support our students’ navigation in this ever ā kauri are ... · "e kore au e ngaro. he...

Where we have come from

Coromandel Area School is nestled between the Hauraki Gulf and the base of our sacred maunga Tokatea, in the coastal town of Coromandel known for its cultural & historical

significance, as well as farming, aquaculture, conservation, tourism and creative industries. Our school has a rich and unique history and has been at the heart of our local

community since 1875. At Coromandel Area School we take environmental, cultural and social responsivity seriously, and we weave these skills throughout our curriculum, to

support our students’ navigation in this ever-changing world. Locally, we identify opportunities that we can participate in, making learning relevant, authentic, and engaging. Our

unique school environs are spectacular and our increased connectivity with community and the Coromandel region provide a superb foundation for quality school experiences for

all students and their families. We aim to honour our bi-cultural heritage by working with tangata whenua to ensure our school values reflect & acknowledge the traditions, history,

and tikanga of our local iwi, and to ensure successful educational experiences for our Māori ākonga.

Where we are heading

Kauri are among the world’s mightiest trees and are of great historical and cultural importance to the Coromandel peninsula, which is why they symbolise our ākonga. Our aim is

to nurture and grow our tamariki into mighty Kauri. Once planted, the Kauri forms enduring connections with our land, people, and ancestors, spreading its roots deep and wide,

nurturing further growth. As these connections form, self-awareness and individual identities start to emerge. Under the protection of the canopy, kauri trees continue to grow

and develop in a safe, inclusive environment, with our values branching out to everything they touch. At full height, our kauri form the nurturing canopy and our ākonga are

empowered to embrace the world and all it has to offer, as EPIC individuals.

"E kore au e ngaro. He kakano ahau, ruia mai i Rangiatea" "I shall never be lost. For I am a seed scattered from Rangiatea”

What guides us

The four values that underpin everything we do are Empower, Protect, Identity, & Connect, and together they form the word EPIC. These values have grown out of what our

community want to see in our graduates and are linked with the four stages of cognitive brain development. These values are also depicted through the growth of a kauri tree,

starting from the connections formed at the roots all the way through to the formation of a kauri cone, our school logo.

Piecing the world together

Sharing our kaupapa with the community

Growing networks & connections

Exploring & understanding who I am

Having pride in who we are & where we come from

Valuing our uniqueness

Embracing the beliefs & views of others

Respecting self, others & environment

Showing kindness & caring to all

The courage to take opportunities

Inquiring into the world around us

Creating new knowledge

Link to Child Brain Development

Making

Connections

Sense of

Self

Awareness

of Others

Thinking &

Learning

At Coromandel Area School, we aim to:

Empower our children to be confident, self-directed learners by providing a learning framework that articulates what our community values

and believes about learning. Relevant real-life experiences are woven into quality learning inside and outside the classroom.

Encourage caring and responsibility so that our students protect each other and the environment, with positive learning and behaviour a way

of life at our school. Whole school well-being is at the forefront of all our decision-making.

Clarify and strengthen the identity of our students by respecting and celebrating difference and uniqueness; supporting the varied needs of

our ākonga with flexible targeted learning, and creating a sense of pride in every achievement, be it cultural, sporting or academic.

Ensure our school is at the heart of our community. Inclusive and successful communication connect our teachers, students and whānau to

our community, iwi, and global world. A coherent journey from Year 1-13 provides a sense of belonging, with guidance and inspiration along a clear pathway.

The importance of connections:

In 2018, we engaged in an extensive consultation, with our community, whānau, staff and students, and the rich data gathered has helped us

develop this guiding document. Collectively, we have developed our vision, values, and strategic aims. Towards the end of 2020 we will

again consult with our wider-school community around the progress made over the last three years and the vision moving forward, the results

of which will inform next steps in planning.

We are an active member of the Coromandel Kāhui Ako, whose mission statement is ‘Cultivating Connectivity to Empower Coromandel Learners

- Hei whakatō hei whakamana i ngā ākonga o Te-Tara-o-te-Ika-ā-Maui’. Our school’s strategic aims closely align with the Achievement

Challenges of our Kāhui Ako, and we aim to contribute fully to the shared goals set out by the nine participating schools.

We believe that the progress, achievement and well-being of our ākonga can only be enhanced through having strong relationships between

home, school and community. We welcome involvement from all stakeholders and encourage connections to be made both within and outside

of our school gates.

The Kauri Tree

The kauri tree is a symbol of the special nature and essence of our school.

The roots of the kauri represent our belonging and identity to this whenua and

to our kura.

The ‘heartwood’ (trunk) of the kauri represents what is at the heart of our school

– relationships.

