Preparatory School Annual Report 2015

Transcription

Annual Report 2015
St Andrew’s College Preparatory School
Introduction
The end-of-year 2015 Preparatory School Annual Report aims to inform the school
community about pertinent areas of operation during the year. In particular, it provides
information on areas of learning focus and development.
This year’s report includes the following sections:
Page
Introduction and General Information
Vision for Learning Model
Assessment
Curriculum / Teaching and Learning
e-Learning
Gifted and Talented
Junior Department
Middle Syndicate
Senior Syndicate
Numeracy
Sport
Learning Support
Visual Arts
Dance and Drama
Physical Education
Religious Education
Library and Information Centre
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5
6
9
13
15
19
22
25
28
30
34
36
39
43
45
46
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2015 WAS A YEAR OF HIGH-LEVEL ACADEMIC ACHIEVEMENT
Literacy and numeracy advancement was significant, as was the children’s
ongoing development of strategies and tools for learning. The children
performed well against national benchmarks.
Reading –
Children at or above national averages – 89%
Mathematics –
Writing –
Key Competencies and New Learning –
Children achieved within or above
their year level standard – 92%
Advances in learning and curriculum approach continued during the year. The school is
committed to enhancing strategies and skills for learning. The children need to be able to
make meaningful connections and to apply knowledge to a range of situations and contexts.
The Preparatory School continues to be visited by teachers, parents and board members
from other schools. It is considered a showcase and a working example of what a 21st
century learning environment looks like. Enjoyment, engagement, personalised learning
and achievement is readily seen at any time during the day.
The school’s learning environment caters for all learning styles and abilities, and offers
a level of diversity that nurtures and expands all children’s development. The children’s
learning is personalised through differentiation; the focus becomes each child’s genuine
next steps. This allows each child to work at his or her appropriate level irrespective of
year level. The teacher uses a ‘guide by the side’ approach to stimulate deeper thinking
and understanding through quality questioning.
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Differentiation also caters for the learning needs of able children. It allows them to
work at an extended level but remain in their learning environment with their peer
group. This approach also assists the development of their Key Competencies (KCs) or
emotional intelligence (EQ).
In recent years the KCs have been incorporated in the learning package. The KCs are
considered integral to being a well-rounded and successful learner. A person’s EQ is
expected to be a significant factor in securing employment in the future. The primary
years are the foundation years for the development of this skill set.
In the Preparatory School we are fortunate to have:
• the ability to implement the National Curriculum as designed;
• clarity within the school around effective pedagogy i.e. agreed hallmarks of
quality learning;
• strong curriculum leadership;
• competent teachers;
• enrichment experiences taken by specialist staff;
• rigorous teacher performance review;
• a physical environment that supports the school’s approach to learning;
• flexibility: availability of large open areas as well as smaller (class) rooms. Either
or both can be used depending on the learning environment required at the time;
• one teacher with a class of children. This ensures that the crucial connections
made between the teacher and child (and family) can be fostered and maintained,
and there is no loss of learning flow;
• indoor/outdoor flow and connectivity;
• availability of a range of learning technologies;
• opportunities for innovation and creativity;
• forward looking and timely future planning.
During the year the children enjoyed high levels of success – there were many
outstanding academic, sporting and cultural achievements.
Some of the other highlights were:
• a record number of students winning competitions – writing, poetry, speech and
drama, Rotary speeches, Christchurch Music Competitions, Tournament of Minds,
Children’s Lit Quiz, and Otago Daily Times Spelling;
• a greater number of children playing and enjoying more than one sport, with
many achieving regional and national success;
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• significant progress with coding, robotics, and 3D design and printing, and
enhanced opportunities for creative and innovative thinking and learning;
• a school in demand for places – at capacity at most year levels;
• the closest ever gender balance – 190 girls in the school.
The school’s all-round quality is consistently acknowledged by parents, staff and
students in ongoing surveys. The high level of support for the Preparatory School in
all key areas is very pleasing and affirming.
As we look towards 2016, we will have a targeted Annual Plan which will continue to
support the ongoing development of the school’s Vision for Learning model (page 5).
This model incorporates the intention and emphasis of the New Zealand Curriculum.
All staff professional learning in 2016 will link to the Annual Plan targets and expected
outcomes.
The 2016 school year is set to be an exciting and productive year for students and staff.
Jonathan Bierwirth
Principal of Preparatory School
Deputy for Rector
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Vision for Learning Model
5
Assessment
Assessment is described as the process of gathering, analysing, interpreting and
using information about students’ progress and achievement to improve teaching
and learning.
Teaching and learning in the Preparatory School continued to develop during 2015.
A considerable part of this was the ability to reflect modern learning pedagogy in
teaching as well as through our approach to assessment. As this shift in education
continues, so has our view of assessment.
Assessment for Learning continued to be a focus through the school. This is where
assessed information was used by teachers to adjust their teaching strategies, and by
students to adjust their learning strategies. Assessment, teaching and learning are
inextricably linked, as each informs the other. Students feel involved in the process and
are able to describe where they are at with their learning and what their next steps are.
E-ASSESSMENT AND ONLINE TESTING
During 2015 there was a focus on embedding new approaches to assessment, including
online tools and apps. e-asTTle continued to be our main tool for assessing Years 4–8
students in Reading and Writing. As well as being used for whole school cohort testing,
individual teachers also used the shorter tests with small groups to inform next steps
in the learning process. It provided information to teachers, students and parents about
levels of achievement relative to the curriculum achievement outcomes for Levels 2 – 6.
Staff found e-asTTle to be a great tool for helping students understand their progress
and was a useful way to involve parents in discussions about how well their children
are doing. Classes also used the e-asTTle writing rubric to self-assess their writing as
part of class work.
In Mathematics, teachers used PAT maths online to assess students’ learning at both
the beginning and end of year. Use of the online app called Socrative was trialled by
several teachers. Socrative allowed teachers to engage and assess their students
through the use of real time questioning, instant result aggregation and visualisation.
Students accessed the site on tablets, laptops and smartphones.
The use of rich tasks in Mathematics was expanded across all year levels during
2015. A rich task in Mathematics is best described as a project that connects different
strands and involves a variety of teaching and learning methods. The use of rich tasks
allowed teachers to assess where students were at with their learning across not
only multiple strands but also across both the knowledge and strategy domains of
numeracy. Rich tasks also allowed the students to work on their problem-solving skills
and become more confident in their mathematical ability.
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Assessment
During Term 4 staff from the Preparatory and Secondary Schools met to begin
mapping curriculum levels across the two schools and to share ideas on assessment
in Mathematics. This process will continue into 2016 and be a valuable tool for
assessment and moderation of levels in Mathematics.
E-PORTFOLIOS
An e-portfolio is an electronic format for learners to record their work, their
achievements and goals, to reflect on their learning, and to share and be supported in
this. It enables learners to represent the information in different formats and to take
the information with them between institutions.
Banks, B. (2004, p3)
The use of e-portfolios was extended in 2015 to include students across Years 4–8.
An e-portfolio is an extension of the paper-based portfolio, bringing with it the benefit
of making a portfolio of evidence that is portable and shareable anywhere there is
internet access. An e-portfolio allows the students to share learning beyond the paper
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Assessment
format and develop a digital record of learning over their time in the Preparatory
School. Samples of learning took a variety of forms, including scanned, typed, audio
and sometimes video. Each term, the e-portfolio was updated with at least three
additional samples.
REPORTING TO PARENTS
Following an initial period of individual diagnosis and information gathering by
classroom teachers, the Learning Progress Report was issued in Terms 1 and 4. This
was focused on Numeracy and Literacy with accompanying assessment information
and next steps for learning. It allowed parents to see where their child’s progress sat
against National Standards and national averages. Learning conferences were held at
all class levels during Term 1 to discuss the Learning Progress Report and set goals for
semester one. A second round of learning conferences and learning celebrations were
scheduled after mid-year reports went home. Learning Progress Reports provide an
opportunity for students to share progress along the learning journey.
