College with 134 gaining their entry requirements for university. This represents a 98.5% success rate and a significant input into the regions NCEA L3 and UE qualifications. The Summer School is an initiative developed by Hagley in conjunction with the Ministry of Education to cater for those students in year 12 who have not quite reached the point where they have gained a Level 2 Certificate. It operates in a similar way to Catch Up College, in that students enrol half way through January, are assisted by Hagley teachers to complete credits and gain their Level 2 certificates. They then move back to their respective schools to continue their education at year 13. This concept allows students to begin the new year working towards a Level 3 certificate at year 13, instead of repeating a year studying towards Level 2. In 2015, there were 26 Summer School students enrolled, 24 of whom gained their Level 2 certificates before returning to their former schools.


The range of courses described here for 2014 continue to exist and in an annual process, other new initiative have been added to the curriculum profile for the 2015 school year. PROGRAMME INITIATIVES Each year the Programmes Committee calls for creative ideas for new courses for consideration for inclusion on the curriculum profile of the next year. During 2014, a total of nine new courses from six departments were considered for approval for 2015. Reshaping Level 2 and 3 English Courses Members of the English Department were keen to expand on their success with the Gender Studies course in 2014 and proposed reshaping all English courses at Level 2 and 3. Their aim was to increase student enrolment, engagement and achievement through high interest content/topics particularly at Level 3 where there has been a historical drop off in enrolments into English classes. The following were put forward as ideas: Change-‐makers, in which students would learn about inspiring people and their stories, Popular Culture, which would explore the ways culture has changed, and what is current, English for Lovers of Literature, for those students who love to explore poetry, novels and short stories, and Cinema Studies, which would cover an overview of film history. All of these new courses would exist at both years 12 and 13, in addition to the existing Gender Studies, Creative Writing and General English courses for those who would prefer them. These new ideas were accepted, and all were put forward for student choice for the 2015 school year. New Creative Performance Package The Performing Arts Department put forward a plan for a new packaged course called the “ Creative Performing Arts” at year 12. This was proposed to be a full time programme including Music, Dance, Drama, Film and TV Acting, and a new course called Playwriting. A clash between Drama and Music was removed, the Playwriting course was approved and the new packaged course was offered to students for 2015. Each class was made available as a stand-‐alone subject or students could enrol in the full package. Eleven students enrolled in the full package, and each separate class, with extra students enrolled just in that subject, has an average of 24 students. The Performing Arts department also proposed a change to the year 13 School of Music suggesting that students remain as a group for their entire programme, rather than the 12 hours and two subject choices which had operated throughout 2014. This was put into practice for the 2015 year. This year the package has 17 students. Primary Industries The Science Department put forward two new courses for approval. One was a 12-‐ hour course in the Primary Industries, under the new vocational pathways proposal. The aim was to provide students with foundation knowledge of agriculture and farming in New Zealand. Courses within the programme included Rural Skills, Land Use and Science and Agriculture. The course would encourage the development of practical skills important in the workforce, including safe use of equipment and worker well being, as well as an awareness of land use in New Zealand and the science relevant to animal and plant management. For some reason, it was not clear to students that this was a 12-‐ hour course and most of the few students who came forward only enrolled in one of the subjects within the programme. Consequently, the course has started with low numbers, but enrolments have continued and 9 students went on an organized trip to Lincoln University to visit the dairy farm out there towards the end of February. Hopefully, as this course becomes better known, it will attract more students in future years. Year 13 Philosophy Course This is not a new course but a request for staffing in order to create an extra Philosophy course for those students who cover both the Level 3 standards for Philosophy which contribute to the Level 3 National Certificate, and also the University course PHIL 110. Since the combined class over the last few years has had over 30 students the approval of extra staffing to create a second class for those wanting to study the university option will allow these students a more challenging course and provide the opportunity for more freedom to critically debate their own topics of interest. This year, there are 20 students enrolled in the 13PHI course and 9 students in the 13PHIU course.


Ancient History At Year 12 The Social Science Department put forward this course in order to expose history students to classical studies as the subject is very popular at year 13, but has been missing from year 12 since the CAPNA at the end of 2013. The suggestion was to convert one of the existing History classes into Ancient History by adding Classical Studies standards and combining them with History standards. This was approved but the subject retained the name of “History” as the second of two History classes at year 12 became part of the new Passport packaged course programme, and was unavailable to students not from the package. At the beginning of this year, there were 27 students enrolled into the only History class available now at year 12. Passport (Full time package) Social Science also put forward a new package course for approval. Initially called “Destinations” and then later “Passport”, this course was seen as a theme based educational passport journey for those students with an interest in the travel and work sector employment. The course aims were to provide students with an integrated approach to academic and career based study within normal social science subjects such as History and Geography. Students could expect to gain their NCEA level 2 certificates, plus level 1Numeracy and Literacy requirements should they be necessary. In order to gain a balanced global view of the topics under study, the plan covered learning within the classroom and on field trips. Achievement within topics studied would be recorded in a Passport stamp format. The introduction of this course suffered from a lack of student understanding and information as the enrolment process proceeded. Students were unsure as to whether they should be choosing individual subjects in the conventional way or opting to enrol in a full package, which was unfamiliar territory. From just 5 students at the end of the 2014 year, the numbers have grown to 11, and as we move through the year, it is hoped that this year’s year 11 students will better understand what this course offers, so that more will be attracted to enrol for the 2016 year. School of Animation and Digital Design The Art Department put forward this full time package covering Animation and Design. There had been an Animation class during the evening slot for some years, and this suggestion was an attempt to expand the offering to include other aspects of digital art not able to be covered within the confines of a 4-‐hour course. Now students would be able to immerse themselves in digital painting and illustration skills, motion graphics and 3D modelling, as well as creating an animation short film and preparing their own demonstration reels. The course filled very quickly with 20 students. School of APPs This full time course, born out of a trip to an IT conference in Australia, aims to provide students with the knowledge, tools and environment to learn about computer coding and creating applications but also to put their ideas into practice. It will provide opportunities for individual and group work as well as real life design and testing phases of app development. The environment being fostered is one of creativity, where the teacher facilitates the sharing of ideas between students and guides them towards immersion into intensive project work modelled on the real world. Students will be given a stakeholder who wants a particular type of application. They then work through the whole process of creating and resolving the app, after which they will go right through to marketing it. As well as a portfolio of apps, students can also aim for an NCEA Level 3 Certificate gaining credits in Digital technology, Business and English. Students may opt later for further tertiary study, or start up a business designing and making apps. The course like the other new schools within schools started with low numbers. By the end of February, the numbers had grown to 8. The graphs below shows the number of courses removed from the curriculum profile over the last 6 years, followed by the number added over the same time.

The number of courses removed is normally low, around the 4 or 5 mark, but there were 17 removed in 2013 for the beginning of 2014 due to a large redundancy round at the end of 2013. Note that no courses were removed for the 2015 year. Courses 5

2 4

17

4 0

0

10

20

Courses removed

Course Removals 2010 -‐ 2015

2010

2011

2012

2013

7

31

12 8 9

16

0

20

40

Course Addisons

Courses added 2010-‐ 2015

2010

2011

2012

2013


had been deemed “at risk” due to low numbers, but enrolments allowed them to remain open and running for 2015. The second graph shows that many more courses over the years from 2010 have been added than removed. All the courses went through a rigorous process of approval and many others that were put forward were not approved. An average of 14 new courses come through the approval process each year, with an apparent anomaly in 2011 when 31 new courses were added. It was at this time when the MOE withdrew all ACE funding for those courses, which had been offered through the community education programme. The strategy taken when faced with the closure of all these classes was to consider each course and rewrite where possible to align with NCEA requirements, including literacy components, in order for them to become pathway programmes to further qualifications and employment. These potential new offerings were put through the normal approval process after which 31 were included in the overall curriculum profile. PROGRAMME INFRASTRUCTURE A vital part of curriculum design is the infrastructure, which goes with it. Innovative ideas for new curriculum models go hand in hand with a consideration of resourcing, including staffing, budgeting, timetabling structures and rooming. Along with the approval of a course, and its consequent placement on the profile, the decision of teaching staff, the space required, timetabling and budgeting, comes the consideration of which courses if any must be closed and removed from the profile to make way for the new. With subject review and the consideration of enrolment numbers at March 1 in any year, we know which courses are at risk of closure through low numbers, but we don’t always know how many students newly approved courses will attract and how successful they will be. It is a balancing act and a calculated risk to take a chance with the new course, while it is often a foregone conclusion that a class will close. In a sense we will say that a course has had its day, it has had its chance, and it is time after a few years of gradually reducing numbers to close, release the staffing and space, and let the new course begin. The staffing time released and the room made available by any closure of classes may not be the correct resources for any new enterprises, so at this point in the proceedings a juggling act takes place during which it is necessary to ensure that all permanent staff have the correct number of hours of teaching, any new courses are staffed correctly with trained qualified and registered teachers, and the college is not overstaffed for the new year. As mentioned, the spaces vacated by the closing classes may not be appropriate for the newly approved courses, and this may well require a re-‐examination of class placement with some judicious shuffling to ensure that all courses are correctly and appropriately roomed. The timetabling of each new course is considered individually. Each 4-‐hour class is added to the option lines and consideration is given to the balance of choices in each line, in order to avoid clashes and to preserve the wide choice offered to students. Any packaged courses must be timetabled separately with regard to other teaching requirements of staff involved. Such considerations become annual processes. Following are brief outlines of the infrastructure required for new courses for the 2015 school year. Reshaping Levels 2 and 3 English Here since existing English classes were being restructured and renamed, there were no staffing or rooming requirements over and above the normal. Not all classes went ahead, and they simply became renamed with “English”, without difficulty. Creative Performing Arts Two important changes were needed to make this suggestion work. Two subjects required as part of the package had been clashing on the profile and needed to have their positions and timings changed in order for the full package to be created. This was reasonably straight-‐ forward, and a new course was put forward for approval for inclusion into the package. This course was ‘Playwriting’, and fortunately there was a newly appointed teacher who had experience teaching this at another institution. The course was approved, included in the package, and an appropriate room was found at the correct time for this class to go ahead.


Change to Year 13 School of Music Here the Music teachers were requesting an extra two subjects to be made available to all students in order for them to complete their University Entrance within the School of Music rather than having students choose two extra subjects from the range available. The argument was that these students are very vulnerable and find it difficult being separated from their peers. The request was approved and students are now studying Music, History and Media Studies as their three subjects for UE. In this case 8 hours extra staffing was required and room space. Without this request the rooms and staffing were already available, as students would have made their choices from existing classes in the normal way. However, it was decided that it was important to allow the Music students to stay together as a group and the extra staffing was to be paid for if necessary from the operations grant. Room in the Music area of the college was found by moving some classes to an after 3 slot. The Primary Industries 12 hour Package One of the existing Horticulture classes became part of the package, but 8 extra hours were required to complete the 12 hours, and extra Lab space had to be found for the course to go ahead. Fortuitously, we needed to appoint new science teachers due to resignations, and one of the new appointments had the expertise required for the primary industries package. Laboratory time was made available by some classes sharing the labs where otherwise they would not have. New Staffing for University based Philosophy An extra 4 hours of staffing was approved for the students wanting to study the University course through Hagley. A room was fortunately available in the same option line. However, it appeared in early March that only 13 students were attending one of the classes and 6 the other, certainly not enough students for two classes. The University based Philosophy class may be a luxury and could be considered for closure since the students can join together into one class, especially if the college is overstaffed. Ancient History at Year 12 This was a worthy proposal but did not go ahead due to the launch of the new Passport course. The loss of the second History class, which was subsumed within the Passport course, was the main reason for this. Reconsideration will be given to this situation before the 2016 school year. Passport This new full time package has had a shaky start to 2015, in terms of numbers and like the other new packages, it is assumed that low numbers are due to the newness of the course and the lack of understanding on the part of students at the time when choices were being made at the end of last year. The equivalent of 17 hours of extra staffing and one existing social Science classroom have been invested in this new programme in the hope that during this year, the concept will become better known and the enrolments will increase for 2016. School of Animation and Digital Design This full time package started the year with no requirement for extra staffing or spaces as classes had closed due to low numbers or had been subsumed within the course, and has been mentioned started the year with 20 students. Unfortunately, the students who enrolled were discovered to be those students who would have enrolled in other Art classes at year 13, leaving some of those classes low in numbers. Year 13 Art History, for example, usually a class of at least 20 had only 13 at the beginning of March, and year 13 Painting, usually with good numbers had only 9 students at the same time. School of APPs The APPs package required the equivalent of one full time teacher and a space for the full week. Fortunately there was a bookable computer room which had few timetabled classes and few bookings. This was made available for the 2015 year. A decision to use the operations grant for any extra staffing not supplied by the GMFS (guaranteed minimum formula staffing) meant that the course could go ahead. The room was revamped into a very modern learning environment for the start of the year, and the programme is now well under way.


PROGRAMME EVALUATION An analysis of programmes and courses to evaluate their performance in providing effective learning opportunities for students. Programmes are evaluated during an annual process. Senior subject leaders are taken through an extensive process during which they analyse achievement results and put in place steps for the following year to ensure improvements. The results of this process are available in another portfolio. Another annual process, the roll analysis evaluates programmes in a slightly different way. This process identifies subjects at risk through low numbers, as it is important that those subjects no longer attracting students be closed to release staffing for using with new courses. The results of the roll analysis follows. Roll Analysis The predicted roll for 2015 by the MOE is 1274. The actual roll however counted in March this year was 1371.3, a difference of 97.3 FTE students. This report will look at numbers of students at March 1 across all senior classes throughout the different Department areas. For each class, the “funded” number is 20, and no class should have fewer than 10 students.

ART Department Subject Numbers at March 1 2015 FTE 2015 11ART (2) 28 5.6 11ART (3) 27 5.4 11DES (1) CLOSED 11DES (6) 21 4.2 12DES (2) 22 (Opt 1) 4.4

12PRT / 13PRT (2) 12 + 7 = 19 3.8 12PTG (3) 19 3.8 12PHT (5) 27 (Opt 4) 5.4 12DES (7) CLOSED 12PHT (8) CLOSED 13PTG (1) 9 (Opt 4) 1.8 13PHT (3) 21 4.2 13DES (4) 14 (Opt 5) 2.8 13ARH (6) 11 2.2

13ANS,13ANSO (9) CLOSED 13DIL (New 2015) 20 20 Totals /Averages 238 / 12 =19.8 59.8

2015 totals:Total number of students in all Art classes = 238; Number of senior classes = 12; Average number of students per senior class = 19.8 Total FTE senior students = 59.8 The average number of students per senior class has risen slightly from 2014, when the average was 18.3 to 19.8 this year. Four classes have been cut from the programme in 2014 in order to accommodate the new full time packaged course Digital Art Design. The risk has paid off as numbers overall have increased, but a few of the classes at year 13 have suffered low numbers this year when they were very healthy last year. For example, 13PTG has dropped from 18 to 9, 13DES has dropped from 25 to 14, and 13ARH has dropped from 20 to 11. This has to be seen as a direct result of the opening of the new packaged course. However, classes at year 11 have increased this year. The two 11ART classes have increased from 12 to 28 and 17 to 27 respectively. One year 12 class 12PHT has increased from 13 to 27, due to the fact that there is now only one Photography class where last year there were two. This augers well for year 13 classes in the future, as students come through the system.