The growth rings represent the rich curriculum that creates strength of the future

heartwood.

The branches depict our EPIC values and how they interweave.

The leaves represent what our students become; a protective canopy which

gets its energy from the sun, and this gathering of energy in turn allows the tree

to flourish and continue to develop and strengthen.

Our leaves also release oxygen back into the atmosphere. This idea is one of

‘giving back to the world’ and leaving it a better place; a reciprocal process.

The kauri cone (our school logo) depicts our new ākonga who will nourish &

grow through their time at our kura.

Our 2020 Strategic Goals:

We believe our Strategic Goals demonstrate:

• The priority given to valuing the unique position of Māori culture and the steps we will take to ensure recognition of our bi-cultural community, through Māori Education

initiatives, consistent with the principles of Te Tiriti o Waitangi.

• Evidence of a strategic direction towards integrating Te Reo Māori and Tikanga into school operations

• A drive to ensure our ākonga value others’ cultures

• An emphasis on delivering modern world learning & a range of skills and qualifications valued in society

• Value placed on developing social and cognitive skills and capabilities.

• A visible link to the Achievement Challenges of our Kāhui Ako

• A commitment to ensuring strong foundational learning programmes are in place

• That information will be drawn from a range of evidence to evaluate the progress and achievement of our learners

• The positive impact that these aims will have on achievement levels of our ākonga

• How we plan to identify and remove barriers to learning

• A desire to develop a comprehensive picture of student learning across the curriculum

• The areas of our management responsibilities requiring our focus, such as property, finance and human resources.

Strategic Goal 1: Growing Personalised Learning Through Authentic Contexts

To develop a 21st Century collaborative learning framework that is underpinned by a learning through inquiry model and has an emphasis on developing student’s skills & dispositions. This will articulate what we value and believe about learning and support all students to access learning in ways that work for them. It will meet the diverse and variable needs of our ākonga by identifying & minimising barriers to learning and allow for the effective profiling of every student. A learner’s journey will be unique, authentic & inclusive of localised contexts, opportunities and experiences.

Strategic Goal 2: Relational Pedagogy: The heart of our purpose – Te manawa o tō tatou kaupapa

To embed a mutually respectful culture that recognises and celebrates the identity of all members of our school community and is responsive to the experiences and needs of all, with an emphasis on improved educational experiences and achievement for Māori students. Wellbeing will be a core focus, underpinned by high expectations within a positive and supportive environment. Constructive and inclusive relationships will be developed and maintained between school, whānau and community, ensuring a sense of security, trust, and self-belief for all.

Strategic Goal 3: Rich Curriculum: The roadmap for how learning occurs

To develop a scaffolded and coherent Year 1 to 13 curriculum narrative that interweaves broad content knowledge with authentic experiences, utilising our local environment and forms the context for learning at our kura. A collaborative approach will be utilised, incorporating the passions and interests of staff and students, recognising opportunities to create new knowledge, with an emphasis on extending curiosities, developing digital capabilities and achieving EPIC outcomes.

Supporting Goal: School-wide Frameworks

To develop seven frameworks that will guide and support our learning journey at Coromandel Area School. These frameworks will form the structures which guide teaching and learning, relational and cultural, assessment and reporting, and management & operational decision making. These ‘living’ models will be developed through a collaborative effort using the best of what already works and identifying & addressing what needs improvement.

Our 2020 Annual Goals

Strategic Goal 1: Growing Personalised Learning Through Authentic Contexts

1.1. Continue developing the CAS Learning Design Framework - Consistent language of learning across the kura.

- Focus on teaching as inquiry

- Transition points clear & coordinated

- Learner agency developed through Play-based Learning, passion projects & authentic learning experiences.

- Reciprocal learning (Ako) focused

Strategy: We will…..

1.1a Develop a Year 1-13 inquiry model based on skills & dispositions essential for CAS learners

1.1b Play-based and Discovery learning models further incorporated into CAS curriculum design.

1.1c EPIC Hour (passion projects) developed for Y7-10

1.2. Continue developing a school-wide Student Profiling System - Learners journey is tracked from Y1-13

- Authentic and relevant student profiles created

- Tools developed through which to access & present information

- Links to all areas of learner’s school-life, including Health & Well-being

Includes whānau consultation and connections - Utilise Neurodiversity training to track learning needs & support required


1.2a Develop student profile system

1.2b Review & develop systems & practices for reporting progress

1.2c Year 1-13 Assessment tools/map refined

Strategic Goal 2: Relational Pedagogy: The heart of our purpose – Te manawa o tō tatou kaupapa

2.1. Develop & embed a Positive Behaviour ethos - Values focused, visible & lived - Positive behaviour acknowledgement system

- Pastoral network & behaviour management guidelines collaboratively constructed

- PB4L: desired behaviours taught & acknowledged consistently.