The Key Competency Report was issued in Terms 2 and 4 and encompassed knowledge,
skills, attitudes and values. It also included a general comment statement.
OVERALL TEACHER JUDGEMENT
An Overall Teacher Judgement (OTJ) involved drawing on and applying the evidence
gathered up to a particular point in time in order to make an overall judgement about a
student’s progress and achievement. Overall Teacher Judgement is used in Preparatory
School reporting due to the fact that no single source of information can accurately
summarise a student’s achievement or progress. A range of approaches is necessary
in order to compile a comprehensive picture of the areas of progress, areas requiring
attention, and what a student’s unique progress looks like. Using a range of approaches
also allows the student to participate throughout the assessment process, building
their assessment capability. Because of this, to assess a student in relation to National
Standards, teachers needed to bring together a range of evidence in order to form an
Overall Teacher Judgement.
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Curriculum /Teaching and Learning
The Preparatory School curriculum is developed under the guidelines and philosophy
of the New Zealand Curriculum and takes into consideration the special nature of
St Andrew’s College. It takes, as its starting point, a vision of our young people as
lifelong learners who are confident and creative, connected, and actively involved.
It includes a clear set of principles on which to base curriculum decision-making.
It sets out values that are to be encouraged, modelled, and explored. It defines five
Key Competencies that are critical to sustained learning and effective participation in
society and that underline the emphasis on lifelong learning.
In 2015, Literacy remained the largest and most important learning area (includes
Reading, Writing, Spelling, Visual and Oral Language, and Words Alive). Literacy
accounted for 60-65% of the weekly timetable. Numeracy (Mathematics), Enrichment
(specialist areas), and Units of Inquiry made up the majority of the remaining time in
the timetable.
The school is committed to enhancing strategies and skills for learning and high
levels of understanding. A quality learning environment encourages discussion and
questioning, and for the student is engaging, differentiated, and meaningful. It also
develops interpersonal skills.
The continued development and implementation of a common school-wide Key
Competencies language remained a focus during the year. The areas of ‘Managing
Self’, ‘Relating to Others’, ‘Participating and Contributing’, ‘Thinking’, and ‘Using
Languages, Symbols and Texts’ remained integral to character-development and
academic achievement. Following on from student inquiry work in this area, the staff
and students produced the following language for use within classrooms:
A Thinker: (KC – Thinking)
• is curious;
• asks questions;
• is creative;
• thinks for themselves.
A Communicator: (KC – Using Language, Symbols and Texts)
• understands information;
• shares information in a variety of ways;
• communicates appropriately.
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A Team Player: (KC – Participating and Contributing and Relating to Others)
• takes on different roles;
• thinks about the ideas of others;
• is compassionate.
A Self Manager: (KC – Managing Self)
• is independent;
• is reflective;
• shows self-control;
• has a positive attitude.
The above language is displayed prominently on posters in all classrooms and is
becoming embedded in the language used by students when describing what it takes to
be a successful ‘learner’. Each of the four posters also contain a quick reference icon,
which enables students to connect in pictorial form with the intent of the language.
Key Competencies play an integral part in fostering dispositions for lifelong learning.
The development of students as learners as described above is encapsulated in the
school’s Inquiry Pathway resource for staff. Although developed originally for ‘Units of
Inquiry’ the approach is applicable to, and used with, all learning. Our Inquiry Pathway
resource includes the SOLO Taxonomy (Student Observed Learning Outcomes) and also
incorporates quality questioning and Key Competencies.
A major focus for learning in the area of inquiry for 2015 was the incorporation of new
technologies to stimulate interest and enhance communication, problem-solving and
collaboration amongst our learners. Students from Years 4–8 explored the area of
coding using programs such as Scratch and Python. Interest in robotics and its uses
continued to grow with programmes run for Year 5 and Year 7 students. The purchase
of extra resources in this area will extend the programme into all classes in Years
3–8 in 2016. During Term 3 the school purchased a 3D printer and several classes
experimented with 3D design and the intricacies of working with this new technology.
Some of the initial projects included the design of basic keychains, locker stoppers,
house design and developing a prosthetic hand.
Staff have embraced these new technologies and use them effectively to enhance the
students’ motivation and engagement in Science, Technology, Design and Mathematics.
This is another step in equipping children with real-world knowledge, and the skills to
be successful in today’s global society.
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National Standards continue to provide an opportunity for our staff to focus in on the
key areas of Literacy and Numeracy. The purpose of National Standards is to provide
reference points to help schools stay focused on the goal of developing confident,
connected, actively involved, lifelong learners. They also set guidelines for clear and
specific plain-language reports for parents about a child’s progress and achievement
and how they can work with the school to support their child’s learning. National
Standards reporting coupled with our own ‘Middle Years Project’ has seen development
in the area of consistency of curriculum levelling and marking across Years 7–10.
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The Preparatory School accepted the intention of National Standards and this was
reflected in our reporting package. During Term 1 staff used initial testing, previous
year’s data plus information from beginning of year class work to write a Learning
Progress Report in the areas of Reading, Writing and Mathematics. Teachers also set
goals for student learning in these areas. During Term 2 staff made judgements against
Key Competencies as well as the area of ‘new learning’ or the skills involved in using
information as part of research. At the end of the year parents were provided with a
report combining the two parts and giving a summary of their child’s learning across
the year. During the latter half of 2015 the focus of one of our Professional Learning
Groups was to review and develop a new report to provide a consistent link to the
school’s philosophy around Key Competencies. This new report will come into effect
in 2016.
2015 saw the introduction of Professional Learning Groups (PLGs) in the Preparatory
School. These were in the areas of Literacy, Mathematics, Inquiry, e-Learning and
Community Connections. PLGs provided teachers with the opportunity to pursue an
area of passion with like-minded educators across levels and specialist areas. Using
the teaching as inquiry model groups engaged collaboratively to seek out new and
innovative practices to trial in classrooms.
Modern learning environment was a term that has come into its own in recent years.
New schools throughout New Zealand are being built with open and/or flexible
spaces, break-out rooms, small spaces, technology-rich areas, and modern learning
furniture. Existing schools are removing walls to create the same feel and look. Going
hand in hand with MLEs are learning technologies – computers, wireless devices, and
interactive boards.
Modern learning environments are not just about the physical space, but rather, they
are about REAL learning: Real-world–Engaged–Authentic–Learning.
In the Preparatory School we are fortunate to have the ability to provide a modern
learning environment that is flexible in its ability to provide large open areas as well as
smaller classrooms. Either can be used, depending on the learning environment required
at the time. Forward looking and timely future planning also allows our staff to continue
to remain up to date with modern learning pedagogy.
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e-Learning
Technology has been seen as a major force for change. In recent years, e-Learning or
electronic learning has become a term used more often in education. Information and
communication technology (ICT) and e-Learning are separate but connected. To
benefit from e-Learning an individual needs to have a reasonable degree of ICT skills
and confidence in using technology. Teachers seeking to use e-Learning methods
need both technical and pedagogical skills. Students in the Preparatory School use
e-Learning to:
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relate to others;
learn collaboratively with local and global communities;
access to ‘anytime, anywhere’ learning;
develop creative and critical problem solving skills;
share learning process and achievement;
code (programming).
During 2015, Preparatory teachers received additional support to develop the use of
Microsoft OneNote as a learning platform. Students used OneNote to share learning
samples and assessment via an electronic portfolio.
The use of the Class OneNote became a common feature in most year groups. A Class
OneNote is designed with sections that allow teachers to share ideas, instructions and
objectives as text, images, audio or video. Students are able to work collaboratively in a
shared space or independently in what effectively has become a digital workbook where
they too can record learning as text, audio or video.