28 27

21 22 19 19

27

9

21

14 11

20

0

5

10

15

20

25

30

Numbers

Art Classes

Art Department Student Nos 2015 11ART2

11ART3

12DES2

12/13PRT2

12PTG3

12PHT4

13PTG1

13PHT3

13DES4

13ARH6

13DIL


Careers Total number of senior students in Careers = 247, compared with 150 in 2014. Total number of senior classes = 10; Average number per class = 24.7 FTE senior student number = 49 NB Catch Up College students (125 in CUC1. Fourteen students completed 2 subjects and

3 completed three).

Class sizes in the career classes are difficult to compare with other departments for a number of reasons. The Gateway classes offer all students work experience and are assisted in this on an individual basis. The correspondence students are supervised as they work through tasks from the Correspondence School, and the Catch Up students are taught by other staff across the curriculum depending on need. The only two classes, which could be compared realistically with other departments, are 12EMP (Employment Skills) and 12LSK (Learning Skills), with 15 each. Catch Up numbers have increased from 52 last year to 125, more like the previous year when the total was 101. This may now be back on track to continue to trend upwards.

Subject Numbers at March 1 FTE 12EMP (2) 15 3.0 12GAT (5) 27 5.4 12GAT (4) 19 3.8 12GAT (6) 14 2.8 12LSK (3) 15 3.0 13CUC1 (9) 125 25 13CUC2 (10) 14 2.8 12COR (10) 4 0.4 13CUC3 3 0.6 11CTC 11 2.2

Totals/Ave 247/10 = 24.7 49

18 27

19 16 15

125

14 3 4 11

0

50

100

150

Careers Classes

Careers Student Nos 2015 12EMP2

12GAT5

12GAT4

12/13GAT6

12LSK3

13CUC1

13CUC2

13CUC3

12COR

11CTC


English Year 11 English classes

Subject Numbers at March 1 FTE 11ENA (1) 29 5.8 11ENI (1) 23 4.6 11ENI2 (1) 17 3.4 11ENI (3) 12 2.4 11ENA (4) 19 3.8 11ENA (9) 15 3.0 11ENI (4) 18 3.6 11ENI (5) 28 5.6 11ENL(5) 22 4.4 11ENS (5) 12 2.4 11ENA (6) 27 5.4 11ENI (6) 20 4.0 11FTV (1) 17 3.4 Totals/Ave 259/13 = 19.9 51.8

Total number of students in year 11 English classes = 259 Number of classes = 13; Average per year 11 class = 19.9; FTE in year 11 classes = 51.8

Due to the CAPNA at the end of 2013, the number of year 11 English classes dropped from 13 to 11, with the closure of both language classes, (French and Japanese). However, the class numbers have increased back to 13 for 2015. The new classes are extra year 11 classes to cope with higher enrolments. The total number of students in year 11 English classes is 259, compared with 243 in 2014, but average numbers per class have dropped from 22 to 19.9 due to the extra two classes. Numbers in the classes range from 12 – 29. The classes with the lowest numbers are one of the 11ENI classes and 11ENS (Second chance English). The latter has dropped to 12 from 21, with the suggestion that there are fewer adults coming through due to high employment in Christchurch at the present time. Year 12 English Classes The number of classes at year 12 has reduced by one to 15 and the number of students overall has reduced from 288 to 240 at year 12. (FTE has reduced from 57.6 to 48). There are 3 classes with only 11 students in total and only 3 of the 15 classes have 20 or more students, with the highest number per class set at 22. There are too many classes at this level. If the average class size is to increase to 20, the number of classes must be reduced from 16 to 12.

29

23

17

12

19

15 18

28

22

12

27

20 17

0

5

10

15

20

25

30

35

Year 11 English Classes

English Department Yr 11 Nos 2015 11ENA1

11ENI1

11ENI2

11ENA3

11ENA4

11ENI9

11ENI4

11ENI5

11ENL5

11ENS5

11ENA6

11ENI6

11FTV


Subject Numbers at March 1 FTE

12GEN (2) 18 3.6 12ENA (1) + 12ENI (1) 16 3.2

12ENI (2) 18 3.6 12ENL (6) 11 2.2 12ENA (3) 14 2.8 12ENI (3) 20 4.0 12POP (5) 14 2.8 12ENA (4) 19 3.8 12ENA (9) 14 2.8 12ENI (4) 20 4.0 12CHM (1) 11 2.2

12CRW (3) + 13CRW (3) 9 + 11 = 20 4.0 12ENI (5) 12 2.4 12ENI (6) 22 4.4 12FTV (4) 11 2.2 Totals/Ave 240/15 = 16 48

The graph of year 12 numbers in English classes is shown below. There are a total 15 classes shown in the graph. Total number of students in year 12 English classes = 240; Number of classes = 15; Average per pear 12 class = 16; FTE in year 12 classes = 48 Year 13 English Classes The average class size at year 13 English classes has risen slightly to 18.7 per class from 17.5 per class in 2014, mainly because one of the classes was dropped due to slightly lower numbers of enrolments at this level, (numbers dropping from 193 to 187). This is only a very small drop, which could well be due to a strategic change introduced by the English Department in 2013. Numbers in 13 ENA and 13ENI classes had been trending downwards from 2012, and after much discussion, it was decided to change the focus of classes to reflect student interest by creating new contexts emphasising areas such as media, creative writing, and literature, with some general English classes also. This trend has continued this year with new contexts “Pop Culture” and “Change Makers” and the average class size has now risen to18.7 per class. New however to the English Department this year are the CUP programmes, (Certificate of University Preparation) which have raised the numbers of students in the department by 91. Without these classes, the total would have been 187; with them, the total is 278. Overall total numbers for senior classes in the English Department is 777 (compared with 715 in 2014) with the overall average number per class at 18 (compared with 19.1 last year). Class sizes are reasonable, with about three too many classes at year 12. Total senior FTE for senior English = 197.4

18 16

18

11

14

20

14

19

14

20

11

20

12

21

0

5

10

15

20

25

Year 12 English Classes

English Department Yr 12 Nos 2015 12GEN2 12EN!/A1 12ENI2 12ENL6 12ENA3 12ENI3 12POP5 12ENA4 12ENA9 12ENI4 12CHM1 12/13CRW3 12ENI5 12ENI6 12FTV4



13ENG (2) 26 5.2 13ENG (3) 23 4.6 13ENGL (4) 16 3.2 13POP (5) 18 3.6 13GEN (6) 25 5.0 13ENA (9) 15 3.0 13FPP (3) 12 2.4 13JOU (2) 24 4.8 13HWI 19 7.6 14HWI 9 3.6 13CUPA 20 12.0 13CUPB 18 10.8 13CUPC 18 10.8 13CUPD 16 9.6 13CUPE 19 11.4

Total/average per class 278/15 = 18.5 97.6 Total number of students in year 13 English classes = 278 (FTE = 97.6); Number of classes = 15; Average per year 13 class = 18.5

ESOL

Subject Numbers at March 1 FTE 11EPI (1) 15 3.0 11EPA (1) 19 3.8 11EPA (4) 23 4.6 12EPA (5) 21 4.2 11EFB 15 12.0 11EFE 27 21.6 11EFF 14 11.2 11EFI 17 13.6 11EFP 26 20.8 11EJI 8 4.0 12EJU 17 11.3 12EFU 18 14.4

13EPA (1) 30 6.0 Totals/ave 250 / 13 = 19.2 130.5

26

23

16 18

25

15

12

24

19

9

20 18 18

16

19

0

5

10

15

20

25

30

Year 13 English Clsses

English Department Yr 13 Nos 2015 13ENG2 13ENG3 13ENGL4 13POP5 13GEN6 13ENA9 13FPP3 13JOU2 13HWI 14HWI 13CUPA 13CUPB 13CUPC 13CUPD 13CUPE

15

19

23 21

16

27

14 17

26

8

17

30

0

5

10

15

20

25

30

35

ESOL Clsses

ESOL Numbers 2015 11EPI1

11EPA1

11EPA4

12EPA5

11EFB

11EFE

11EFF

11EFI

11EFP

11EJI

12EJU

13EPA1


Total number of students in ESOL classes = 250; Number of classes = 13; Average per ESOL = 19.2; FTE in ESOL classes = 130.5 Numbers are almost exactly the same this year as last year (250 this year compared with 249 last year). Several of the classes have low numbers, which is unusual for the ELL department, and this could be due to a lack of incoming refugee families. However, this situation is set to change in the near future. Numbers range from 8 in one of the junior intensive classes to 30 in the 4-‐hour IELTS class, which is still seen as a growth area. Five of the classes however are over 20, ranging from 21 – 30, and this balances the low class sizes. The second junior intensive class is sitting at 17 students, up from 12 last year, and there are enough reasonable class sizes to bring the average class size in the ELL department to nearly 20.

Mathematics

Year 11 Subject Numbers at March 1 FTE

11SCM (1) 22 4.4 11MAA(3) 22 4.4 11MAF (3) 22 4.4 11MAG (3) 28 5.6 11MAFL (4) 22 4.4 11MAG (4) 26 5.2 11MAA (5) 21 4.2 11MAF (5) 21 4.2 11MAG (6) 26 5.2 11MAG (10) 23 4.6

Totals/Ave Nos 233/10 = 23.3 46.6

Mathematics numbers at year 11 Total number of students in year 11 Maths classes = 233; Number of classes = 10; Average per year 11 class = 23.3; FTE at year 11 = 46.6

The extra 11MAG class created in Option 4 in 2014 was closed for this year when fewer students enrolled than expected. This left one class in this option line with 26 students. Numbers evened out to two classes of 18 and one of 15 by March 1. The Option 10 class in 2014 was low at 13, but this year the numbers have risen to 23, a very good number for the After 3 time slot. Class sizes are all over 20 and range from 21 to 28 with an average of 23.

Year 12 Mathematics One year 12 class (12MAL) was removed from Option 5 due to very low numbers in 2014 when there were 5 students. This year numbers range from 9 to 29 with an average class size of 17. One 12MAA and one 12MAG could close as numbers are low in these classes. If the two classes of this type with the lowest numbers were to close the average per class would rise to 23.6, which would then be the equivalent of the year 11 classes.

22 22 22

28

22 26

21 21 26

23

0

10

20

30

Yr 11 Maths Classes

Maths Department year 11 Numbers 2015 11SCM1 11MAA3 11MAF3 11MAG3 11MAFL4 11MAG4 11MAA5 11MAF5 11MAG6 11MAG10



12MAG (1) 17 3.4 12MAL (1) 29 5.8 12MAA (2) 14 2.8 12MAG (2) 23 4.6 12MAG (4) 15 3.0 12MAA (5) 9 1.8 12MAG (5) 21 4.2 12MAG (10) 14 2.8 Total/Average 142/8 =17.7 28.4

Total number of students in year 12 Maths classes = 142 Number of classes = 8; Average per year 12 class = 17.7; FTE in year 12 classes = 28.4

Year 13 Mathematics Subject Numbers at March 1 FTE

13MAS (1) 21 4.2 13MAC (2) 16 3.2 13MAG (5) 27 5.4 13MAG (10) 19 3.8

83/4 = 20.75 16.6 Total number of students in year 13 Maths classes = 83; Number of classes = 4 Average per year 13 class = 20.75; FTE in year 13 classes = 16.6 All classes at year 13 have healthy numbers this year. The average class size is 20.7, higher than the year 12 average and much higher overall than the class sizes in 2014. Of particular interest is the evening school class 13MAG10, which this year has 19 students compared with 9 last year. Total numbers in senior Maths classes = 458 Overall average number per class = 20.8 (2.2 up from last year) Total senior FTE for Maths = 91.6 (Two classes could still close at year 12)

17

29

14

23

15

9

21

14

0

5

10

15

20

25

30

35

Yr 12 Maths Classes

Maths Department year 12 Numbers 2015 12MAG1

12MAL1

12MAA2

12MAG2

12MAG4

12MAA5

12MAG5

12MAG10

21

16

27

19

0

5

10

15

20

25

30

Yr 13 Maths Classes

Maths Department year 13 Numbers 2015

13MAS1

13MAC2

13MAG5

13MAG10


Performing Arts

Subject Numbers at March 1

FTE

11MUS (4) 17 3.4 11DRA (6) 25 5.0 11DSE (3) 11 2.2 12FTA (1) 15 + 10 5.0 12DRA (3) 15 + 10 5.0 12MUS (3) 13 + 10 4.6 12DSE (2) 13 + 10 4.6 12HSM 17 17 12PWR 7 + 10 3.4

13MUS (1) 14 2.8 13DRA (2) 24 4.8 13DSE (6) 8 1.6 13HSM 17 10.2 13JAZ 19 9.5 13HDC 8 8 13HTC 15 15 14HTC 10 10

Total/ave 298/17=17.5 112.1

Total number of students in all Performing Art classes = 298 (up by 25 students); Number of senior classes = 17; Average number of students / senior class = 17.5; Total FTE Senior students = 112.1 The numbers in Performing Arts have increased largely due to the introduction of the Creative Performing Arts package at year 12, (12CPA) but the average class size has not increased much due to the very low numbers of the two Dance classes at year 13. Each class has 8 students. (Dance Company and the year 13 4-‐hour Dance class). These two classes should have been combined rather than allowed to stand-‐alone. The Creative package is new for 2015, and also has a collection of students enrolled just for each 4-‐hour course, providing a range of class sizes between 17 and 25 for the five different contexts of the package (12FTA, 12DRA, 12MUS, 12DSE, 12PWR), with 10 in the package. New to the Performing Arts Department this year is the Playwriting course in the package with 17 students in total. The Dance Company needs to combine with the Theatre Company for Dance classes, plus the year 13 class to ensure its survival because it will not survive if the numbers continue to be so low.