2.1a Embed a positive behaviour model, underpinned by our EPIC expectations.

2.1b Explicitly teach our EPIC Expectations (following the PB4L framework)

2.1c Align all pastoral systems & procedures across the school

2.2. Continue developing culturally responsive & relational pedagogies - Improve educational outcomes for Maori - Improve connections with local hàpu and iwi

- Focus on high-trust, respectful & inclusive relationships - Staff appraisal through culturally responsive practices

- Whānau & community connections strengthened

- Health & Wellbeing services for staff, students & whānau


2.2a Further develop connections with local iwi and hāpu

2.2b Integration of Te Ao Maori across Learning Areas & Syndicates

2.2c Development & further implementation of the CR&RP Shadow Coaching model

2.2d Develop and align Health and Wellbeing services for students, staff and whānau

2.3. Further leadership opportunities for staff and students - Student leadership opportunities maximised - Extend leadership opportunities for staff (middle leadership)

- Enhance growth mindset in learning & leading

- Professional learning groups & opportunities

- Peer support opportunities – tuakana-teina


2.3a Develop and implement a school-wide student leadership model

2.3b Develop & implement a Professional Learning model for staff

2.3c Develop middle leadership opportunities for staff based on interests/passions

Strategic Goal 3: Rich Curriculum: The roadmap for how learning occurs

3.1. Continue developing our Year 1-13 Curriculum Narrative - Collaborative and co-constructed planning

- Authentic learning experiences identified

- Utilisation of local environment & resources

- Student & teacher passions & interests integrated

- Digital technology curriculum weaved throughout


3.1a Development of syndicate curriculum plans that weave together to form a scaffolded narrative across Y1-13

3.1b Utilisation of local environment and resources throughout curriculum plans.

3.1c Development & integration of a 3-year school-wide Digital Technologies curriculum plan

3.2. Further develop & enhance partnerships, connections & experiences - Incorporate local resources & experiences into planning

- Links to local, regional, national bodies/organisations

- Scaffolded EOTC programme from Y1-13 developed

- Develop Enviro/Sustainability and Outdoor Adventure pathways

- Specific career & pathway support for every Y10-13 student

- Extension opportunities through Te Ao Maori provided


3.2a Develop our Year 1-13 EOTC programme and opportunities

3.2c Incorporate staff PLD and Te Ao Maori opportunities and experiences for students throughout all planning.

3.3c Develop Year 10-13 Career and Pathway Planning

Supporting Goal: School-wide Frameworks

Develop and streamline the tools through which we will operate: - Relationships: warm & supportive with high expectations - Communication: connecting through multiple avenues

- Planning: collaborative, cross-curricula, & cross-syndicates - Assessment: coherent Y1-13 map of effective tools

- Pedagogy: the science & art of teaching - Review: consistent self-review & reflection

- Operational: supporting the running of the school

Key Aspects: Professional development, resourcing, HR, property, appraisal, reporting, structure, leadership, organisation, achievement data, policies, strategic targets, Kāhui Ako, systems, sustainability, templates.

Our 2020 Academic Achievement Targets:

Focus Area Annual Objective Target

To raise the achievement & progress of students in Writing

Two groups of students at Year 4 and 8 have been identified as being at risk of not meeting their expected level of achievement in writing by the end of this year. The identified students will make more than one year’s progress so that they will be on track to meet curriculum level expectations.

Year 4: The students who are currently all working in Level 1 of the NZ Curriculum will be working within Level 2 by the end of the year.

Year 8: The students who are all currently working in Level 3 of the curriculum will be working in Level 4 by the end of the year.

To raise the achievement & progress of students in Mathematics

Three groups of students at Year 4, 5 and 8 have been identified as being at risk of not meeting their expected level of achievement in Maths by the end of this year. The identified students will make more than one year’s progress so that they will be on track to meet curriculum level expectations.



Year 8: The students who are all currently working in Level 3 of the curriculum will be working in Level 4 by the end of the year.

To raise the achievement & progress of students in NCEA Certificates

A group of 9 students have been identified as being At Risk of not achieving NCEA Level 1 or 2. The identified students will achieve (or be on track to achieve) NCEA Level 1-2 by the end of the year.

All 9 students will achieve their respective NCEA Certificate of Achievement.

support our students’ navigation in this ever ā kauri are ... · "e kore au e ngaro. he...

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