Students using OneNote as the medium to record collaborative inquiry learning were
able to continue their work whether at school or at home, watching fellow group
members’ input appearing on their screens in real time. Some students chose to have
Skype running concurrently with OneNote allowing verbal communication anytime,
anywhere to continue learning collaboratively with their peers.
Office 365 continued to be the launch platform for many of our learning apps. Through
the effective use of Office 365, students and staff made the transition from saving
files to school computers and servers, to the Cloud. Not only does the OneDrive Cloud
service mean that staff and students had access to files anywhere within and outside
the school, but these files were able to be shared and worked on collaboratively with
other educators and students anywhere in the world. This Cloud service is also the
backbone that OneNote is built upon.
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e-Learning
Coding was introduced to students from Years 4–8 with children given the opportunity
to participate in the international Hour of Code. The coding, or programming movement
has gained in strength in recent years.
The computer’s true power as an educational medium lies in the ability to facilitate
and extend children’s awesome natural ability and drive to construct, hypothesize,
explore, experiment, evaluate, draw conclusions – in short to learn all by themselves.
Seymour Papert (Schwarz, 1999).
In the latter half of the year, students were introduced to 3D printing. The Preparatory
School purchased an Upbox 3D printer to allow for the design and production of items
with a real-world use. Children from Years 3–8 experimented with design using a
Cloud-based software package called Tinkercad. Items designed have ranged from
Christmas decorations to the ongoing work by Year 7 to design 3D printed prosthetic
hands for disabled children in other countries.
To use e-Learning tools effectively, a teacher who has achieved the Microsoft Innovative
Educator Expert status (MIE Expert) was provided with weekly time to work alongside
staff in their classrooms to provide professional development and advice. This both
enhanced and accelerated the effective use of e-Learning tools for many students
during 2015.
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Gifted and Talented
Curriculum differentiation is a strategy used by staff to cater for the wide range of
abilities in classrooms. Differentiation greatly enhances the educational experiences
of gifted and talented students.
The underlying principles guiding differentiation for gifted and talented students are to:
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present content that is related to broad-based issues, themes, or problems;
integrate multiple disciplines;
present comprehensive, related, and mutually reinforcing experiences;
develop independent or self-directed study skills;
develop productive, complex, abstract and/or higher-order thinking skills;
focus on open-ended tasks;
develop research skills and methods;
evaluate student outcomes by using appropriate and specific criteria through
self-appraisal.
Curriculum enrichment is also used widely across all year levels of the Preparatory
School. Curriculum enrichment refers to “learning activities providing depth and
breadth to regular teaching according to the child’s abilities and needs” (Townsend,
1996). Curriculum enrichment is taught by specialist teachers and included Physical
Education, Religious Education, Spanish (Years 1–7), French (Years 7–8) Japanese
(Year 8), Music, Dance and Drama, Art, Food Technology and Material’s Technology
(Years 7–8).
The provision of appropriate opportunities for all students is at the heart of learning in
the Preparatory School.
In 2015 the following enrichment areas were provided:
Writing Enrichment: Kerrin Davidson worked in the Preparatory School as part of a
writing enrichment programme during the year. Kerrin is a published author and was
Victoria University Creative Writing Teacher of the Year (2008). A Writers’ Master Class
was held in Terms 1, 2, 3 and 4 for Years 3–8. This was run on a Monday afternoon with
a variety of competitions entered including Japan Airlines Haiku, New Zealand Poetry
Society, Australian Writers’ Competition, New Zealand Gifted Association Competition
and the Otago Daily Times Competition. Over 10 Preparatory School students had
works published this year, both nationally and internationally. Students who had
work published were celebrated in an evening at the College where they read their
pieces to parents and invited guests. The year was completed with a Creative Writing
Competition held in the Preparatory School for Years 3–5 and Years 6–8. Winners
received a cup at the end-of-year assembly.
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Gifted and Talented
Robotics: The Preparatory School Robotics programme saw students building and
programming robotic devices that helped them make sense of the dimensions of light,
sound and motion. At the same time, the course placed an exciting and highly engaging
new spin on core learning areas such as Mathematics, Literacy, Science and Social
Studies. Students used the Lego ‘Mindstorms’ robot construction system to devise
solutions to specific technological challenges. The system included planned projects
that could be built, but also allowed participants to bring their own ideas to life. Light,
sound and motion sensors invited students to think carefully and creatively about how
their robot might function and what tasks it might perform.
2015 saw a step-up in the Preparatory School Robotics programme. Thirteen new
EV3 Lego Mindstorm robots were purchased with financial assistance from the PTA,
replacing the older NXT version. A Year 5 lunchtime club was established in Terms 1
and 2, focusing on weekly challenges. The club was made up of 15 students, four girls
and 11 boys. During Term 3, a Robotics Inquiry was run with Year 7 focusing on moving,
coding, using ultra sonic sensors and teamwork.
In August, five teams performed in RoboCup Junior New Zealand. RoboCup Junior New
Zealand is a national robotics competition for school children. RCJNZ is a unique event
that excites and motivates students. Created in a true co-operative spirit, the RoboCup
Junior Educational Competition encompassed not only engineering and IT skills, but
extended right across the school curriculum. Also during Term 3 and 4 an after school
club was established for Years 6–8. Twenty students joined this club, which was run by
two Mechatronics students from the University of Canterbury.
The Preparatory School also purchased 6 Bee-Bots to be used by Junior Department
students. Bee-Bots are an award winning programmable floor robot. The Bee-Bot has
a simple and child friendly layout and is the perfect starting point for teaching control,
directional language and programming to young children. The Bee-Bots were used
this year by Year 2 students who worked collaboratively alongside Year 7 students
completing and creating simple mazes based on fairy tales.
At the end of the year, 12 mBots were also purchased and added to the Robotics
programme. mBot’s will be used at Years 4 and 5 and are an all-in-one solution for
students to enjoy the hands-on experience based around programming, electronics,
and robotics. mBots use mBlock programming inspired by Scratch 2.0, and are
controlled by wireless modules.
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Gifted and Talented
Future Problem Solving:
“To dream and to plan, to be curious about the future and to wonder how much
it can be influenced by our efforts are important aspects of being human.”
Dr E. Paul Torrance, Founder of FPSNZ
Future Problem-Solving is a highly regarded and well-researched international
educational programme that develops creative thinking skills in students. Students
grapple with global and community issues, identify underlying problems and create
positive solutions to those issues. Above all, it aims to give young people the skills to
design and promote positive futures as citizens of the 21st century.
In 2015, nine students from Year 7 were selected to take part in the programme. They
joined with seven Year 8 students who started in the programme last year. The students
spent time each week in Terms 2 and 3 learning about the process and researching
various topics. The Year 8s had the benefit of knowing the process so concentrated their
time on research and honing their skills. Topics for 2015 included Processed Foods,
Propaganda and Enhancing Human Potential. Two teams of four at each level were
entered in the Global Issues events.
Teams worked well together, develop critical thinking skills, and had a strong
foundation for the year’s programme.
The students ran a feedback session and they learned to: work more efficiently with
better time management, develop more effective research skills and strategies to
solve world issues, enjoy futuristic thinking opportunity; developed effective team
building skills.
Tournament of Minds: Tournament of Minds is an opportunity for students with a
passion for learning and problem-solving to demonstrate their skills and talents in
an exciting, vibrant and public way. Tournament of Minds has been one of the fastest
growing national interschool programmes to challenge the youth of Australia and is
now expanding internationally. The aim is to enhance the potential of our youth by
developing diverse skills, enterprise, time management, and the discipline to work
collaboratively within a challenging and competitive environment. The programme
provides the stimulation of real, open-ended challenges, develops creative
problem-solving approaches and techniques, fosters co-operative learning and
teamwork, promotes knowledge and appreciation of self and others and encourages
experimentation and risk taking.