17

25

11

25 25 23 23

17

14

24

8

17 19

8

15

10

0

5

10

15

20

25

30

Performing Arts Classes

Performing Arts Department year 2015 11MUS4 11DRA6 11DSE 12FTA1 12DRA3 12MUS3 12DSE2 12HSM 13MUS1 13DRA2 13DSE6 13HSM 13JAZ 13HDC 13HTC 14HTC


Physical Education/Health

Subject Numbers at March 1 FTE 11OPE (2) 14 2.8 11PED (1) 27 5.4 11PED (5) 30 6.0 11HED (5) 24 4.8 12OED (3) 17 3.4 12OED (5) 12 2.4 12PED (6) 14 2.8 12SED (5) 24 4.8 12HED (4) 26 5.2 13PED (1) 26 5.2 13OEX (2) 14 2.8 13HED (4) 16 3.2 13SED (6) 22 4.4 13LSL (4) 15 3.0 Total/ave 281/14 = 20.1 56.2

Total number of students in all PED/HEA classes = 281 (down 8 students); Number of senior classes = 14; Average number of students per senior class = 20.1; Total FTE senior students = 56Some low numbers are creeping in with 6 classes between 12 and 16 in size, but with the average at 20.1 this is acceptable at the present time. Practical Design It has been clear for a few years now that numbers in a few of the classes in Practical Design department are at risk. The Information management classes, 11INM and 12INM were merged last year and this trend has continued. Numbers this year have reached 17, down from 23 last year. Handcraft classes at year 11 and 12 were also merged last year, and numbers this year are 16, down from 22, and the Textiles classes at years 11, 12 and 13 have all been merged for the first time this year. Numbers are at 13 for the three levels. Last year, the Computer Science classes at years 11 and 12 were merged in order to ensure their survival, while 13CSI existed on its own. This year, 11CSI has increased its enrolments and is able to exist on its own with a total of 24 students. This time, it is the two classes at years 12 and 13, which have merged with a total of 19. Without the merging of these classes they would have closed. The merging process does create some issues for teaching staff as they need to manage two (or three) different levels at the same time, but this does need to continue in order to ensure the classes survive. The 11MWW Bone Carving class (11MWW) was at risk of closing in 2014 as it reached only 7 students, and had to close for the 2015 year through a lack of enrolments. Two new classes in this department are 11NZT, a Textiles class for ELL students, and a full time package 13APP (The School of Apps). Numbers are not high at this time with 15 and 7 respectively, but it is necessary to allow some time for any new programmes to become established, especially when time, effort and resources have been used to set them up.

14

27 30

24

17

12 14

26 26 26

14 16

22

15

0

5

10

15

20

25

30

35

PED & HealthClasses

Physical Educa`on & Health Numbers 2015 11OPE2 11PED1 11PED5 11HED5 12OED3 12OED5 12PED6 12SED5 12HED4 13PED1 13OEX2 13HED4 13SED6 13LSL4


Total number of students in all Practical Design classes = 339 Number of senior classes = 19 Average number of students per senior class = 17.8 Total FTE senior students = 105.32

Science Year 11 Science The average class size at year 11 in Science is relatively high at 23.3, and the range in size is 13 to 30. While none of the classes could be classed “at risk” the class at 13 is rather small. One of the science classes has been dropped from Option 2 leaving just one 11SCI in this option line with 23 students, which has helped raise the average class size. The class of 17 is an ESOL class and lower numbers of these classes are traditional. Total number of students in year 11 classes = 233 (down 9 from last year); Number of year 11 classes = 10; Average number of students per year 11 class = 23.3 Total FTE senior year 11 students = 46.6

17

22 24 24

21

24

18

23

13

16 15

23 23

13

17

4

19

6

14 14

7

0

5

10

15

20

25

30

Pracscal Design Classes

Prac`cal Design Numbers 2015 11/12INM1 11FOA2 11PST2 11FOU3 11WWC3 11CSI2 11GRA1 11COB6 11COBE 11/12HAN6 11NZT4 12HOS1 12WWA4 11/12/13TEX6 12JEW 13CDP2 12/13CSI6 13AWR5 13HOS 13DSF 13APP

Subject Numbers at March 1 FTE 11INM / 12INM (1) 11 + 6 = 17 3.4

11FOA (2) 22 4.4 11PST (2) 24 4.8 11FOU (3) 24 4.8 11WWC (3) 21 4.2 11CSI (2) 24 4.8 11GRA (1) 18 3.6 11COB (6) 23 4.6 11COBE (4) 13 2.6

11HAN / 12HAN(6) 9 + 7= 16 3.2 11NZT (NEW) 15 3.0 12HOS (1) 23 4.6 12WWA (4) 23 4.6

11TEX6 /12TEX / 13TEX (6)

5 + 6 + 2 = 13 2.6

12JEW 17 9.52 13CPD (2) (with 13DSF) 4 0.8

12CSI + 13CSI (6) 13 + 6 = 19 8 3.8 13AWR (5) (with 13DSF) 5 1.0

13HOS 14 14 13DSF 14 14

13APP (New) 7 7 Total/ave 339 / 19 = 17.8 105.32


Year 12 Science

28

23 24 23

13

28

24

17

23

30

0

5

10

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35

Year 11 Science Classes

Science Year 11 Numbers 2015 11SCP1

11PSY2

11SCE2

11SCI 2

11NZG4

11SCE4

11HBI5

11SES5

11SCEL6

11SCI6

Subject Numbers at March 1 FTE 11SCP (1) 28 5.6 11PSY (2) 23 4.6 11SCE (2) 24 4.8 11SCI (2) 23 4.6 11NZG (4) 13 2.6 11SCE (4) 28 5.6 11HBI (5) 24 4.8 11SES (5) 17 3.4 11SCEL (6) 23 4.6 11SCI (6) 30 6.0 Total/ave 233/10 = 23.3 46.6

Subject Numbers at March 1 FTE 12PHY (1) 18 3.6 12NCE (3) 14 2.8 12CHE (3) 18 3.6 12PSY (3) 21 4.2

12ESS / 13ESS (4) 13+10=23 4.6 12BIO (5) 18 3.6 12CHE (5) 11 2.2 12BIO (6) 26 5.2 12PHI (6) 23 4.6 12RPS (1) 4 0.8 12RLE (6) 4 0.8 12RSA (2) 3 0.6 Total/ave 183/12= 15.25 36.6

18

14

18

21 23

18

11

26

23

4 4 3

0

5

10

15

20

25

30

Science year 12 Classes

Science Year 12 Numbers 2014 12PHY1

12NCE3

12CHE3

12PSY3

12/13ESS4

12BIO5

12CHE5

12BIO6

12PHI6

12RPS1

12RLE6

12RSA2


Total number of students in year 12 Science classes = 183; Number of year 12 classes = 12; Average number of students per year 12 class = 15.25; Total FTE year 12 students = 36.6 Numbers of students have increased overall from 162 to 183, but the average class size has dropped from 18 per class to 15.25, mainly due to the new vocational course in the primary industries. The numbers are disappointingly low with 3, and two lots of 4, all different students in the three classes, which form the package. Only one student is actually enrolled in the full package. The Horticulture class of 2014 was allowed to run with a class size of 6, as it was seen as one of the vocational pathway classes and it was hoped that numbers would improve but this has not been the case. There seems to be a lack of knowledge about the course and what it can provide students in the way of solid pathways out to the industry. This course might need some special promotion, both internally and externally. The other course with rather low numbers at year 12 is the second Chemistry class with 11 students. The total of 29 for two classes only just warrants another class, which has a heavy practical component. The Electronics class (12NCE) was reinstated this year after being removed due to low numbers. There are 14 enrolments this year, which is higher than it has been in the recent past. It is important that the average class size increases at year 12 for 2016. Year 13 Science

Total number of students in year 13 science classes = 127; Number of year 13 classes = 7 Average number of students per year 13 class = 18.1 Total FTE year 13 students = 33.8

At year 13, the range in class size is 9 – 28, with an average class size of 18.1 down from last year’s 22.8. 13PSY had reached 33 for both 2013 and 2014, and a second class was introduced for 2015. The new class is one where students can also study with the University of Canterbury, so the course is slightly different. However, now the two classes total 26, which is not really enough for two classes. This has taken the average class size down. Adding to this effect is the fact that apart from 13BIO where the class size has risen by one student, every class has attracted fewer students this year. Total numbers in senior Science classes = 543/29 (2 more than last year) Overall average number per class in Science = 18.7 (down from 20.8 in 2014) Total senior FTE for Science = 117 (down from 121)

Subject Numbers at March 1 FTE 13BIO (3) 28 5.6 13PHI (4) 17 3.4 13PHU(4) 9 1.8 13PHY (5) 16 3.2 13PSY (5) 24 4.8 13CHE (6) 19 3.8 13PNS 14 11.2

Total/ave 127/7= 18.1 33.8

28

17

9

16

24

19

14

0

5

10

15

20

25

30

Science year 13 Classes

Science year 13 Numbers 2015

13BIO3

13PHI4

13PHU4

13PHY5

13PSY6

13CHE6

13PNS


There will need to be some rationalisation of classes for2016, particularly considering the small size of the new classes. Social Science Year 11 & 12 Social Science Classes at year 11/12 range in size from 2 – 31, with the average of 23.6 being above the funded level. The class of 2 is made up of two geography students who have joined the Passport class for their Geography study, giving the full time passport class 12 students at this time, and 10 at all others. One of the very viable History classes has been closed in order to start up the new Passport course, which until the start of 2015 only had 5 students. Now there are 10, but this replaces a History class of over 25. Perhaps for 2015, the Passport course could be scaled back to a class of 8 hours with the Geography and History returning to the profile as separate subjects. 11ENT and 12BES have remained together as a single class but numbers have risen from 22 to 28. This is beginning to become unmanageable for the teacher. With a few more students at either level, the class could be split into the two different classes at their two different levels. It has to be said however, that the year 11 and 12 class sizes in spite of the low numbers in the new course still have a relatively high average class size at just above 23 per class.

Total No. of students in years 11/12 Soc Sci classes = 249; Number of years 11/12 classes = 11; Average number of students per year 11/12 class = 22.6; Total FTE year 11/12 students = 57.8

Year 13 Social Science Numbers at year 13 range from 11 – 31 with an average of 21.3, above the funded number. 13ECO and 13CHI are low compared with many other senior classes but are balanced by the higher numbers in Geography (31) Tourism (28) and Law (26), which have kept the average size up. The Early Childhood course (13ECE) is uncharacteristically low at 11. This class would normally have at least 20 students, and it is not clear why the numbers have dropped. There are smaller numbers of full time adult students in this year’s roll, and this may be part of the issue.

Subject Numbers at March 1 FTE 11HIS (2) 14 2.8 11HIS (4) 29 5.8 11NZS (4) 18 3.6 11GEO (5) 25 5.0 11CHI (6) 24 4.8

11ENT / 12BES (6) 12+16=28 5.6 12CHI (5) 19 3.8 12GEOP (3) 2 0.4 12HIS2 (6) 26 5.2 12LAW (2) 23 4.6 12TOU (4) 31 6.2 12PASS 10 10 Total/ave 249/11= 23.6 57.8 14

29

18

25 24

28

19

2

26 23

31

10

0

5

10

15

20

25

30

35

Social Science yr 11/12 Classes

Social Science year 11 and 12 Numbers 2014 11HIS2

11HIS4

11NZS4

11GEO5

11CHI6

11/12BES6

12CHI5

12GEOP

12HIS 6

12LAW2

12TOU4

12PASS


Total number of students in year 13 SS classes = 219; Number of senior classes = 10; Average number of students per senior class = 21.9; Total FTE year 13 students = 52.6 Total numbers in senior Social Science classes = 468; Overall average number per class = 22.0 Total senior FTE for Social Science = 110.4 Total numbers have gone up for the Social Science department, and the average per class is higher than the funded number at 22.5, in spite of low numbers in the full time courses Passport and 13ECE. After 3 These classes have continued to grow since their inception, in size and in number of classes offered. They contribute a significant number of FTE students to the total roll and therefore the total staffing available for use by the college. Monday night Tuesday

Subject Numbers at Mar 1 FTE A3CHIB (Beg Chinese) 27 5.4

A3FFW (Fashion Forward) 20 4.0 A3FREB (Beg French) 26 5.2 A3GERB (Beg German) 21 4.2

A3IELT (IELTS) 16 3.2 A3DUT (Dutch) 23 4.6 A3JAB (Beg Jap) 24 4.8

A3SPAB (Beg Spanish) 27 5.4 A3HTS (Hagley Theatre Studies) 15 3.0

A3TRMB (Beg TeReo) 28 5.6 A3LNZB (Eng for Beg NZ) 20 4.0 TOTAL/Ave per class 247/11= 22.4 49.4

Subject Numbers at Mar 1 FTE 13CLS (1) 25 5.0 13MMK (1) 25 5.0 13ECO (2) 14 2.8 13GEO (2) 31 6.2 13LAW (4) 26 5.2 13HIS (5) 21 4.2 13TOU (3) 28 5.6 13HIS (6) 24 4.8 13ECE 11 11 13CHI3 14 2.8 Total/ave 219/10= 21.9 52.6

Subject Numbers at March 1 FTE A3SDOS (Sculpt) 15 3.0 A3SPPB (Post Beg

Spanish) 23 4.6

A3SLLB (Sign Language 2)**

26 5.2

A3NFP 21 4.2 A3ITAB (Beg Italian) 23 4.6

A3DIPB 23 4.6 A3LIFE (Life Drawing) 15 3.0

Total / Average per class 146 / 7= 20.8 29.2

25 25

14

31

26

21

28 24

11 14

0

5

10

15

20

25

30

35

Social Science year 13 Classes

Social Science year 13 Numbers 2014 13CLS1

13MMK1

13ECO2

13GEO2

13LAW4

13HIS5

13TOU5

13HIS6

13ECE

13CHI3


Total No. of students in Mon After 3 classes = 247 (down 3); Number of classes = 11 (down from 13 last year); Average No. of students / A3 class on Mondays = 22.4; Total FTE Monday After 3 students = 49.4 Total No. of students in Tues After 3 classes = 146; Number of classes = 7; Average number of students per A3 class = 20.8 (up 5.1 from last year); Total FTE Tuesday After 3 students = 29.2 Wednesday Thursday

Subject Numbers at March 1 FTE A3DIB (Beg photog 19 3.8

A3FRPB (Post Beg Fre) 25 5.0 A3GERB (Beg German) 24 4.8 A3PHOT (Photoshop) 14 2.8 A3WWT (Woodwork) 16 3.2 A3CD2 (Conte Dance) 18 1.8 A3LNZP (Eng for NZ) 18 3.6

A3YOG2 (Yoga) 23 4.6 A3SLL3 (SignLang 3) 20 4.0

A3ITPB 11 2.2 A3CMC (Culinary Master Class) 14 2.8

A3SLL2 (SignLang 2) 22 4.4 A3MMA (Multi media Art) 21 4.2 Total / average per class 245/13=18.8 47.2

Total number of students in Wed After 3 classes = 245 (up 75 from last year); Number of classes = 13 (up from 11 last year); Average number of students per A3 class = 18.8 (up 3.4 from last year); Total FTE Wednesday After 3 students = 47.2 (up 14.15 from last year) Total number of students in Thursday After 3 classes = 139 (down 3 from last year); Number of classes = 7 (down from 9 last year); Average number of students per A3 class = 19.8 Total FTE Thursday After 3(and beyond) students = 26.1; Total numbers = 777 (73 up from 2014); Total FTE = 151.9 Mondays and Wednesdays are the most popular night for After 3 classes. Thursday is the least favoured.