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Gifted and Talented
The Preparatory School entered a team of seven Years 5–6 students, facilitated
by Diane Cumming in 2015. The team was placed first at the Canterbury regional
competition and attended the national final in Wellington.
Other enrichment opportunities offered in 2015 include:
• Mandarin lessons – Tuesday lunch time (Years 4–8);
• Otago Daily Times Spelling Quiz Year 5, two teams (result – first place) Year 7,
four teams;
• Rotary Speech Competition (Year 7 second place, Year 8 first and
second place);
• Kids Lit Quiz (first place in Canterbury);
• Extension Mathematics class in Year 7 and Year 8;
• CantaMaths practice event with Year 9–10 StAC teams;
• CantaMaths Years 7–8 (Year 7 third place, Year 8 fourth place);
• Otago Problem-Solving Years 7–8;
• Code Club Years 7–8 Monday, 4.30–5.30pm in Terms 2 and 3;
• Coding extension day – Selwyn House;
• 3D Design and Printing Club Term 4;
• Futureintec Project X – Electronics enrichment day – Year 7;
• Science Alive Forensics enrichment day – Year 7;
• Chess Club Terms 2 and 3.
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Junior Department
PROFESSIONAL LEARNING GROUPS
Participating in the school’s Professional Learning Groups during 2015 was welcomed
by the Junior Department staff. Having time allocated to work with colleagues across
the Preparatory School provided opportunities to link resources and hear perspectives
that we otherwise would not have experienced. We participated in the following PLGs:
Learning Support; reporting on Key Competencies; addressing low achievement in
Mathematics; exploring St Andrew’s cultural needs.
TEACHER INQUIRY
The Junior Department staff are reflective learners who actively seek opportunities
to build on their best practice. In 2015, each team member undertook an individual
teacher inquiry of their own choice. The topics included how to (1) introduce visual
teaching tools to connect learners with learning outcomes (2) meet the specific needs
of ESOL students (3) add depth to classroom programmes (4) build leadership, and (5)
develop a growth mindset in our young learners. The staff shared their well-researched
insights with others, which prompted stimulating collegial discussions.
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Junior Department
BELONGING
A focus for the Junior Department in 2015 was to collaboratively plan some inquiry
learning that could be undertaken by all the classes. Our Belonging unit was an
example of this. All the students focused on what it meant to be part of the St Andrew’s
learning community. This inquiry helped the youngest group of children make
connections with other parts of the school, and our school’s rich traditions. Staff and
children placed great value on this unit and were
learners together. A very positive outcome of
this topic was the opportunities for collaborative
work across the Preparatory School. We actively
sought opportunities for our young learners to
work alongside and learn from older students;
throughout the year inquiries provided many
opportunities for collaborative experiences. Seeing
the Head Boy participate in a class discussion with
young children reiterated what makes St Andrew’s
College a special place.
MATHEMATICS
The Junior Department team gave Mathematics
priority timetabling in 2015. The teaching of
Mathematics was frequently discussed and
developed during team meetings. The teachers
indicated that next year they would seek
professional development in this area to ensure
ongoing development. An area of interest was the link of the curriculum strands to the
teaching of number knowledge and assessment.
Our learners were collaborative and they responded well to challenge. The children
were supported by the passionate approach of the teachers who guided them to meet
their full potential. Class interchange helped the teachers to organise groupings to
promote challenge and extension.
Instant recall of basic facts was a focus in 2015. Children developed faster recall and
learned a variety of ways to use their knowledge when solving problems. An ongoing
challenge for staff is how best to meet the needs of all learners.
WRITING
Our early writers were supported as they started to learn a framework of high
frequency words as fast as possible. The strategic teaching of phonics allowed the
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Junior Department
children to develop many early writing skills quickly. Our six year olds continued
to score very highly in the six-year net test across all areas of literacy. It was very
pleasing to note that in most cases their writing skills matched their reading skills.
All of the team attended Soryl’s Primary Phonics courses.
The teachers were inspired by Stephen Graham’s high quality professional
development. The teachers welcomed his step-by-step approach of explicitly teaching
writing for each genre. During appraisal conversations and class observations, it
immediately became apparent that his teaching had influenced class programmes.
We look forward to continuing our focus on writing next year.
READING
The Junior Department changed how the reading resources were stored.
Re-organising levels allowed the teachers to address areas in the collection that
needed targeted purchasing; for example, more non-fiction texts at the blue level.
An end-of-year cull identified the areas to be replenished and reorganised in 2016.
Acquisition of early reading skills is a strength in the Junior Department and was
a focus during the year; this ensured comprehension skills remained strong.
Professional development with Jill Eggleton at the start of the year inspired the whole
team to reflect on their teaching and to build on their practice. A more strategic use of
resources such as poetry and big books, with a methodical unpacking of text message,
enhanced teaching programmes across all classrooms.
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Middle Syndicate
“Bad times have a scientific value.These are occasions a good learner would not miss.”
Ralph Emerson
While we do not wish for too many bad times, in teaching and learning we are focused
on building growth mindsets. Whatever comes our way, if we are wise, we can learn
from these difficult times as we overcome the challenge presented.
In 2015, a word that became an important part of our daily vocabulary was ‘yet’;
‘I cannot do it – yet’.
The children celebrated putting their best effort into learning each day and, as
teachers, we recognised that if a task could be completed very quickly, perhaps the
task was too easy for that child. The other side of this challenged the children to
consider the task they have completed, and has it been completed to the highest
standard? Could more effort have been put in to achieve a better result in terms of
personal satisfaction? The first finished is not always the best.
As part of our professional development, the development of growth mindsets as
opposed to fixed mindsets was a focus for both teachers and students. The positivity
within each classroom environment was noticeable, as a result of this focus.
In 2015 the Years 4–6 team environment strengthened with all teachers sharing their
specific skill set and new learning. There was an easiness and a feeling of respect and
collegiality, which allowed teachers to share their ideas and concerns knowing they
were valued.
The Learning Celebrations, as an authentic form of reporting, strengthened. The vast
majority of parents viewed these evenings as an appropriate reflection of 21st century
learning. Comments such as, “I could not believe my son/daughter had this ability or
confidence” and “To see the learning in action rather than just talking about it is hugely
valuable.”
Year 6 held an extra evening in Term 3; one class shared their poetry and the other
class presented their inquiries. Initially this was a huge amount of work to prepare
but was a rewarding part of classroom learning. Learning Celebrations also set a time
frame and deadline, which is a valuable learning experience for the children. Term 1,
2016 will also culminate in an exhibition of learning.
22
Middle Syndicate
Professional development in writing was a highlight as we had booked the renowned
Stephen Graham to present a four hour seminar. From this, teachers improved
teaching pedagogy and came away with strategies to use from the following day.
The assessment rubrics he provided for each writing genre and the clear models for
teaching those genres were of immense benefit. We were fortunate to be able to book
Graham’s return for two days in 2016, where he will provide in-class modelling and a
workshop for teachers after school.
The beginning of year workshop with Jill Eggleton in reading was another highlight.
Titled ‘Lighting the Literacy Fire’ the session focused on ensuring teachers include, in
every reading lesson: Cracking the Code, Making Meaning and Thinking Critically as
well as the three types of questions: Right there, Background knowledge and Think and
Search.
An area that was further emphasised was the need for children to keep a reading
journal. This highlighted to children the need to build their leisure time reading.
A journal is a very easy way of tracking progress.
The Middle Syndicate Reading programme was further enhanced with the purchase
of more reading resources; the team found Jill Eggleton’s award winning reciprocal
reading resources to be of huge value.
Inquiry learning was further deepened with children able to verbalise the stage they
are currently ‘at’. Social Action was used as a way to encourage student engagement.
Examples of this included: letters to the Prime Minister, a student-initiated mufti day
to fundraise for Shelter Boxes, Market Day, and a visit to Rannerdale.