Subject Numbers at March 1 FTE A3CON (Eng Conv) 25 5.0 A3JAP (Post Beg Jap) 16 3.2 A3MMA (Multi Media

Art) 23 4.6

A3TEX (Beg Textiles) 17 3.4 A3CD1 (ConDance 1) 17 1.7 A3DIB2 (Beg Photog) 24 4.8 A3DGMP (Option 13) 17 3.4

Total / ave 139/7 = 19.8 26.1


Junior Class Sizes Year 10 Options

Class Name Numbers FTE 10SD 18 18 10AL 24 24 10RA 25 25 10WM 25 25

Total in year 10 92 (minus 10HG) Ave = 23 10HG 17 17 16 9BT 25 25 24 9TR 25 25 25 9DL 24 24 23 9CM 19 19 18

Total/av yr 9 + 10HG 110/5 = 22 Ave = 22 Year 9 Modules

FTE per Department Year 10

FTE per Department Year 9 Subject / Dept Numbers Hours per week FTE

English 110 4 (1 hr = 0.04F 17.6 Maths 110 4 17.6 Science 110 3 13.2

Social Studies 110 3 13.2 PED 110 3 13.2

Health 110 2 8.8 LtL 110 1 4.4

Class/Dept Numbers (2 hrs per week) FTE 10ART (Art) 25 2.5 10FIL (Eng) 24 2.4

10GRA (Prac Des) 23 2.3 10DSE (Perf Arts) 12 1.2 10MUS (Perf Arts) 16 1.6 10DRA (Perf Arts) 13 1.3 10MED (Eng) 20 2.0 10ENT (SS) 15 1.5

10FOT (Prac Des) 21 2.1 10TRM 7 0.7

10FRE (Eng) 6 0.6 Total/ Average yr 10 Options 181/11=16.4

Class/ Dept Numbers average per class FTE 9ART (Art) 22 2.2 9FIL (Eng) 2.2

9GRA (Des Prac) 2.2 9MUS (Perf Arts) 2.2 9DRA (Perf Arts) 2.2 9FOT (Prac Des) 2.2 9TEX (Prac Des) 2.2

9TRM 2.2 9FRE (Eng) 2.2

9MTE (Prac Des) 2.2

Subject / Dept Numbers Hours per week FTE English 92 4 1 hr = 0.04FTE 14.72 Maths 92 4 14.72

Social Studies 92 4 14.72 Science 92 3 11.04 PED 92 3 11.04

11.4 Health 92 2 7.36


Total FTE per Department 2014 Department Senior FTE Yr 10 FTE Yr 9 FTE Total

ART 59.8 2.5 2.2 64.5 Careers 49 49 English 197.4 14.72+2.4+ 0.6 17.6+2.2+2.2 236.72 ESOL 130.5 141.5 Maths 91.6 14.72 17.6 123.92

Performing Arts 112.1 1.2+1.6+1.6 2.2+2.2+2.2 123.1 Phys Ed Health

56.2 11.04 7.36

13.2 8.8

96.6

Practical Design 105.32 2.3+2.0+2.1 2.2+2.2+ 2.2 118.32 Science 117 11.04 13.2 141.24

Social Science 110.4 14.72 13.2 138.32 After 3 151.9 151.9

Targeted L 13.6 13.6 Total FTE 2015 1398

The total FTE for the whole college as shown above includes those students who are not funded through the roll return (eg HALC students, Van Asch students, International students and CTC students.) It also includes those students studying more than a full load of classes. This takes the total above the GMFS. The roll analysis exercise is an annual process, which is carried out after the roll return has been completed. All figures for all classes show numbers and FTEs (full time equivalents) present at the time of the return. For the most part, these are the funded numbers, which provide the GMFS (Guaranteed Minimum Formula Staffing) and set it in place for the year. As mentioned, the GMFS, which was predicted in September 2014 was 1274, and the new total (1371.3) will provide more staffing and units of responsibility for allocation. Had the GMFS fallen, we would have had to move into a redeployment round later this year. This process is now not required. The decision to undergo a roll analysis is fiscally responsible, as it provides valuable information about all class sizes. It allows discussion centred around small classes to take place with the opportunity to consider closure, rebranding, further marketing and reorganisation for the following year. Funding is not well allocated for staffing and resources if classes are small and if they remain small over time. If it is decided that after a number of years, a particular class is no longer seen as a viable option for student choice, the decision to close the class allows affected staff to be part of the discussion and perhaps part of a new pathway to create a different direction for themselves and future potential students. This process can take place during a year, rather than at the end of a year when unpalatable decisions may have to be made which might affect unsuspecting staff. Some small classes, particularly new classes, are usually given a chance to run for a year to allow a settling in period, during which potential students may hear about t he new course and consider enrolling for the following year. New courses often start with lower numbers, but then build up over time. The Earth, Space and Science class is a good example of this. Small numbers of students enrolled for the first year it ran (2014), and the two levels, years 12 and 13 had to be combined to make it a viable class. The total number for 2014 with both levels was 12 students. This year, the class is still a combined class and the numbers have reached 23. The roll analysis results are available to staff through the annual report, and this foundation paves the way for the process of new programme initiatives to begin for the following year.

Marketing 39page

Marketing -‐ Hagley Community College Performance Report 2015 Page

40

Table of Contents

INTRODUCTION .................................................................................................................................................................................................................................................................................. 41

PRIMARY GOAL ................................................................................................................................................................................................................................................................................... 42

CRITICAL SUCCESS FACTORS ............................................................................................................................................................................................................................................................. 42

VISION AND DIRECTION .................................................................................................................................................................................................................................................................... 42

Understanding the Unique Character ............................................................................................................................................................................................................................................... 42

Understanding the Structure ............................................................................................................................................................................................................................................................ 43

OUT AND ABOUT ................................................................................................................................................................................................................................................................................ 44

Understanding the Direction ............................................................................................................................................................................................................................................................ 44

BRAND DEVELOPMENT ..................................................................................................................................................................................................................................................................... 44

BRAND CONSISTENCY ........................................................................................................................................................................................................................................................................ 46

TARGET GROUPS ................................................................................................................................................................................................................................................................................ 46

FINANCIAL ALIGNMENT .................................................................................................................................................................................................................................................................... 46

ACCESSIBLE INFORMATION .............................................................................................................................................................................................................................................................. 47


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INTRODUCTION Hagley Community College has a philosophy of life-‐long learning that is made available to all students. It welcomes students with diverse challenges and has a desire and a commitment to make a difference to students’ lives. The college is the antithesis of the ‘one size fits all’ model. It creates learning opportunities for students to meaningfully engage in learning and works tirelessly to remove barriers to every student’s learning. It believes in working with students who are disadvantaged by the ‘traditions’ of historic practice and also believes that every student has a right to an education that fits their needs. Hagley Community College actively works to provide a safe haven where students can express themselves and find themselves without judgement. It believes in inspiring students’ futures and transforming their lives. Hagley is a unique secondary school offering a wide range of learning options for students of many ages, stages and cultures. The college focuses on each individual and their learning needs. Our goal is to help students to discover their passion, and to find out their identities along the way. Every year Hagley Community College engages with a significant number of students in education across the Canterbury region. In 2014 the number of students enrolled in education programmes totalled 4,775. The students engaged in these learning programmes participate across three major education frameworks as shown in the diagram below. These frameworks are unique for a secondary school in the Canterbury region. To undertake this regional work of ‘inspiring futures and transforming lives’ we have to be proactive in ensuring our communities understand what we do and the educational opportunities we are creating for their learning needs and aspirations. Over 85% of our student population is of post-‐compulsory age. To connect with them requires effective marketing to reach these different audiences and to be able to encourage people to raise their expectations of what might be possible. The Marketing portfolio is one of three portfolio’s committed to the key strategy of creating learning opportunities for students in the Canterbury region through effective, creative and innovative curriculum design. The other two portfolios are: Curriculum Design; and Modern Learning Environments.

CurriculumCORE

SpecialistPATHWAYS

RegionalCOLLABORATION

Junior College (Yrs 9−10) - 200

Year 11 Graduating College - 150

Senior College (Yrs 12-13) - 252

Schools Within Schools - 285

Transition Programmes - 290

Migrant-Refugee ELL - 273

After 3 Re-Entry Programme - 670

Forte ITM + VC Music - 2000+

Cultural Capacity Training - 120

Refugee HW Centre - 109

Workplace Literacy - 80

Community Literacy - 346

Students602

Students1518

Students2655

Total4775


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PRIMARY GOAL The improved perception, increased understanding, broadened awareness and strengthened support by the community in Hagley College as a transformational education environment that inspires students futures and transforms lives. CRITICAL SUCCESS FACTORS This primary marleting goal will be achieved through the following croitical success factors:

• Vision and Direction : The identification of Hagley's core services, products, vision and direction and the role of Hagley within the region • Brand Development: The development of a clear brand with logo, colours, byline and imagery accurately incorporated into all Hagley's services • Brand consistency: All brand and marketing material is consistent and clear in both layout and messaging • Target groups: The identification of clear target groups with the utilisation of specific messages through appropriate media • Financial alignment: The refinement of expenditure and budget based on marketing priorities • Accessible information: Increased opportunities and methods of distribution to ensure that information is current and accessible to all interested groups.

VISION AND DIRECTION A significant evaluative process was carried out involving surveys of staff, students and some parents in conjunction with a number of core meetings with a Brand consultant, Debbie Roberts. A number of high level meetings were held with the Marketing team comprising of Brent Ingram, Mike Fowler, Marty Anderson and Charlotte Sowman, that sought to clearly identify what defined Hagley and where it had been and was heading. Debbie facilitated these forums and robustly challenged us to consider critically what it was that would drive the marketing process forward and form the plan. In reviewing the surveys it was clear that the common threads were echoing the findings from our meetings, with great emphasis on the nature of the culture, the pathways for learning, and the stories of success and what that meant. A number of questions addressed the issues of what made Hagley effective, while another part of the survey reinforced what we had envisaged that there was often a difference in understanding between peoples perception and the reality of what happened at Hagley. Understanding the Unique Character Hagley is not a traditional high school and the review and evaluation process highlighted many key factors that are unique to Hagley when comparing to many traditional high schools. Identifying the following key factors has helped us in guiding and directing the ongoing development of all marketing material. Underpinning all material the messages below are key to overcoming the misunderstandings that exist within the wider community

1. ACCESSIBLE... both from around Christchurch with its central location, but also from the point of view of time based, and needs based courses that provide access to match learners needs, some remote and around the wider Christchurch region

2. AFFORDABLE... Hagley is not a private school, does not have excessive fees and is centrally located thus providing an affordable option for eduction.

3. INSPIRING AND SUCCESSFUL... Hagley has some very high pass rates in NCEA, and a number of students that excel in their field and then beyond the school. Messages that are not often told in the media and wider community but which surprise those who are unaware of detail.


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4. Hagley also focusses on redefining what is success and ensuring that this is acknowledged in all of what it does to assist students. Critical to their vision is seeing students gain the necessary skills then moving on to the next stage which in many cases mean they may not remain at Hagley.

5. FLEXIBLE AND INNOVATIVE: Hagley offers a range of courses and a degree of flexibility for learners not found in other schools. It looks to provide clear pathways and learning programmes for all students. Many of these courses are intensive full time opportunities in areas of interest, while others offer the focussed time based, or support based programmes that meet specific learning needs. There are a significant number of these courses that are unique to Hagley, and ongoingly as needs and opportunities occur it is likely that these are added to.

6. FRIENDLY AND EMBRACING: Hagley has a open diverse and embracing culture of including all and allow people to develop as individuals in both character and academic success. It is uniquely created around focussing on the individual and their learning needs, and the relationships with staff and lack of uniform. The influence of various cultural groups contributes greatly to the open minded inclusiveness evident around the school. Students all identified universally that 'being yourself', and 'respect' were key factors to the way they rated their experience at Hagley

Understanding the Structure One of the key developments was defining the structure of the many parts of Hagley, something that surprised us as new to the College. Ourreview of existing marketing had highlighted to us how many of these components were not clearly promoted and identified. The following diagram evolved and is used extensively to explain the hub that Hagley provides for learning, the various styles of learning programmes and the links to each other. Five key operational structures were identified, Core, Specialist Fulltime, Boost, Right time, and Out and About. The fact that most high schools function in the Core area only, was clear evidence of the extent of the programmes and opportunities that Hagley was offers. CORE LEVEL The Core level was the Junior College Years 9 and 10, and the Senior College Years 11,12,13 SPECIALIST AND FULL TIME Specialist and Fulltime courses is the vast number of courses that are offered in areas of interest and passion, many linked to arts and technology BOOST Boost programmes outlined those designed to offer support to people at stages in their learning, specifically to assist them in reaching standards, or skills that are often not provided at other schools RIGHT TIME


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Right time courses is the area that includes a number of courses timetabled to allow for learners to participate and engage in learning when it is suitable. Many of these courses evolved out of Night classes, and now sit under the After Three programme, while there are a number of others that sit with the Boost programmes to provide the opportunities at the right time, and the right place! OUT AND ABOUT The aligning of these courses was very important in the process of identifying their role. Many are linked to Hagley but in reality function in workplaces and further a field providing opportunities where they are accessible. Not only is our accessibility defined by the central location, but also by the remote provision of services that include music, workplace and onsite training. Understanding the Direction Hagley is a College that continues to develop innovative programmes to meet the needs of learners in our evolving society. Alongside the marketing developments in 2014, was the writing of an application for "Special Character' status within the education sector. Much of ourreview material was utilised within this to assist in identifying the uniqueness and character that differentiates Hagley. Hagley continues to provide programmes that other schools do not provide, however the ongoing tension, seen to taking students from 'out of zone', and other schools exists and hinders some of the efforts we made to promote Hagley opportunities within the wider region. Should the status be granted it would see some greater freedom within which the Hagley programmes could be marketed . A clear indicator of Hagley's forward thinking approach was as the Senior Prospectus was being developed. The number of new courses that were added due to demand and the opportunity to provide alternatives was a reminder of their approach to being responsive to needs and the future. The School of Apps, was fully supported and while a fledgling course with little to compare to, the commitment to making it happen was evident and has been a talking point amongst people that become aware of this and other opportunities. BRAND DEVELOPMENT One key factor in the development of the brand was to consider how it could help change perception, while also providing an opportunity to define how Hagley was as it moves forward into the future. While being a school with a long history, it is very much a school forging new and exciting ways of learning, often not found within other high schools. Connecting the old with the new, the history with the future is always the challenge, and this was carefully considered as we went about the process. Another key focus was to acknowledge the need to integrate the various parts of Hagley and form a brand that could link to and embrace the various programme areas, while allowing for the individuality of each. This will be particularly important as we work towards creating unique branding for the Schools within schools, that carries their mark but which is linked by the Hagley 'stamp' The logo and brand has been developed based strongly on the clear vision and direction. The graphic is symbolic of a hub, core and central place where people come and go from in different directions. It is designed to be dynamic, representative of change and energy, with the subtle link of the koru, identifying with our cultural history. The colours are fresh and vibrant, representative of life and energy, complementing the graphic forms. As part of creating the identity it has been important to acknowledge how the various components are used collectively and also in isolation and unique circumstances. A good example of this


45

is the use of the Maori tagline, and the transforming lives, inspiring futures words. How these are placed, and in different contexts has been considered along with placing the logo adjacent to other elements. The intentional dropping of 'community', from the name was implemented in an effort to increase it's perception in today's climate. Originally this term was seen as one of inclusiveness, where today it is more seen as lesser in quality, hence to the removal of community. Stylish photography of students on location has been used extensively to engage with local people and the layout of material has ensured core messages are conveyed clearly. 2015 will see the development of a guide that will detail how the brand looks and appears in its application across media and materials for promotion. A big focus of this will be to empower and enable staff etc to ensure the consistency of delivery to ensure maximum possible impact. The substantial work carried out at the early stages of design, mean that the ongoing application of the brand will evolve and develop easily and effectively.