Mathematics and English were given priority timetabling. The long-term plan provided
guidance as to what and when we teach Numeracy and the other strands. Having
attended a seminar about the Prime Mathematics programme, the team requested
the necessary resources be purchased to complement the current Mathematics
programme.
Kapa haka in the Middle Syndicate remained strong. In 2015, a group performed at the
opening of the National Library Conference. The children were definitely ‘in the zone’
for performing. To provide variety and extend knowledge, rotations were set up so that
children could experience poi, ti rakau, titi torea, taiaha, language, games, weaving
harakeke and art. Little extra practice needed to be timetabled in readiness for the
end-of-year prizegiving, welcoming the Year 9s and the Otaki scholar, as the children
were so well rehearsed.
23
Middle Syndicate
To mark the end of their time in the Middle Syndicate, all Year 6 students participated
in a table setting competition as part of a larger unit on etiquette. An expert in this field
demonstrated the way to set a table correctly and the social etiquette required when out
for dinner. The children worked in groups to choose a theme and decide who will bring
the knives, forks and spoons, etc. It was, as always, an immensely difficult task to judge
as the standard was so high. Following this, the children put their learning into practice
when they attended a dinner and dance at Twigger’s Restaurant. The Twigger’s dinner
was a greatly enjoyed evening and the children were a credit to St Andrew’s College
Preparatory School.
Science was an area of the curriculum that was greatly enjoyed by the children and it has
been a focus in recent years. Teachers made full use of the resources available including
the museum, Science Alive, the university and personnel within the school community.
There was a need for key knowledge and skills development and direct teaching
combined with the use of the inquiry method. An increasing emphasis was placed
on students using the correct technical language.
e-Learning continued to strengthen within year groups by using OneNote to share
examples of learning with families. Year 4 embraced the use of laptops and OneNote,
both for the children to work collaboratively and for the teachers to record Mathematics
strategies that children could then revisit at a later stage both at home and at school.
Year 5 were introduced to computer aided design (CAD) and 3D printing with the children
grasping these new tools quickly. Year 6 consistently used OneNote as a digital recording
and sharing platform with students working collaboratively both in and out of school
time developing 3D printed prosthetic hands for children in need.
24
Senior Syndicate
The Senior Syndicate was a cohesive and hardworking group, despite a number of staff
changes during the year due to maternity leave. The end–of–year academic results
were very pleasing and every class was able to show the value added in their end of
year results. Both Christina Fitzgerald and Rebecca McPhail finished class teaching
at the end of the year and Bridget Preston remained on maternity leave. Looking
forward, Melissa Rennell has been appointed to the vacant Year 8 position for 2016.
Rachael Hoddinott finished her teaching career at St Andrew’s at the end of 2015; she
was an effective practitioner and will be missed in the Year 7 team. Jo Cordner is her
replacement for a fixed term.
All staff in the Senior Syndicate used the Joy Alcock and Words Alive approaches, both
for assessment and for teaching resources – these were evident from the initial class
descriptions through to student progress observed during the appraisals. While the
Words Alive approach needs some update and refreshing in 2016, the introduction of
Stephen Graham’s approaches and resources during Term 4 gave fresh direction and
impetus to writing programmes across the Preparatory School. The mid-year and
end-of-year results showed pleasing progress across the syndicate classes.
25
Senior Syndicate
OneNote was trialled and used across the syndicate and is now central to the learning
in respect of shared resources and student shared learning. While there were software
issues at times, and some frustrating limitations, staff embraced the learning
implications. All students made, and shared e-portfolios; they also shared work and
filed work using OneNote. The program reduced paperwork, made students more
accountable and was a valuable tool both for file storage and for presenting
and collaborating.
All staff used the Syndicate Reflection journals that were based on the registered
teacher criteria and this has become a useful professional development record as
well as a component part of the re-registration process. The Years 7 and 8 teachers
appraised this year demonstrated excellent planning and clear evidence of student
learning. Their record keeping and knowledge of student learning and progress was
impressive.
Knowledge of Te Reo and protocols had a greater focus in 2015. In 2016, Kapa haka will
be extended into Year 7 and consideration will be given to the ongoing involvement of
Year 8s with kapa haka for 2017. Streamlining this programme into Year 9 is a likely
progression as we consider Ma-oritanga from a Years 7–10 perspective.
As part of the Middle Years Project, another Science unit was developed on the theme
of Acids and Bases. This was trialled during Term 3. The Year 8s also joined with
Year 10 in a highly successful collaborative science investigation based on the
Rugby World Cup. This gave Year 8 students both an insight into formal scientific
investigations and NCEA structure and marking. Students constructed a valuable
record of their work, which was marked on an NCEA basis; these were then scanned
into their e-portfolios. HOD Science Mr Brent Cummack was especially helpful and
innovative in enhancing the Years 7 and 8 Science programme along with Bevan Jones
(RWC programme designer) and all the Year 10 Science staff.
Inquiry learning has continued to be a focus for all areas of the school. At the Senior
Syndicate level, this has been assisted greatly with most children bringing their own
laptop – 70% at Year 7 and 76% at Year 8. Staff have begun to develop a collaborative
Inquiry for the beginning of 2016 that will focus on the history and character of
St Andrew’s as the College anticipates the Centenary celebrations.
SOLO continued to be used and commented on by students, and in their reports.
SOLO rubrics were in evidence across the syndicate.
26
Senior Syndicate
Mathematics professional learning continued to focus on informing teacher
judgements, particularly for Overall Teacher Judgements in reports – this resulted in
greater standardisation and accuracy correlating to student actual achievement.
Coding, primarily with Scratch was introduced across the syndicate and was warmly
received by the students. This resulted in a number of students joining a code club
within the Preparatory School as well as several of the Year 8s attending Python
programming in a Secondary School lunchtime club.
OneDrive was used extensively in the Senior Syndicate for sharing data and information
with students, and assisted in the organisation of student presentations. It was also
used extensively by staff for sharing and collaboration.
During appraisals as well as ongoing observation, students were much more active
in their participation in lessons. They were confident questioners and were more
independent in the construction of their own learning – this was greatly assisted
by digital learning. The ‘Me and My School’ survey indicated greater positive uniformity
across the syndicate. The students generally were very happy and engaged in their
learning, formed effective relationships with their teachers and valued their school
experience.
1:1 COMPUTING
During 2015 a survey of parents was conducted, presentations held, and staff
professional learning directed towards the introduction of 1:1 devices for Year 8 in 2016.
The process was seamless and without incident and a natural progression of the Year 8
digital directions of 2015. Mr Wilj Dekkers was instrumental in this process.
The Senior Syndicate continued to be over-subscribed for enrolments and parents
were glowing in their reports both of the classroom environment and the achievement
of their children. The Senior Syndicate staff were very professional, hardworking
and focused on student outcomes. They were very supportive of one another and
commended for another year of industry and outstanding achievement.
27
Numeracy
By studying Mathematics and Statistics, students develop the ability to think creatively,
critically, strategically and logically. They learn to structure and to organise, to carry
out procedures flexibly and accurately, to process and communicate information, and to
enjoy intellectual challenge.
At all stages, students should create models and predict outcomes, conjecture, justify
and verify, and seek patterns and generalisations, estimate with reasonableness and
calculate with precision, understand when results are precise and when they must be
interpreted with uncertainty.
THE NEW ZEALAND CURRICULUM
‘Doing maths’ is looking a little different these days in classrooms, as more
collaborative approaches to solving mathematics problems are being encouraged.
The roles and responsibilities of teachers and students are changing as the patterns
of communication and participation have students taking more responsibility for active
listening and sense making. In a lesson, the solutions to problems are discussed,
negotiated and constructed in a collective way. Learning conversations include all
students, and everyone feels that their contribution is valued. Students feel that
everyone succeeds when the group succeeds. Effective Numeracy practice continued
to be evident at all levels of the school. Teachers utilised the terminology of strategy
teaching to talk about students’ development, and professional conversations around
numeracy were prevalent. Students were able to talk about their learning and
understanding within the Mathematics curriculum and many were able to make use of
strategy terminology when discussing their learning.
Further time was spent in 2015, across several staff meetings looking at Overall
Teacher Judgements (OTJs) and moderation with a view to refining moderation of
marks across classes for reports. Activities were designed to aid accuracy in making
OTJs and moderation across teachers, classes and year levels. Introduction of the
imminent PACT tool should further assist staff in accurate moderation and goal
setting. A staff meeting on ‘rich tasks’ looked at ways of assisting teachers in making
28
Numeracy
OTJs that incorporate more than one Mathematics strand, and in some cases other
subject areas, in their assessment. These could also be useful as portfolio displays
of learning. There was a greater uptake of teachers using ‘rich tasks’ to enrich class
Mathematics programmes. Formative assessment tasks were again looked at to assist
with the quick assessment of new students to enable organisation of strategy grouping
and identify potential extension class students early in the year across year groups.
Further development of formative assessment practices with individual teachers using
modelling within class Mathematics sessions and working one-to-one with teachers
assisted in flexibility with group teaching.
As with previous years, several teachers also made general use of in-class modelling,
observation of and support from the Numeracy Co-ordinator to enhance their
Numeracy programmes. New teachers to the school had several personalised tutoring
sessions to enable them to transfer to the New Zealand Curriculum seamlessly and
were able to make use of classroom visits, to assist understanding and gain ideas.
Once again, activities and ideas for facilitating student discussion in Mathematics was a
focus during these sessions. Place value and fraction development was also a focus.
Links with the Secondary School Mathematics Department were further expanded
this year through meetings with Dean McKenzie, (HOD Mathematics), with respect to
bridging gaps across the Years 7–10. Discussions with both the Numeracy Co-ordinator
and Head of Education (Preparatory) included programme development, numeracy
work and resources. One of the tasks underway dovetailed well with the moderation
programme. A set of levelled ‘key objectives’ was being created to enable consistency
of levelling of students across all areas of the school and created a better accuracy
between Secondary and Preparatory reporting. There was also a key skills assessment
created for transition from Year 8 to Year 9. Further links were made by having the
Mathematics Curriculum Co-ordinator take part in the Cantamath Committee this year,
creating valuable links with staff from both St Andrew’s and other Christchurch schools.
Several students took part in the ‘Mathematics Achievement Challenge’ badges
programme used to support extension and enrichment of Mathematics programmes
for Years 5–8. The ‘Challenge’, a badge programme similar to Science badges, was
offered as an enrichment activity for extension students and a Year 7 ‘mixed ability’
class, as well as several Year 8 students who started badges in 2014. The material
fitted well with general learning programmes that relate to the achievement objectives
of the National Curriculum document. Mathematics week activities were again
enthusiastically used by several classes across the school. Students were keen to use
the activities in break times and after school.
29
Sport
The Preparatory School provides a wide range of sporting opportunities for our
students. The emphasis is on opportunity, giving our student’s the opportunity to
participate and the opportunity to compete. Sport is a very important co-curricular
area; in many cases it allows students to be part of a team and develop a number of
important skills that may be transferred into other areas of their lives. The Preparatory
School sports programme aims to provide:
PHYSICAL BENEFITS
• improved fitness, strength, flexibility and co-ordination;
• increased range of motor skills.
SOCIAL BENEFITS
•
•
•
•
•
improved communication and interpersonal skills;
improved leadership and co-operation skills;
opportunity for lasting friendships;
increased interest in accepting responsibility;
ability to assume responsible risk-taking.
PERSONAL BENEFITS
•
•
•
•
•
enjoyment;
increased self-esteem and self-confidence;
improved ability to concentrate;
self-discipline, commitment and responsibility;
organisational skills.
It was clear from the beginning of the year that significant changes needed to be made
to encourage more player participation across a variety of sports. More options and
opportunities were required and there needed to be an improvement in the quality of
coaching and professional development; the StAC brand needed to be well presented
with students wearing quality uniforms.
The StAC cricket centre was introduced to Years 1–8 students with a focus on skill
development and through the T20 concept, enjoyment of the sport. This was to
encourage children to participate in a summer team sport. We currently have four
cricket teams from Years 6–8. To sustain a competitive cricket environment it was clear
that we needed to produce more teams and increase playing numbers. The cricket
centre in conjunction with Saturday cricket started to achieve this. From October 2016,
30
Sport
StAC teams will be entered from Years 3–8. The First XI entered the New Zealand Cup
and came second in the Canterbury region just missing out on a place in the National
finals. They finished the season as a Top 3 Premier Grade side. Five Year 7s were in
this team and that certainly boded well for the future and they have been entered
again in 2016. A long-term aim is to have enough girls interested to field a team in
the CJCA Saturday girls’ competition. A coach was employed on a casual basis during
Term 4 to develop students through small group coaching at lunchtimes and specialist
coaching. An investment was also made in players we were unable to provide a team
for, ensuring that as numbers grow the community will realise that we run an effective
cricket programme.
2015 saw a revamp of the touring policy of the Preparatory School. Jonathan Bierwirth
agreed to resume the biennial Australian tour on even years and a domestic tour to
Wellington/Auckland on the odd years. Knowledge gained from working in Australia
has opened a number of opportunities for students across rugby, netball, football, and
hockey to be involved in the tour. The target was 75 students and at the end of 2015,
submissions were looking very positive. It is essential to ensure that as an independent
school we offer our students opportunities; tours offer the opportunity to network, play
competitive fixtures and learn about another area/country’s culture.
Good relationships were built with Tim Evers, Head of Sport at Heaton and resources
shared effectively to provide Heaton with facilities to train their cricket/hockey teams
and in turn they allowed StAC the use of their grounds for rugby practice. StAC also
provided help to prepare Heaton teams for tournaments.
A number of school exchange games in rugby, football, netball, cricket and hockey
were played during the year including the visit of St Kentigern from Auckland,
Anglican Grammar from Brisbane, and The Southern School from the Gold Coast.
A large number of our students represented their region in a variety of sports and were
successful in the ISSA and CPSSA competitions in triathlon, duathlon, cross country,
swimming and athletics. There were also a number of students who represented both
zones and Canterbury in cricket, rugby, netball and hockey.
A key area of development was to use and develop the leadership skills of Year 8
students. House captains were selected at the beginning of the year and those leaders
successfully organised sport tournaments for Years 5–8 students. Sport captains were
introduced. Their responsibilities included supporting the co-ordinator, reporting on
fixtures, writing a report for the newsletter, coaching younger players and being the
face of their chosen sport. Interested students had to apply for the position and went
31
Sport
through an interview process, gaining feedback on their performance in this area.
It was a successful initiative.
St Andrew’s College aims to provide its students with high quality coaching.
Funding was made available to provide further coach-training opportunities for staff
members, especially in rugby, football and cricket last year. This will be continued
in 2016. Recruiting skilled coaches is an area that requires focus in 2016; sports
such as cricket, rugby, football, and netball require expert tuition. The use of Nathan
Mauger (rugby), Stuart Kelly (football) and Bernadine Bernenstein (cricket) have
been effective in both coach and player education. This will be introduced to hockey
in 2016 (Bernadine) and netball with more involvement from Marianne Delaney (High
Performance Netball Director). Coach professional development is essential, equally
important is getting the right people to support this area.
There are some sports that are being chosen due to the requirement of selecting a
school sport or seemingly as a babysitting service. To combat this, new options were
introduced for students. A quality programme and a variety of options reduced student/
coach ratios, provided improved and increased coaching opportunities and improved
the engagement of students. Last year volleyball was introduced to Years 7–8 at The
Elmwood Club and competition set up for ISSA schools, including skill coaching and
games. Comments from other heads of sport suggested that this would grow in 2016.