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BRAND CONSISTENCY One of the key findings in our review of marketing material was the need to be clearer in not only how elements were displayed but what the messaging said and where it was placed. Traditionally a large amount of branded material was consistent in its look but not as definitive in its messaging and targets. As the new brand was being developed in 2014 it was an opportunity to introduce some new bylines, along with some elements that were to become defining components of the new look. The process of refining this was always going to take some time while we undertook to clarify the impact of change on all the marketing material. An example was the Senior Prospectus that was revamped as part of the 2014 programme. Driven by the desire to make it more accessible and functional, while also being more attractive, the layout and look was modified to bring simplicity and clarity to elements within the document. One clear focus with both prospective documents, was to layer and prioritise levels of information, bringing clarity through consistency, and brand elements. Differentiating language for students and parents was a priority in creating readable documents for all end users. Over 2014, elements of the brand were introduced to marketing materials, starting with the use of the typeface and shortened name of Hagley College. The byline was able to be introduced earlier in documents, providing a hint at the changes. This interim phase until the logo was fully ratified meant that the impact of the hybrid mix was reduced slightly. 2015 has seen the full implementation and gradual application to media as it is modified and developed. This will remain a phased project to manage costs, and will be guided by the style guide being developed over early 2015 for use by all interested parties. TARGET GROUPS A review of previous marketing showed that much of it was uniform and placed in multiple media. The approach being implemented now is much more about placing messages carefully in specific media, ultimately with slightly less but more targeted application. Clearly there are messages that parents and grandparents need to hear, that are different in their content and the forum in which they are published. In summary, Mai FM carried radio adverts for Senior Open Day with different music and messages than the adverts running on The Edge and The Breeze Specifically the messaging for adults is identified as needing to help overcome perceptions and be reassuring, whereas the content for students is about the character and culture, represented in ways that they relate to, and see themselves comfortable with. Different by lines, ‘You'll fine me at Hagley’, and ‘Keep your options open’, have been used for specific events and campaigns and a number of other messages will be utilised in 2015. FINANCIAL ALIGNMENT The move to more specific budget lines based around media type has allowed some better planning and also reporting on each area. The challenges in embedding this should be ironed out in 2015 and see a streamlined budget reflecting the needs and priorities for Marketing. A number of areas that previously sat within the budget have also been moved into other more appropriate areas, releasing some funds for marketing One of the critical areas of expenditure was based around newspaper advertising and also the annual contracts that we were locked into. These were reviewed and in most cases ceased to allow for more specific expenditure.


47

Along with expenditure, the suppliers of services were reviewed in an effort to ensure we were getting best value and level of service. We met with all suppliers earlier in 2014, and over the year a number of these were replaced as it became clear we could strategically receive better returns and stronger relationships. The work in 2014 all fell within the overall budget however it is anticipated that for the new brand to be fully launched that there will need to be some added funding to allow for a greater degree of coverage and impact. Some fine tuning will see the budget adjusted to allow for this and some more specific promotions. ACCESSIBLE INFORMATION One of the significant challenges is communication, where to do it and how, and the fact that we need to be placing messages in front of a number of people groups and over the Christchurch City area. Most high schools market to their captive audience that invariably exists on their doorstep, but for Hagley where 90% come from out of zone and the whole extent of the city, placement is a challenge. Newspaper readership is down significantly, yet grandparents are often still reading and the ones that have some say as to where their grandchildren go to school. Christchurch is more fragmented in terms of travel patterns and workplaces also impacting on where and how information is placed. In 2014, a number of strategic billboards were utilised, along with buses on specific targetted routes. The Community papers and the Press, carried adverts during specific time frames. Radio was used across three stations, covering a number of listeners. The challenge is summarised when a staff member asks "Where we advertised an event?”, and when we explained, the response was that she didn't listen or access any of these! That in itself epitomises the ongoing fragmentation of the communication media industry, and provides the ongoing challenge! The move towards more web based and email communication was looked at in 2014, with some trials carried out and an interim website at least ensuring that the information was current and accessible. The full impact of this and the increase in web and email communication is in full swing at the start of 2015 now that the brand and structural processes behind the scenes have been clarified. The website in particular should be readily accessible, on desktop and mobile with Hagley having 90% control over all content. The most immediate challenge of 2015 will be the loading of content into pages, while later in the year enhancements will be looked at as the site is assessed and utilised Facebook and social media will be revamped to allow for some more effective use of this forum. While it is less manageable and predictable in its return it is critical to be in the market, without a large financial cost. The placement of information and advertising will be ongoingly reviewed to ensure maximum benefits are gained in communicating with communities. In summary, the year, 2014, saw some huge development behind the scenes, and then in working towards a more directed, marketing campaign, enhanced by fresh branding and a more authentic representation of Hagley College as it is in 2014/15.

Modern Learning Environments 49page

Modern Learning Environments -‐ Hagley Community College Performance Report 2015 Page age 50

Table of Contents

INTRODUCTION .................................................................................................................................................................................................................................................................................. 51

PRIMARY GOAL .................................................................................................................................................................................................................................................................................. 51

CRITICAL SUCCESS FACTORS ............................................................................................................................................................................................................................................................ 51

The New Zealand School Property Strategy 2011-‐2021 ........................................................................................................................................................................................................................ 52 Goals for School Property ................................................................................................................................................................................................................................................................ 53

PROPERTY MAINTENANCE ............................................................................................................................................................................................................................................................... 53

THE PHYSICAL LANDSCAPE .............................................................................................................................................................................................................................................................. 54 BOT Property Valuations .................................................................................................................................................................................................................................................................. 55

RESOURCE MANAGEMENT EXPENDITURE ................................................................................................................................................................................................................................... 56

HEALTH AND SAFETY ......................................................................................................................................................................................................................................................................... 57 Health Centre ................................................................................................................................................................................................................................................................................... 57 Building Evacuations ........................................................................................................................................................................................................................................................................ 57 Meeting Legislative Compliance Requirements ............................................................................................................................................................................................................................... 58

SUSTAINABILITY AND ENERGY EFFICIENCY .................................................................................................................................................................................................................................. 58 Recycling .......................................................................................................................................................................................................................................................................................... 58 Water Consumption ......................................................................................................................................................................................................................................................................... 59 Sustainable Landscaping .................................................................................................................................................................................................................................................................. 59 Chemical Usage ................................................................................................................................................................................................................................................................................ 59 Accessibility to the College ............................................................................................................................................................................................................................................................... 59 Carbon Emissions ............................................................................................................................................................................................................................................................................. 60 Environmental Landscaping ............................................................................................................................................................................................................................................................. 60

INNOVATIVE LEARNING ENVIRONMENTS (ILE) ........................................................................................................................................................................................................................... 61 Modern Learning Environment Tool (MLE) ...................................................................................................................................................................................................................................... 62

MASTER PROPERTY PLANNING ...................................................................................................................................................................................................................................................... 63 Delivering the capital programme ................................................................................................................................................................................................................................................... 64 College input is essential .................................................................................................................................................................................................................................................................. 64 Implications for the 10 Year Property Plan ...................................................................................................................................................................................................................................... 64 What works fall into the minor works programme? ........................................................................................................................................................................................................................ 65


INTRODUCTION School buildings should inspire learning. They should nurture every student and member of staff. They should be a source of pride and a practical resource for the community. Research clearly shows good design raises educational standards and improves the quality of life in the school. Our vision at Hagley is about using capital investment to deliver much higher standards of education and to transform learning and working environments in the college. For us this means meeting our intentions of being creative, innovative and cutting-‐edge to stimulate engagement in the wide range of learning opportunities we are presenting to students. Our environment should reflect the energy and passion we have as a college for the ’power of education’ and be a celebration of the students that engage with us. This will be a celebration of their individuality, their learning and their achievements. Hagley Community College is looking to the future and to creating modern learning environments for our students and staff.

PRIMARY GOAL The primary goal of the Modern Learning Environments portfolio is the creation of modern learning environments to enhance effective curriculum design and support innovative learning opportunities for students. CRITICAL SUCCESS FACTORS The Modern Learning Environments goal will be achieved through the following critical success factors:

a. Innovative Physical Environments For Learning: The development and implementation of innovative physical learning environments. b. Property Maintenance: A planned replacement programme to meet the requirements of learning programmes and support services. c. The Physical Landscape: The implementation of a programme of maintenance and development of the physical environment. d. Health & Safety : The implementation of all legislative requirements to ensure the safety and well being of students and employees. e. Master Property Plan: The development of a master property plan to align with the future direction and designated special character of the college. f. Sustainability & Energy Efficiency: An active sustainability and energy efficiency programme to support the effective maintenance of the environment.

This review reports on the performance of the College across all these key outcomes for 2014. A significant portion of resource management work has been placed on hold and incorporated into the master property plan for the college as a result of the 2012 earthquake due to the Ministry freezing our 5 Year Property Programme, the 10 year property planning and any major capital work programme as part of the greater Christchurch schools network renewal programme.


The New Zealand School Property Strategy 2011-‐2021 As stated in the introduction section of this review, Hagley is committed to providing top quality venues and facilities for both students and staff. These goals and commitments are also contained in the Ministry of Education’s School Property Strategy document recently launched covering the period 2011 to 2021.


Goals for School Property As the owner of state schools, the Ministry is focused on being a quality property manager that provides leadership and guidance to the sector and expert property advice to the government. To achieve this objective, the strategy addresses the following key goals:

1. School property is well managed where the Ministry of Education is seen as a high quality property manager and advisor to the government. Hagley fulfils the requirements under the “ State Schools Property Management Guidelines “ by having a robust 10 year property plan which is updated every 5 years. This allows for health and safety matters and modernisation of buildings to be addressed in a systematic way. Hagley also has a duty to meet all regulated compliance issues. Since the earthquakes 2010 and 2011 the capital works and maintenance resource has been frozen. The College is only attending to urgent work less than $5000.

2. Schools are fit for purpose where they are safe environments that empower students and teachers to succeed. All of our buildings and facilities are considered safe with regular checks being undertaken which provides confidence to staff and students. We have over 50 surveillance cameras in place which provide a strong element of safety. Hagley takes pride in maintaining our buildings and facilities and grounds to a vey high standard and in the provision of comfortable and pleasant surroundings that enhances productivity. Since the earthquake the College is only carrying out urgent health and safety work.

3. High Performing Portfolio of Schools where the portfolio of state schools responds to changes in demand and is well utilized and efficiently run. Hagley is highly regarded as a leading

educational institution in New Zealand with having creative, innovative and cutting edge qualities. Hagley is always looking to provide extra incentives for students to learn in an exciting environment, which has resulted in the establishment of “ School within Schools “ concept. Through “ School of Cuisine “ and “ School of Music “ and ‘ School of Fashion “, a total of 15 schools within a school, Hagley has developed a powerful educational base for students to progress through to advanced learning. Our facilities are efficiently used with a licence to teach day programmes through to 9pm.

Hagley has already taken the initiative in many of these aspects and strives to keep high standards in responding to the needs of students and staff and endeavours to support the curriculum delivery with the latest technology and modern teaching and student learning environments.

PROPERTY MAINTENANCE The MOE building programme for schools, other than new schools to be rebuilt, is scheduled to begin towards the end of 2017. The Bulk and Location Planning Document received by the College December 2014 will assist by identifying buildings which are likely to remain on site and those for which investment may not be warranted. Hagley’s construction budget has been set at $18 million comprising the following:

• Repairs & demolition estimates $5,339,089 • Infrastructure & grounds $1,207.821 • New builds & upgrades $11,603,808

Some projects have already been approved and $0.6 million allocated for :

• Gymnasium ceiling repair • Replacement of classroom H1 • Alteration/make good preschool • Block A strengthening/carpark repairs


• M Block Tech brick veneer • Feasibility estimate for hall (F Block) • Repairs to power cable faults • Toilet upgrade • Investigation of rotten floor boards • New drainage channel

This leaves a budget remaining of $17.5 million. The budget was based on a roll of 137.. THE PHYSICAL LANDSCAPE Prior to 2014 several areas required strengthening as a result of the new building regulations after the Canterbury earthquakes of 2010-‐11. The November 2012 Geotechnical Assessment Report prepared by Golder Associates for MOE and Powell Fenwick Consultants Ltd considered Block A which is a Heritage Building, Block B, Chilton House, Hagley House and Art Block (P Block). The report stated that Blocks A & B experienced some degree of settlement and re-‐levelling and ground improvement may be required, while Hagley House, Chilton House, and Art Block could be re-‐levelled. Block B is on piles and the report recommended assessing the length and current condition of the piles to help establish if repair is viable. An alternative would be to structurally repair but not re-‐level but the risk of future liquefaction and post-‐liquefaction settlement would not be mitigated and potential damage to the building and the foundation remains during future earthquakes. Towards the end of 2014 in preparation for the start of the 2015 school year, the following projects were initiated:

• modernisation and upgrade of 1977 O Block and now called UC@Hagley. Hagley College is partnering with Canterbury University to co-‐deliver the Certificate of University Preparation (CUP).

• modernisation and upgrade of Room 302 in the Main Block for the new School of APPS. The School of APPS will provide an innovative environment to put student ideas into practice.

• modernisation and upgrade of 1970 Art Block A4 classroom for the new School of Animation and Design. The Hagley School of Animation and Design provides students with a unique opportunity in a state of the art digital lab.

2012 saw the existing H1 cooking classroom closed due to the earthquakes, and no longer meeting the current building regulations. A new purpose-‐built cooking facility was built between the Student Centre and the Art Block. The previous area of the original H1 was turned into a carpark adjacent to the Preschool. Hagley Preschool sleeproom was unable to be used for some months while the demolition took place and the sleep room strengthened when it was found to have an unreinforced brick wall attached to H1.


Structural strengthening of Tech block was undertaken in December 2013/January 2014 when it was identified as no longer meeting the current building regulations in respect of providing earthquake protection. Power cables were upgraded for H3 School of Fashion and Science Block. Chilton House was upgraded with new carpet and paint. Hagley House was upgraded with new carpet and paint and two heat pumps installed. BOT Property Valuations After the 2010-‐11 Canterbury earthquakes, insurers of BOT owned College property required additional information on the structural safety of buildings; they requested DEE reports which give an estimate or calculated strength expressed as a % of current building code or New Building Standard (NBS). They also look at any structural damage affecting seismic strength, and make recommendations on structural repairs and strengthening options for MOE to consider. Initially at 1 January when the College renews insurance, the College brokers, Marsh Ltd, were unable to increase the sums insured to Full Replacement Values until the New Building Standard (NBS) % was known for each BOT building. This meant the sums insured remained the same as 2013 with additional values only being covered for Defined Perils, excluding Natural Disaster cover. From 14 April 2014, NZI agreed to increase the sums insured of all BOT buildings to their Full Replacement Values, including Natural Disaster cover. BOT property and valuations at end of 2014 as follows: Building year constructed $ HALC classroom (office 1) 1975 172,000 HALC offices (office 2) 1980 49,000 Van/kayak garage 1989 96,000 Preschool staffroom 2002 78,000 Student Centre 80% BOT share 2003 3,176,000 Skyline double garage 2005 32,000 Gym no.2 14% BOT share 2011 385,000 Motor Vehicles Toyota Hiace 2009 34,000 Toyota Hiace 2004 4,000 Toyota Hiace 1999 4,000 Kayak trailers (2) 1,200 Cage Trailer 800 1 January-‐31 December 2015 premium to insure BOT property was $21,952, of which buildings cost $19,562 and vehicles $2,322.


RESOURCE MANAGEMENT EXPENDITURE 2014 total property expenditure for 2014 is $1,008,979. This represents 18% of College total expenditure, with expenditure covering the following key areas: 101% of the $994,600 budget was utilized with higher actual recovery against budget of $79,400 for hire facilities which was budgeted at $65,500. Also taking into account the recovery of $14,000 in ACC for a Property Services Manager during 2014 the net effect is that Property came in under budget. The BOT requested that $100,000 be budgeted in 2014 to allow for any required maintenance of buildings that would have been in the 10 YPP maintenance plan which was on hold since the earthquakes. In Canterbury there was no provision for this maintenance in the 2012 and 2013 years but BOTs were expected to undertake maintenance where necessary.This budget was applied to painting in Hagley and Chilton Houses, A4 (Art Block), toilets in X and Main Blocks and continued into the beginning of 2015. The College has a notional lease for the use of Crown land and buildings which is set at 8% of the College’s total property value. In 2014 this amounted to $2,188,574. As part of the 30 June nationwide revaluation exercise conducted annually for schools’ year-‐end reporting, certain changes to the revaluation methodology were adopted as part of the 30 June 2012 revaluation exercise, which has resulted in an improvement to the quality of calculations. The 2012 valuation was $2,884,680 and 2013, $2,631,361. It can be very distorting to the College budget to base the figure on previous years’ calculations as shown by 2014 results when the budget was $2,800,000 but actual revaluation dropped $0.4 million from 2013 actual and $0.6 million against 2014 budget. Not including this figure in budget and actual comparisons over years would give a clearer picture of actual property expenditure. The first of two replacement vans budgeted for in 2013 was a 2009 Toyota Hiace 2.7cc with 20,400 kms on the clock sourced from Japan by Yamato Vehicle Importers Ltd for $33,000. It came as a 15 seater and 3 seats were removed for compliance. Vans have been difficult to source since the earthquakes, presumably because of the increased number required for the trades. A second van from the same source is currently in the process of being purchased in 2015.

1%!

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Expenditure Breakdown!

Vans!

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Property Services!

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Grounds!


HEALTH AND SAFETY Monthly Health & Safety Committee meetings address a range of concerns within the College. In 2014 examples have been making safe outdoor table foundations, removing allergenic silver birch trees, safety fencing erected around the Preschool after demolition of H1, investigating safety when working at heights and other working conditions. In devising a master plan for the College, DD Architects advised that Hagley needs to separate pedestrian from vehicle access to make students and staff safe when moving around and that parking will be an issue. The Preschool building with the repaired sleeproom and minus H1 became vulnerable with little protection from the road or for children arriving and leaving especially at the baby entrance. Previously the H1 wall afforded some protection and a barrier from danger and wind. Double gates were erected at both entrances. Health Centre The Health Centre continues to provide an essential service to students and staff. The nurse has professional supervision with the pre-‐health work placement teacher, who is also a registered nurse, and in addition to this, she works with the College’s guidance counsellor to ensure that the best possible care is given at all times. The College retains a defibrillator in the Health Centre for cardiac emergencies and the nurse has held familiarisation sessions on its use. During 2014 the Health Centre has –

• Catered for 1124 student appointments and 15 staff appointments.

• Arranged for influenza vaccinations for 79 staff. One of two beds in the Health Centre

• Maintained 66 First Aid boxes on site and 3 disaster kits. • Called an ambulance on 7 occasions. • Transported 3 patients to hospital . • Provided Bactol Alcohol gel and tissues throughout the College.

Security of students, staff and property is high priority for the College with surveillance cameras regularly monitored for effectiveness. Thefts, burglaries and vandalism are a frustration at times but they are minimal and safety procedures are in place to continue to minimize these occurrences. Building Evacuations In 2014 evacuations occurred as follows –

• Full trial building evacuations 2 • Actual fire alarm evacuations 1 • Lockdown procedure is practised regularly.


Meeting Legislative Compliance Requirements The following legislative compliance requirements were met during 2014:

• Trial building evacuations have been carried out as per the approved fire services evacuation plan. • The 3 lifts have received their annual certificates. • The automatic doors have been inspected. • The annual building warrant of fitness was carried out. • Monthly checks of emergency lighting systems, etc. have been carried out. • Monthly fire alarm testing has been carried out. • Annual check of fire extinguishers and fire hoses has been carried out. • ECAN pollution prevention guide has been followed. • Regular services of ventilation and dust extract systems. • Testing of portable electrical appliances

SUSTAINABILITY AND ENERGY EFFICIENCY Current initiatives within the College include recycling, water consumption control, limited chemical use within grounds, safe storage of chemicals, and energy efficiency such as progressive lighting upgrades to LED. Part of the Modern Learning Environments portfolio is the responsibility for developing and implementing an active sustainability and energy efficiency programme to ensure that Hagley contributes towards maintaining the environment in a responsible manner. Various initiatives have been developed at the College to minimise the exhaustion of natural resources and to prevent severe ecological damage. These are outlined as follows – Recycling The College is a partner in the “Assisted Kerbside Recycling for Schools Programme” run by the Christchurch City Council. Staff are encouraged to place recyclable items in containers which in turn are emptied into the specially provided bins to be collected by the CCC. The contents are recycled through various agencies, which reduces the amount of rubbish deposited in landfills. Confidential documents are shredded by “Document Destruction Services” with the shredded material utilized by other organisations for recycling. All used sanitary items are collected by Alsco Ltd and then disposed of through a company called Interwaste Christchurch who arranged to cleanse and grind down the materials for dumping in a landfill. Disposable nappies from the Pre-‐school are collected by Envirowaste Services Ltd which are then “broken down” by a firm called Beacon Global Freight Solutions ltd into a chemical for distribution to Envirochem for recycling. Green waste is collected by Envirowaste Services Ltd and then mulched by a local firm and redistributed as bark and other garden materials. Flat cardboard is also collected by Envirowaste Services Ltd., and broken down for recycling overseas.


Water Consumption There are a range of controls that are in place to minimise water consumption and to prevent wastage. These controls will be intensified over time as the college renews and updates its physical resources and implements new capital works and refurbishment projects. Several areas of the College have computerised irrigation systems for watering the grounds and garden areas. These are operated at night to gain the maximum benefit. Recently a computerised system was installed in the modernised student male and female toilets in C Block, to control the use of tap and urinal water. It is planned to have similar systems installed progressively throughout the College as resources permit. Sustainable Landscaping In undertaking any landscape projects strong consideration is given where possible to planting trees, native plants, shrubs and grasses. Hagley is blessed with many well-‐established trees such as oak and chestnut trees, which benefit the environment. Currently the College has over 400 trees or shrubs of 2 metres or taller. In order to provide a well-‐maintained physical and welcoming environment a balance of various types of planting is required. Landscape plans are incorporated with all major capital works programmes that are undertaken with careful consideration given to the maximum impact for ecological effectiveness and environmental aesthetics. Chemical Usage Use of toxin sprays are kept to a minimum. Our Grounds Staff ensure that where possible non-‐toxic sprays are used. Accessibility to the College Through the endeavours of the Christchurch City Council walkways and cycle paths are being created for easy access by the public to various places including the college. Energy Efficiency Under the Resource Management Act 1991 our resource consent for the operations of our diesel boilers is monitored by Environmental Canterbury on a regular basis to establish the efficiency of the boilers and to monitor any contaminants discharged into the air. Details of the last visit are listed below. CONSENT NO: CRC940404.1 Description of Consent: to discharge to air the products from combustion of two 350kw diesel-‐fired boilers, at or about map reference M35:797-‐411. Location: Hagley Avenue, ADDINGTON Consent Commenced: 23 Dec 1993 Consent Transferred: 20 Nov 1998 Consent Expires: 22 Dec 2028 Conditions & Compliance

• The chimney height shall extend to a height of not less than 15 metres above ground level. • The opacity of the emissions from the oil-‐fired furnace shall not exceed 10% at any time. • The sulphur content of the fuel shall not exceed 0.3% by weight. • Insulation of the chimney shall be adequate to ensure that the temperature at the top of the stack does not drop below 115 Celsius. • The Canterbury Regional Council may annually, on or about the last working day of November each year, serve notice of its intention to review the conditions of this consent for the

purposes of (i) dealing with adverse effect on the environment which may arise from the exercise of the consent; (ii) requiring the adoption of the best practicable option to remove or reduce any adverse effect on the environment; (iii) complying with the requirements of a regional plan.


• Charges, set in accordance with section 36(2) of the Resource Management Act 1991, shall be paid to the Regional Council for the carrying out of its functions in relation to the administration, monitoring and supervision of resource consents and for the carrying out of its functions under section 35 of the Act.

General Comments On the 19/08/10 a site visit was made to Hagley Community College to monitor a consent to discharge contaminants to air from the operation of 2 350kw boilers at the site. I understand the boilers are used on an alternating basis so only one boiler is in operation at a time. Observed emissions during my visit to the site were barely visible except for a heat haze coming from the stack. The boilers are serviced regularly by MecServ. Fuel use is currently 6000ltr per month. The hours of operation for the boilers are from approximately 7am through to 9pm as the college runs a night school program. The site has been graded as fully compliant against the conditions of the consent. Date Inspected: 19 August 2010

Sensored lighting has been installed in the new gym classrooms. These features will be incorporated into future new buildings. Long life fluorescent tubes are being progressively installed throughout the college. Carbon Emissions The major guiding document that the college is using is a publication by EECA (Energy Efficiency and Conservation Authority) on ‘Energy Efficient Schools’. This is providing the college with energy mapping and action plan templates and key guidelines on model energy efficient practices. The College emissions for 2014 were an average of 17,384.46. The range of monthly emissions were as small as January 4781.32 and as high as June 29,150.26. The College now has base line data to organize our attack on greenhouse gas emissions. The College will use the School Action Plan created by Landcare research to guide us in reducing this emission. Environmental Landscaping Mary Latimer’s year 11 class designed and built planter boxes and created an aesthetic barrier between the Preschool and the carpark area opened up with the removal of H1. Grounds staff selected appealing hardy colourful plants which when mature will provide an effective and attractive barrier from wind, and soften the harsh asphalting.

Well-‐maintained outdoor tables for safety and enjoyment


INNOVATIVE LEARNING ENVIRONMENTS (ILE) The College has developed a framework for “Innovative Learning Environments” and three portfolio’s: Curriculum Design, Modern Learning Environments, and Marketing have a responsibility to ensure Hagley is at the forefront of creating learning opportunities and providing a dynamic place of learning covering the best practices for delivery of the curriculum. The main focus of modern learning environments within the innovative learning environment team is to:

• Develop classrooms of the future • Transform existing structures into modern day facilities • Build schools within schools to accommodate the delivery of instruction as to the needs of the community • Support staff with an environment that encourages good practice professional learning and development. • Align modern learning environments with modern learning pedagogy.