Introducing the cricket centre has proven very successful. The martial art programme
32
Sport
should grow in numbers now that parents/students have had the opportunity to see
what it can offer. In 2016 expanding netball from Years 4–8 to also incorporate our
Years 1–3 students is a focus. An ISSA mini football skills session and games for Year 3
students are developing to help prepare and develop students who wish to play football
without reducing numbers for our other key winter sports.
2015 saw the introduction of both specialised holiday sport camps and the Sport
Medley Camp. Parents appreciated a holiday programme that provided a healthy option
and helps to both develop skills and also expose the students to new sports. The
specialised camps have helped to prepare students for their upcoming seasons.
Fees were reviewed in 2015 and increased to allow the purchase of uniforms in a variety
of sports. The College set up accounts for each sport for tighter financial management,
particularly from 2016 onwards. Uniform accounts were set up. Working on a three year
cycle, uniforms will be purchased and a hire cost included in fees. The cost of uniforms
will be covered in three years. It ensures that our teams look the part but also shows
understanding of growing teenagers and minimalises the cost of replacing uniforms
each year for parents.
Improvements to our data entry of sporting options in the Preparatory School will
support the use of Synergetic. From 2016 students/parents will be sent an Excel survey
to complete their child’s sport options. This information will be collated and sent to
teachers to enter as a class via the intranet. That information will then be exported to
Synergetic. The process is paper free and will make things a lot easier for the school
community and the process will be much more efficient.
33
Learning Support
The Learning Support Department had a productive and stimulating year. The team
in 2015 worked in close association with class teachers to guarantee students in our
programmes obtained the necessary skills and knowledge to close deficits and to reach
their potential.
The diversity of individual needs continued to grow. Over one hundred students
were placed in programmes to support their learning. Learning Support worked
collaboratively with educational psychologists, Special Education Services, speech
language therapists, specific learning difference teachers and other professionals
to enable the identification of individual student needs, and to ensure learning goals
and outcomes were the most appropriate for each individual. While the major focus of
interventions was Literacy and Numeracy, personal self-management and social skills
were also taught. The services of Socially Speaking were enlisted to tutor students with
social communication requirements. For a small group of students an IEP (Individual
Learning Plan) was implemented. ESOL lessons were provided for students who
required them.
Individuals or small groups of students were taught self-management and leadership
skills programmes. This was across Years 4–8 students. The My Life Rulz programme
was introduced to work in conjunction with the Friends for Life programme.
The Tier System made certain that there was a fair and appropriate allocation of
resources, and suitable interventions. The communication between team members,
private tutors, specialists, parents, class teachers and specialist teaching staff,
ensured that students’ learning outcomes were known to all and were met.
Collaboration with team leaders was essential and continued to remain a goal for
2016. Regular meetings were held with the Head of Learning Support in the Secondary
School. This was an exciting development that will hopefully bring greater continuity
of programmes and systems between the two schools. The Head of Learning Support
attended the Christchurch Private Schools Support Group, which continued to be
valuable and motivating.
Department staff met weekly for support and professional development. The topics
covered included assessments, and how to use them to plan goals that were relevant
and achievable. Electronic reading programs, in particular Reading Eggs – were
explored; the program widely used within the classes was used within Learning
Support. Electronic books made access to reading more convenient for students and
to some students; it was a preferred medium. This is an area that the department
wants to develop further. Professional courses attended by staff included the My Life
34
Learning Support
Rulz, Teaching Communication Skills to Asperger’s students, along with revisiting the
Morningside teaching method. Several new resources were introduced and made use
of during the year.
Once again there have been changes within the teaching staff team. Hamish Ramsden
took leave in Term 4 and will return in 2016. We were delighted to welcome Adam
Fleming in his place for the term. Ann-Maree Bateman, moved to another position
within the school at the end of the year.
2016 will bring many new and exciting developments to enhance learning opportunities
for our students. It is with anticipation that we look forward to implementing some new
initiatives particularly in College-wide systems and programmes. These programmes
will enrich learning experiences for students and provide a seamless transition
between the Preparatory and Secondary Schools.
35
Visual Arts
Continuing the initiative begun in 2014, the Visual Arts programme in 2015 included
a series of learning experiences outside the classroom for the pupils in the Senior
Syndicate. In the first semester each Years 7 and 8 art class visited the SPECTRUM
exhibition at Canterbury YMCA where they were encouraged by exhibition educators
to discover, analyse and appreciate the various works. The students responded
particularly well to the works by British artist Banksy and local artist Milton
Springsteen. They were particularly privileged to be hosted by the instigator of
SPECTRUM, Mr George Shaw, who, along with his wife, owns the Banksy collection
that appealed so much to the students. One class also met the artist Jacob Yikes at
SPECTRUM and were able to discuss his works, techniques and philosophy with him.
It was a rewarding experience to meet a young successful visual artist. All the senior
students’ own artworks for that semester were based on street art and appropriated
art. This year the emphasis was on painting and working from an artist model. Many
students are operating at Level 5 in Visual Arts and demonstrated a maturity of thought
and expression beyond their years. Students had the opportunity to also select a print
to add to the Preparatory School art collection and it was not surprising that they
selected one by Jacob Yikes.
36
Visual Arts
In semester two, each Year 7 and 8 class
went on an art tour looking at the biennial
sculpture event known as SCAPE8. The
students walked around the CBD guided by
SCAPE8 co-ordinator Josie Whelan. They
saw eight artworks and learnt about the
common themes and ideas of the works
as well as the diversity of how the artists
had interpreted the brief for the event. This
tour was designed to give the students
access to the current art scene in our city
and to compare and contrast the various
strategies artists are employing in a postdisaster environment. On returning to the
classroom the students reflected on what
they had experienced and learnt more
about the artist whose work had appealed
the most to them.
These learning experiences in the city
are real and immediate; they offered
our students the opportunity to form opinions, expand their visual literacy and feel
connected to the community of artists currently working in Christchurch. In 2015 the
second semester students were fortunate to see how internationally successful artists
responded to, and created works for our city. The beautiful work ‘Stay’ by Anthony
Gormley, located in the Avon River, proved to be a favourite and it is hoped that the
students early connection to his particular work will resonate with them as they grow
up in our rebuilt city.
A primary focus for the Middle Syndicate art students was a very large and evolving
inquiry unit designing and making an artwork to honour those people close to
them, and their family, who were involved in conflicts and war. Making this learning
experience real and meaningful involved many phases of experimentation, research
and decision-making. The students used the model of a huge artwork created in 2014
in London to commemorate WWI British soldiers. They designed and made ceramic
poppies, analysed the site and met with various experts to determine the final outcome.
The poppies will be installed in Term 1 2016 in time for Anzac Day. The Middle Syndicate
art classes celebrated their art learning in series of informative displays this year and
their visual art was included in the very successful informative parent evening.
37
Visual Arts
All art classes continued to build skills and learn new art techniques following the
Programme of Work. Further exemplars were gathered to add to the comprehensive
document indicating art progressions. Students’ artwork continues to be displayed
extensively throughout the school.
Last year two Year 7 art classes were involved in a doctoral research project for
Heather Cohen, a human geographer at the University of Canterbury. The students
photographed two different areas in our city and then discussed their points of view
regarding how the artists responded to creating art within a disaster zone with the
researcher. Each student selected one photograph exhibited in a joint show held
in Staccato Gallery in mid-2015, alongside the works of artist Melanie Mayell. This
exhibition was the only show held in the Staccato Gallery that year, with successful
sales contributing enough commission to buy two more Muka prints for the Preparatory
School collection.