To assist in these criteria’s the ILE group have adopted the Modern Learning Environment Tool (MLE) recently introduced by the Ministry of Education as a guide for the provision of quality learning resources. Research into the physical environment and student achievement reveals that studies about student academic achievement and building condition conclude that the quality of the physical environment significantly affects student achievement. There is sufficient research to state without equivocation that the building in which students spends a good deal of their time learning does in fact influence how well they learn (Earthman, G 2004:18). Desirable designs include having ‘friendly and agreeable’ entrance areas, supervised private places for students, as well as public spaces that foster a sense of community, with particular attention to the colour used (Fisher, K 200 in McGregor, J2003:2). Today’s schools must create spaces that students want to go to, similar to the way cafes attract people, rather than the space being purely functional (Bunting, A2004:12). In respect of supporting teachers it is recognized that decent facilities make additional contributions to teachers work. Siegel has found there was a direct relationship between architecture and the collaboration of teachers. The arrangement of space has immediate and far-‐reaching consequences for teachers’ ability to effectively and efficiently accomplish daily activities, the formation of social and professional relationships, and the sharing of information and knowledge (Siegel, J 1999:4). Consideration of the spaces where teachers meet and collaborate is just as important as the design of the classroom (McGregor, J 2004:4). Our own property consultant Luisa Viettoni of DD Architects in her paper “What to look for in designing new buildings” states that in the planning and designing of new works for Hagley Community College the following is taken into consideration. “Architecture is the art of creating new spaces, structures and living environments for life, work, enjoyment and pleasure. There are a number of design variables and considerations that require to be adopted and considered to ensure that the end product is deemed to be a success. Any new work must relate, address and complement the existing environment and context in which it occurs. Style and design are also important factors, where the end product is original, organic and fluent whereas complementing an existing style or creating a different dynamic. The end user and function dictate the design criteria to be adopted. Flexibility needs to be implemented to ensure that future proofing and adaptability enable to cater for time driven ever-‐changing requirements. The enjoyment, quality and success of the interior spatial environment is derived by the inclusion and orchestration of the following factors:

• Connection to the exterior: interaction with general context and visibility. • Planning layout: light, open and flexible. • Air quality: mechanical and natural ventilation. • Heating and cooling: considerations of environmental changes. • Sustainability: material selection and efficiencies.


• Lighting: perception of sunlight plus general and task lighting. • Colour and form: contextual but always envigorating. • Technology: inclusion for current and future technological advances.

The end users satisfaction and enjoyment of the new buildings, structures and spaces dictate the successfulness of any design.” Modern Learning Environment Tool (MLE) The MLE has been developed by the Ministry of Education to assist schools in the planning of works for inclusion in the 10 Year Property Plan. The MLE assessment form identifies key operational areas of standards to be met in the provision of having learning space designs that are found in new schools in NZ or overseas and are considered desired outcomes for the longer term. In order to gauge where Hagley was positioned under the Modern Learning Environment, the test was applied with the following outcomes. The college has undertaken a Modern Learning Environment Analysis using the latest MOE property tools on the Ministry of Education website. This MLE assessment has identified some areas for improvement which will be included in the 10 ypp. Hagley has already managed to achieve many of these goals and since 1993 until 2012 the amount of $15.20 million has been invested into new capital works or the modernisation of existing facilities. The capital works spend is associated with the buildings listed below;

I. Student Centre II. Xtreme Technology – the transformation of the old science block III. Open Stage Performing Arts Centre IV. The Reconstruction & Modernisation of the Main Block V. The Writers’ Block – the transformation of the old library building VI. New Science Block VII. School of Fashion VIII. School of Cuisine IX. New Gymnasium Complex X. Structural Strengthening of C Block XI. Modernisation of the C Block Student Toilet Complex

The next phase of our development plan is to create a master plan to work into the renewal programme the Ministry of Education has signaled for our buildings, to create modern learning environments and to repair any damage that the buildings experienced during the earthquakes. There has been no maintenance or capital works carried out at the College in 2012 because of the frozen 5 and 10 year and capital works monies.


MASTER PROPERTY PLANNING On 14 November 2013, the Minister of Education, Hekia Parata, announced an investment of $1.137 billion to rebuild and renew 115 schools in greater Christchurch. This significant announcement follows two years of detailed assessments, discussion, consultation and decisions about the future of schooling in greater Christchurch. The Christchurch Schools Rebuild (CSR) is the most comprehensive, whole of city, education infrastructure renewal programme ever undertaken in New Zealand. During the 10 year programme, the Ministry will:

• construct 13 schools (on new sites) • rebuild 10 schools (on existing sites) • fully redevelop 34 schools • moderately develop 58 schools.

The programme is based on four key priorities: Priority one reflects those schools where there are committed dates for mergers, new schools and dependencies arising from closures. The second priority is schools where capacity is needed to accommodate projected rolls and where capital investment is considered urgent to accommodate student movements following the earthquake. The remaining schools were prioritised for additional opportunities to improve outcomes for priority learners, develop closer relationships with the community and business stakeholders and introduce modern learning environments. The final priority reflects how the MOE are packaging schools for procurement and effectiveness in delivery for example, sourcing similar kinds of work in groups for return on investment. Ministry staff are working with those schools scheduled later in the programme to define their property requirements and work needed in the meantime. The programme will also be reviewed in 2017 to identify any opportunities to bring forward scheduled works. Hagley is identified to begin its programme of major capital works in the 3rd quarter 2017. Christchurch Rebuild Programme School Engagement Process


Delivering the capital programme When the college enters the capital programme, one of the first activities will be to develop a master plan. This process involves a series of workshops with the school, facilitated by Ministry appointed consultants. The master plan is a comprehensive long term plan intended to establish and guide the future development of the college site. It is a blueprint that reflects a clear vision for the future direction of teaching and learning at the college and is supported by policies, guidelines and priorities. The master plan will identify priorities for action (based on the educational vision), set out suggested relationships between public and private spaces, determine the activities and uses which will take place in school areas and identifies movement patterns around the school. Master planning can help redefine a familiar place, opening up its potential and offering new insights into the place it could be. The master plan can help bring out the best in an area in terms of its landscape, topography and ecology. To ensure a co-‐ordinated approach to property development and maintenance, the college will develop an over arching site plan that will be delivered over the long term. The college will develop their 10 year property plan (10YPP) from the master plan. A significant part of the master plan will be implemented under the Christchurch Schools Rebuild (CSR) Programme, however, there are likely to be elements of the plan that will be implemented over a longer period. The master plan will include an implementation strategy and a staged approach for site development. Under the CSR programme the Ministry’s priorities are to upgrade in and outdoor teaching spaces and spaces that support teaching and learning (e.g. student social spaces and teacher resource spaces). The MOE also want to ensure all leaky building issues are resolved, earthquake strengthening is carried out where required, earthquake damage is repaired and core MLE standards are met. College input is essential The significant teaching and learning expertise within the college and the college’s communities is critical to delivering successful master plans. The Ministry will work with the college to understand our vision for delivering teaching and learning and help translate that into what it means for spaces in the school. The Ministry will draft a project brief based on information gathered through a series of workshops with the college. The project brief belongs to the college and will be the basis for developing the master plan and projects delivered under the programme. One of the measures of success will be how well the master plan and subsequent capital projects, meets the project brief. The college has begun this process using the bulk and location analysis as a starting point to develop staff, student and community input into the development of a draft master plan and project brief. This process is being facilitated by Luisa Viettoni (DD Architects) in conjunction with the Principal and Board of Trustees. The college has already had two workshops to develop ideas based around the current data analysis from the Bulk and Location documents provided by the Ministry of Education. (See special report attached to this portfolio review. This section of the report details the analysis from the vast collection of reports that were produced on Hagley College following the February 2012 earthquake in Christchurch.) Implications for the 10 Year Property Plan School capital funding has been on hold since the 2011 / 2012 earthquakes to enable the Ministry to secure a greater level of funding for Christchurch. The scale of the investment in schools and the demand on the construction industry in Christchurch means that the works need to be sequenced over a 10 year period. In the meantime, schools in the Christchurch Schools Rebuild (CSR) programme are likely to require minor capital maintenance work up until the major investment is timed to occur. To address this capital maintenance need, the Ministry has established a minor works team to take a proactive approach to capital repairs and maintenance at schools. Some schools may also be interested in trialling modern learning practices (prototyping). In some cases, this may be supported by minor alterations (up to $15,000) to existing buildings to more closely resemble modern learning environments (MLE) ahead of entering the CSR programme. The Ministry is currently overseeing minor works projects across approximately 100 schools.


What works fall into the minor works programme? The purpose of the minor works programme is to ensure that all schools remain operational, safe and secure prior to entering the CSR programme. To qualify as a minor work, the work must meet the following criteria:

• Is the work required to address health and safety issues?

• Is the work required to address essential infrastructure issues?

• Will the work impact on what the school can do when they enter the programme?

• Is the building work minor in value (generally less than $50k)?

• Is a building work required to support the school to better understand how they can teach in an MLE (i.e. alterations to provide a small MLE prototype teaching space The Ministry is developing a coordinated approach and programme of minor works for all schools in the CSR programme. In developing the plan the Ministry will take a two stage approach:

• School based requests • Proactive approach to identify minor works

At any stage schools can raise or discuss their minor works needs with their assigned School Property Advisor or Case Manager, who will discuss the request with the school including the range of options which are available to address the property issues in a timely manner. The Ministry will also visit schools over the next three months to discuss their property issues and concerns and together with school boards, will proactively identify minor works projects that will be addressed over the next 10 years or up until the school formally enters the major investment phase of the programme. This process has been undertaken with Hagley College. The Ministry will issue the minor works programme for consultation and feedback from schools. Given the nature of minor works, it is expected that the programme will be continuously monitored and updated as part of a regular six monthly school visit programme and individual schools requests. This planned approach will also help to ensure efficiencies in regard to cost and as larger bundles of goods and services can be procured together. All capital works at a school are funded from the individual school budgets that have been allocated as part of the Government’s $1.137 billion investment in the greater Christchurch schools.

Where a request has been received, it will be discussed and agreed with the school. The Ministry, in partnership with the school, will appoint a specialist project manager who will schedule and manage the minor works. The process is shown in the diagram on the following page.

Special Report: Bulk and Location Review 67page

Hagley Community College - Bulk and Location Planning / FINAL / December 2014 2

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Hagley Community CollegeLocation Plan

PREPARED FOR:

MINISTRY OF EDUCATION

DOCUMENT REVISION STATUS:

FINAL DEC 2014_BULK AND LOCATION PLANNING

CONTACT:

OPUS International Consultants20 Moorhouse Avenue, ChristchurchPO Box 1482New Zealand03 363 5400

EXECUTIVE SUMMARY

INTRODUCTION

Hagley Community College is a non-integrated state secondary school located in Christchurch City centre. It currently has a roll of 1900 pupils,which is equivalent to 1300 full-time students. Pupils are primarily in Years 9-13+, but the college also offers full or part time courses, includingevening classes, for mature students. The college will be part of the Greater Christchurch Education Renewal Programme which involvesinvestment in existing and new schools in the region over the next 10 years to create more modern schools, with improved facilities.Masterplanning will be undertaken as part of this programme but some schools may have interim property requirements before this happens.Bulk and Location Planning is required to inform potential investment prior to the masterplanning process commencing.

The Bulk and Location Planning will assist by identifying buildings which are likely to remain on site and those for which investment may not bewarranted. The exercise will also identify locations for any potential replacement or additional buildings on site. This Bulk and LocationPlanning report for Hagley Community College is broken down into two distinct sections.

CURRENT STATE

The college’s current state includes a comparison between the existing building areas and number of teaching spaces at the college and theircurrent entitlement. This entitlement is based on a school roll of 1900 pupils. Consideration has also been given to movement around the siteand key site attributes. It also features a review of the following existing site and building information provided by the Ministry of Education,plus any notes taken during the site visit. This is presented in a tabulated format, as well as graphically in a diagram entitled ‘ConditionSummary'.

CAD Plans and Existing DrawingsCondition AssessmentDetailed Infrastructure ReportDetailed Engineering EvaluationEarthquake Damage ReportGeotechnical ReportMLE AssessmentWeathertightness/Prendos Reports

FUTURE STATE

The college’s future state provides options for how the college budget may be invested on the site, including refurbishment and upgrade ofexisting buildings and potential replacement or additional buildings. Consideration has also been given to earthquake repair and structuralstrengthening works required. The proposed building areas and number of teaching spaces at the college is based upon the projectedentitlement, which has been generated by the Ministry of Education using a college roll approximation of 1750 pupils (full time equivalentfigures have not been provided). A high-level cost estimate, based on square meter rates, has been prepared for each option. The costestimate for Option One is $20,800,000.00 and the cost estimate for Option Two is $20,975,000.00.

RECOMMENDATION

Based on the information provided, two future state options have been produced for how the college budget may be invested on the site. Bothoptions meet the projected entitlement needs of the college and seek to rationalise the large number of small buildings, including relocatable ortemporary buildings which are in poor condition, into new and extended buildings. They also move the majority of the car parking to the Southof the site. Our recommendation would be Option Two because, in our opinion, it provides a more preferable layout in terms of the site andeducational requirements of the college. Note, there are a number of existing buildings (i.e. Blocks V, U, G, C and X) that are in good conditiondue to recent refurbishment and have been assessed as just under 67% NBS and are therefore unlikely to be part of the structuralstrengthening programme in the next 10 years. Allowances have been made for earthquake and earthquake repairs only to these buildings.The same approach has been applied to Block B as well, although the earthquake repairs would also include some minor refurbishment. AsBlock A is a heritage building, full allowances have been made for earthquake repairs, structural strengthening and maintenance as outlined inthe condition assessment. This approach would need to be reviewed again as part of any future masterplanning work once repair strategieshave been produced and costed. As Block I is a creche, allowances have not been made for any work to the building.

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HAGLEY COMMUNITY COLLEGESITE PLAN : Scale 1:1250

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VEHICULARENTRANCE

VEHICULARENTRANCE

MAINENTRANCE

LEGEND

Main School Entrance

Service/Emergency VehicleEntrance/Route

Vehicular Entrance/RoutePedestrian/CycleEntrance/Route

School Site Boundary

Buildings - Gross Area(incl. teaching space)Classroom Teaching Space(within building gross area)Gymnasium Teaching Space(within building gross area)

Ancillary Buildings

Library

Performing Arts

School Reception/Office

Sports fields

Carparking


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Hagley Community CollegeCurrent State - Site Overview

NOTE: Totals exclude total net ancillary area, accommodation in lieu and legit area. It alsoexcludes college owned areas for the buildings highlighted in yellow.

Entitlement 103 11637 15039TOTALS 80 9345 12518Block X (New gym) 0 720 867Block W (Prayer Room) 0 40 68Block V (Library/Cafe) 0 187 219Block U (New Science) 6 695 904Block T (J3-6) 3 217 228Block S (Industrial Sewing) 1 65 68Block Q (Councelling) 0 78 110Subtotals Blocks P 4 341 421Block P (A4-5) * * *Block P (A2) * * *Block P (A1) * * *Block O (Textiles) 2 161 172Subtotals Blocks M 9 737 815Block M (Literacy 2) * * *Block M (Literacy 1) * * *Block M (Adult Learning 2) * * *Block M (Adult Learning 1) * * *Block M (Graphics) * * *Block M (H2) * * *Block M (E1-3) * * *Block M (W1-2) * * *Block M (W3) * * *Block M (G1) * * *Block K9 (H3) 2 143 150Subtotal Blocks K 5 354 366Block K (A3) * * *Block K (E5-7) * * *Block K (E4) * * *Subtotals Blocks J 0 276 417Block J (Hagley House) * * *Block J (Chilton House) * * *Block IA (H1 Food Technology) 1 111 116Block I (Creche) 1 283 357Block H (Old gym) 0 620 713Block G (Writers Block) 4 288 303Block F (Theatre) 1 520 620Block E (Dance studio) 6 691 850Block D 8 616 924Block C 6 438 764Block B 11 749 1398Block A (Main North Block) 8 880 1520Block 9 (J1-2) 2 135 148

PMIS BLOCK No. (SchoolBlock No.)

CLASSROOMNO.

NET FLOORAREA (m2)

GROSS FLOORAREA (m2)

Entitlement numbers based on current roll of 1900 (PMIS).

CURRENT STATE - SCHOOL BLOCK REGISTER


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Hagley Community CollegeDetailed Reports Summary


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hardcourts

HAGLEY AVENUE

WALLER TERRACE

STEW

ART

STRE

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VH

IA PP

PK

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EQEQ

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EQ

Link between buildingsdamaged due to differentialsettlement between buildings.

Older relocatableclassrooms (3x'M')in a very poor stateof repair.

Older houses usedfor music practicerooms and staffroom (2x'J'). Buildinghave not been wellmaintained andrequired extensivework

Older school buildings (E & M-Graphics) in a reasonably poorcondition mainly due to age ratherthan lack of maintainence. Poorsubfloor ventilation and liquefactionbelieved to be under floor - causingvarious problems with mould anddampness.

Weather tightness issues identified towall and roof claddings.

Old gymnasium in poor state ofrepair, however still operational.Surplus to schools entitlement forgymnasium teaching spaces.

Series of older relocatable classroomsin reasonably poor condition due toage.

Older relocatable classrooms inaverage state of repair. Often used inconjunction with theatre block duringperformances.

Converted Hall/theatre block.Strengthening work completed.Further strengthening work may berequired. New HVAC system andtoilet block required to meet buildingcode requirements.

New purpose built 'school of cuisine'.Retrofitted ex. science block, nowutilised for film and music. Averagecondition. Ventilation requirementsmay need to be addressed.

LEGEND

Earthquake repairs to be completed.

< 33% NBS - Structural strengtheningrequired in short term

Weathertightness Issues identified

Good Condition ($0 - $200 per sqm) basedon condition reports provided by MOE

Poor Condition ($400 + per sqm) basedon condition reports provided by MOEAverage Condition ($200 - $400 per sqm)based on condition reports provided by MOE

EQ

33% - 67% NBS Structural strengtheningrecommended in Medium Term.> 67% NBS Structural strengthening maybe required long term.

No Condition information provided.

Currently Proposed Buildings

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Hagley Community CollegeCondition Plan

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hardcourts

HAGLEY AVENUE

WALLER TERRACE

STEW

ART

STRE

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VH

H1 PP

PK

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M

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EQ

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EQ NEWBLOCK 1

NEWBLOCK 2

EXTENSION

New build - 2000m2 (Twostorey - 1000m2 footprint)

New Build (Singlestorey - 1000m2footprint)

RemoveVehicularaccess

Make a twoway vehicleaccess

Create newvehicular access toWaller Street

New Studentcarparking

New extension totheatre.

Demolition (Perm) / Removal (Reloc)

New Build - Teaching (generalclassroom teaching spaces)

General Refurbishment (generalpainting, flooring replacement etc.)Refurbishment and Upgrade (asabove + services, removing walls,insulation etc.)

New Build - General(Admin, halls, gyms etc.)

LEGEND

No future refurbishment/upgradesproposed

New Build - Specialist Teaching(science labs/home economics etc.)

Hard Standing - Replacement(asphalt areas, driveways, carparks,etc)

< 33% NBS Structural strengtheningrequired in short term33% - 67% NBS Structural strengtheningrecommended in Medium Term.

Earthquake Repairs RequiredEQ

Soft Standing - New grassed areas

0 10mm 50Sca

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Hagley Community CollegeFuture State Option One


Entitlement 73 9242 12015TOTALS 73 8284 11836F Block Extension 2 280 400New Block 2 7 700 1000New Block 1 12 1400 2000Block X (New gym) 0 720 867Block W (Prayer Room) 0 40 68Block V (Library/Cafe) 0 187 219Block U (New Science) 6 695 904Block T (J3-6) 3 217 228Block S (Industrial Sewing) 1 65 68Block Q (Councelling) 0 78 110Subtotals Blocks P 4 341 421Block P (A4-5) * * *Block P (A2) * * *Block P (A1) * * *Block O (Textiles) 2 161 172Subtotals Blocks M 9 737 815Block M (Literacy 2) * * *Block M (Literacy 1) * * *Block M (Adult Learning 2) * * *Block M (Adult Learning 1) * * *Block M (Graphics) * * *Block M (H2) * * *Block M (E1-3) * * *Block M (W1-2) * * *Block M (W3) * * *Block M (G1) * * *Block K9 (H3) 2 143 150Subtotal Blocks K 5 354 366Block K (A3) * * *Block K (E5-7) * * *Block K (E4) * * *Subtotals Blocks J 0 276 417Block J (Hagley House) * * *Block J (Chilton House) * * *Block IA (H1 Food Technology) 1 111 116Block I (Creche) 1 283 357Block H (Old gym) 0 620 713Block G (Writers Block) 4 288 303Block F (Theatre) 1 520 620Block E (Dance studio) 6 691 850Block D 8 616 924Block C 6 438 764Block B 11 749 1398Block A (Main North Block) 8 880 1520Block 9 (J1-2) 2 135 148


CLASSROOMNO.

NET FLOORAREA (m2)


Entitlement numbers based on projected roll of 1750 (MOE Generated figure)


N


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HAGLEY AVENUE

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EWAR

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V

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NEWBLOCK

NEWBLOCK

ARTSQUAD

CENTRAL QUAD

New arts/technology/design block

New addition toTheatre to includenew dance/dramastudio spaces.

NEWCAR

PARKING

Classroomsrepurposed forafter 3pm courses

DangerousGoods/Storagefacilities, caretakingfacilities

New skylinegarages/gardenspace for horiculture.

New paved areaproviding improvedlinkages betweenbuildings

New singlestorey teachingblock

New link betweenbuildings.

Carpark extension

MAINENTRANCE

VEHI

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VEHICULARENTRANCE

VEHICULARENTRANCE

PEDESTRIANENTRANCE

VEHICULARENTRANCE

LEGEND






Ancillary Buildings

Library

Performing Arts


Sports fields

Carparking

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Hagley Community CollegeBulk and Location Plan - Option One

DESIGN PHILOSOPHY

The design philosophy of Option One is to rationalise the large number of small buildings, includingrelocatable or temporary buildings which are in poor condition, into new and extended buildings. Thesebuildings will be state of the art modern learning environments located to the more prominent north ofthe site. Given the lack of space, this philosophy will also provide a more efficient use of the spaceavailable to the College.

This option seeks to rationalise the car parking on the site to the South, which is effectively the back ofthe site/buildings, to reduce conflict between pedestrians and vehicles that currently exists. The carparking will also have a good connection to the proposed Metro Sports Facility. Blocks S, T and 9 willremain and will be used for ESOL because they are separate from the main buildings and are adjacentto car parking. This is ideal for out of hours use. The service area, adjacent to Block U (science), willbe relocated to provide a better outlook and spill out for adjacent buildings. The visitor and accessiblecar parking to the front of the main building will be reduced in size and accessed by a single two-waydrive to improve connectivity between the main central quad overlooking Hagley Park and the adjacentbuildings, such as Blocks V (library/café), F (theatre) and A (entrance/admin).

A new two-storey building is proposed on the prominent corner of St. Asaph Street and Stewart Streetwhich will showcase the investment and accommodate specialist art, design and technology facilities.Block H (old gymnasium) will be demolished to create a central quad, which existing Block V(library/café) and Block X (new gymnasium) can also spill out into. Located to the north of the site, thequad will receive good levels of sunlight and have excellent connections back to the central city. Thedevelopment around the quad will be intensified by demolishing relocatable Blocks M (E1-3), K (E4)and K (E5-7) to allow the upgrading and extending of Block F (theatre) to group specialist music anddrama facilities together with the performance space. This work will also include upgrades to theaccessibility and sanitary facilities provided in the block.

Blocks J (Chilton and Hagley House), which are no longer fit for purpose, will be demolished. A newsingle-storey building is proposed in their place on the corner of Hagley Avenue and SelwynStreet/Wallace Terrace which could be similar in form to Block V (library/café). This corner of the sitewill increase in prominence with the changes to the surrounding road network and again it willshowcase the investment. The new building could accommodate facilities for more academic subjects.

Access into the main building from the car parking to the South will be along the sides of Block B andinto a new link between Block A and B. This will be constructed to address the level issue due tosettlement between the two buildings.

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New build - 2000m2 (Twostorey - 1000m2 footprint)

New Build (Singlestorey - 1000m2footprint)

RemoveVehicularaccess

Make a two wayvehicle access

Create newvehicular access toWaller Street

New Studentcarparking

NEW BLOCK 2

NEWBLOCK

1

Relocatedclassrooms

EQEQ

EQ

EXTENSION

Demolition (Perm) / Removal (Reloc)

New Build - Teaching (generalclassroom teaching spaces)

General Refurbishment (generalpainting, flooring replacement etc.)Refurbishment and Upgrade (asabove + services, removing walls,insulation etc.)

New Build - General(Admin, halls, gyms etc.)

LEGEND

No future refurbishment/upgradesproposed

New Build - Specialist Teaching(science labs/home economics etc.)

Hard Standing - Replacement(asphalt areas, driveways, carparks,etc)

< 33% NBS Structural strengtheningrequired in short term33% - 67% NBS Structural strengtheningrecommended in Medium Term.

Earthquake Repairs RequiredEQ

Soft Standing - New grassed areas

0 10mm 50Sca

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Hagley Community CollegeFuture State - Option Two


Entitlement 73 9242 12015TOTALS 73 8284 11836F Block Extension 2 280 400New Block 2 7 700 1000New Block 1 12 1400 2000Block X (New gym) 0 720 867Block W (Prayer Room) 0 40 68Block V (Library/Cafe) 0 187 219Block U (New Science) 6 695 904Block T (J3-6) 3 217 228Block S (Industrial Sewing) 1 65 68Block Q (Councelling) 0 78 110Subtotals Blocks P 4 341 421Block P (A4-5) * * *Block P (A2) * * *Block P (A1) * * *Block O (Textiles) 2 161 172Subtotals Blocks M 9 737 815Block M (Literacy 2) * * *Block M (Literacy 1) * * *Block M (Adult Learning 2) * * *Block M (Adult Learning 1) * * *Block M (Graphics) * * *Block M (H2) * * *Block M (E1-3) * * *Block M (W1-2) * * *Block M (W3) * * *Block M (G1) * * *Block K9 (H3) 2 143 150Subtotal Blocks K 5 354 366Block K (A3) * * *Block K (E5-7) * * *Block K (E4) * * *Subtotals Blocks J 0 276 417Block J (Hagley House) * * *Block J (Chilton House) * * *Block IA (H1 Food Technology) 1 111 116Block I (Creche) 1 283 357Block H (Old gym) 0 620 713Block G (Writers Block) 4 288 303Block F (Theatre) 1 520 620Block E (Dance studio) 6 691 850Block D 8 616 924Block C 6 438 764Block B 11 749 1398Block A (Main North Block) 8 880 1520Block 9 (J1-2) 2 135 148


CLASSROOMNO.

NET FLOORAREA (m2)


Entitlement numbers based on projected roll of 1750 (MOE Generated figure)


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NEWBLOCK

NEWBLOCK

ARTSQUAD

CENTRAL QUAD

New arts/technology/design block

New addition toTheatre to includenew dance/dramastudio spaces.

NEWCAR

PARKING

Classroomsrelocated

DangerousGoods/Storagefacilities, caretakingfacilities

New skylinegarage forhoriculture.

New paved areaproviding improvedlinkages betweenbuildings

New singlestorey teachingblock

T

S

9

New linkbetweenbuildings

MAINENTRANCE

VEHI

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VEHICULARENTRANCE

VEHICULARENTRANCE

PEDESTRIANENTRANCE

VEHICULARENTRANCE

VEHICULARENTRANCE

LEGEND






Ancillary Buildings

Library

Performing Arts


Sports fields

Carparking

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Hagley Community CollegeBulk and Location Plan - Option Two

DESIGN PHILOSOPHYThe design philosophy of Option Two is again to rationalise the large number of small buildings,including relocatable or temporary buildings which are in poor condition, into new and extendedbuildings. These buildings will be state of the art modern learning environments located to the moreprominent north of the site. Given the lack of space, this philosophy will also provide a more efficientuse of the space available to the College.

The key difference is that this option seeks to further rationalise the car parking on the site to theSouth, which is effectively the back of the site/buildings. This will reduce the conflict betweenpedestrians and vehicles that currently exists by eliminating the need for vehicles to move throughthe site. This requires the relocation of Blocks S, T and 9. In this location, the car parking will alsohave a good connection to the proposed Metro Sports Facility. The service area, adjacent to BlockU (science), will be relocated to provide a better outlook and spill out for adjacent buildings. Thevisitor and accessible car parking to the front of the main building will be reduced in size andaccessed by a single two-way drive to improve connectivity between the main central quadoverlooking Hagley Park and the adjacent buildings, such as Blocks V (library/café), F (theatre) andA (entrance/admin).

A new two-storey building is proposed on the prominent corner of St. Asaph Street and StewartStreet which will showcase the investment and accommodate specialist art, design and technologyfacilities. Block H (old gymnasium) will be demolished to create a central quad, which existing BlockV (library/café) and Block X (new gymnasium) can also spill out into. Located to the north of the site,the quad will receive good levels of sunlight and have excellent connections back to the central city.The development around the quad will be intensified by demolishing relocatable Blocks M (E1-3), K(E4) and K (E5-7) to allow the upgrading and extending of Block F (theatre) to group specialist musicand drama facilities together with the performance space. This work will also include upgrades to theaccessibility and sanitary facilities provided in the block.

Blocks J (Chilton and Hagley House), which are no longer fit for purpose, will be demolished. A newsingle-storey building is proposed in their place on the corner of Hagley Avenue and SelwynStreet/Wallace Terrace which could be similar in form to Block V (library/café). This corner of thesite will increase in prominence with the changes to the surrounding road network and again it willshowcase the investment. The new building could accommodate facilities for more academicsubjects.

Access into the main building from the car parking to the South will be along the sides of Block B andinto a new link between Block A and B. This will be constructed to address the level issue due tosettlement between the two buildings.


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Hagley Community CollegeCost Estimates

annual reporting 2015 : learning opportunities 2015

Documents