The annual Muka Youth Art print event, held over Show Weekend, was heavily attended
and hugely successful as usual. As the Christchurch Art Gallery was reopened in
December, 2015 was our final year of hosting Muka. We were privileged to have been
able to host this event since the 2011 earthquakes and were delighted to be given a
large print by Michael Tuffery from the proprietors Frans and Magda Baetens. It has
been an incredible experience to have this wonderful couple in our school, and we will
continue to support them and their unique art show for children when they return to
Christchurch in 2016.
The Art Department continued to be very well resourced and function extremely
efficiently. The art room was a delightful learning space, flexible and adaptable to
all requirements. The timetabling of lessons was practical and offered plenty of
opportunity for new learning experiences, especially the trips outside the classroom.
In 2015, a visit to the art galleries in Wellington for professional development was
most appreciated and productive, resulting in a new dimension to the Art programme
– architectural design. The school purchased several sets of architectural Lego blocks,
now housed on a purpose-built table and they are proving to be a massive hit with
the students. It is planned to teach students the basic principles of design using this
specialised Lego. This alongside 3D printing will be an innovative exciting new focus
in 2016.
38
Dance and Drama
The school provides the opportunity for students to develop literacies in Dance and
Drama and ways to both create and interpret work in these areas.
PRODUCTION – ‘IF WE WIN’
Every second year Preparatory students in Years 7 and 8 participate in a musical that is
developed for and by the students. 2015 saw the production of ‘If We Win’, with much of
the concept and script being created by the students.
Within Dance and Drama there continued to be a great deal of room for students to
contribute to the process of creating a musical. Where possible, students were also
involved in the design and creation of drama technologies through props, costume, set,
lighting and sound. Students were offered the chance to be part of the technical team,
operating both sound and lighting for the show.
Old Collegian, Isaac Shatford (2014), composed all of the songs for ‘If We Win’ and
provided full backing tracks and adjusted music as required.
This was a very successful sell out show. For many students it was their first musical
and for others it was their chance to do what they love best – perform.
39
Dance and Drama
DANCE
In 2015, students in Years 1 and 2 explored the Dance curriculum by creating a
range of movement sequences. The children had a particular focus on developing an
understanding of the core elements of dance and experienced this within a range of
relevant topics.
Year 3 students choreographed an original work to share at their celebration assembly
based around their in-class inquiry of taonga.
Students in Years 4–6 explored a range of dance elements and further developed their
ability to talk about dance in an informed manner.
DRAMA
Stories provided a way to talk about real-world experiences within the safety of a
fictional context. This remains the core of drama work in the Preparatory School.
In 2015, all students worked ‘in role’ as much as possible to solve problems and explore
real life issues or imagined roles. Students in Years 1–3 created imagined worlds and
worked ‘in role’ to become experts helping injured animals and fairy tale characters.
Placing students in character as an expert lifted their belief in the role and encouraged
use of thinking skills to solve problems rather than rely on an adult having the answers.
Students in Years 4–6 used a range of stories, a favourite being ‘We Kill Monsters’
figuring out how to help an imagined community deal with a fish-eating monster in
the bay.
D-SQUARED
Due to many other classroom programmes in 2015, D-Squared took a while to get
going. However, once established, the group met each week to focus on improvisation
and character development skills.
Dance and Drama continued to provide a tangible opportunity for students to express
thoughts and ideas. This was an important way for students to apply thinking skills and
work collaboratively with others and learn about the human experience.
MUSIC
Outside of the Music curriculum, seven students from the Preparatory School
contributed to Secondary School groups by playing in the College orchestra and junior
jazz band.
40
Dance and Drama
Running alongside an active
musical backdrop of itinerant
music programmes including the
Preparatory School junior choir,
cantare choir, Preparatory School
ensemble, Years 7–8 production,
cello ensemble, chapel service
music, music performance
evenings, was the Music
Curriculum programme. All
students in Years 1–8 participated
in a weekly
music class taught by specialist
teachers. Students were
exposed to the main elements
of music through playing
instruments and singing, reading
symbols/notation, creating and
improvising, and listening.
In 2015 the Year 6 Music classes
participated in the ‘Strum Strike Blow’ workshop and performance in the Horncastle
Arena. The two classes spent several terms learning ukulele and mallet instruments
(xylophones and marimba) mastering the repertoire for this event. The actual day
was a fantastic music making experience participating alongside 1000 children from
throughout the Canterbury region. This was an extremely positive experience and one
that the children and staff want to offer to future Music classes.
During Term 4 the Year 6 children focused on developing improvising skills by playing
rock riffs on the marimba. Children took turns at performing their improvisations to the
class, within a well-supported framework.
Year 6 children who showed a keen musical interest were selected to participate
in a year of brass tuition on the trumpet. At the end of the year music tutor Mark
Hodgkinson had these children perform in front of their class and share their musical
development. This heightened the children’s awareness of the trumpet and gave
students new music learning opportunities.
41
Dance and Drama
Likewise, Year 4 children were selected to participate in the violin project; an
opportunity to participate in a year of violin tuition. Often this leads on to further violin
learning or taking up music tuition on a different instrument. In 2015 the violin project
children performed at the Term 4 music performance evening and to the two Year 4
classes. The year saw violin project children continuing with their playing and applied
these skills in the Preparatory School ensemble. Thanks must go to Jennie Goldstein
for her very thorough teaching and superb violin technique.
All Years 1–6 children were introduced to the tonic sol-fa music system in their class
music lesson. At the start of each class, music session children sung using the
sol-fa pitches of Do, Re, Mi. This gave the children an opportunity to learn the physical
relationship between pitches. Children were also taught the sol-fa hand signs so that
they could make a visual connection between the pitches of the scale. The sol-fa music
system can be transferred across to xylophone and recorder playing.
The implementation of the Orff Schulwerk pedagogy in class music programmes took
place at the Year 2, Year 3 and Year 5 levels. The Orff pedagogy approach to Music
education integrated speech, singing, movement and instruments. The Orff approach
is based on a number of key elemental ideas including the use of the five-note scale
(pentatonic) repeated rhythmic and pitch patterns (ostinato), canon and improvisation.
This came about through my own professional development of participating in Orff
Schulwerk pedagogy training through Waikato University. Year 5 children explored
the Orff Approach through a series of integrated units; ‘Caravan’, ‘It’s in the Bag’ and
‘Broomsticks’. Broomsticks were used as a percussion instrument to accompany a
metered chant. The children then developed this idea further by working in small
groups to compose rhythmic accompaniments that were both aurally and visually
challenging. Using the Orff method was an exciting and refreshing learning experience
for me and for the children. The addition of two beautiful new alto xylophones enhanced
this Orff programme of learning. The two Year 5 classes enthusiastically shared their
learning from the ‘Caravan’ unit with a performance at the Year 5 Learning Celebration
at the start of Term 4. The Year 2 Orff programme also consisted of a series of units of
work. One of the units involved children playing on buckets to explore the elements of
music. 2016 will see further development and integration of the Orff pedagogy across
Years 1–6 programmes.
42
Physical Education
In the Preparatory School students received an interactive and enjoyable Physical
Education programme involving a variety of sport options. This provided the opportunity
to develop skills and to identify sporting codes of interest to pursue now and in the
future. Physical Education is learning in, through and about movement. It is not about
creating elite athletes.
The aim of the programme was to inspire, motivate and educate students in the
physical environment to be healthy in all aspects of Hauora. This has been done
successfully and was evident through student achievement in a variety of out of
school events.
The main focus area for the Junior Syndicate was to discover movement through
non-sport specific activities. Activities for this stage enabled children to explore and
discover for themselves what is involved in performing a particular movement skill.
Students also developed the skills required to work successfully in a small group or
team. This enabled them to be productive participants and manage their behavior in
Physical Education lessons. The focus was on the fundamental skills that sets them
up for all sports as they move through the school.
A development phase occurred in the Middle Syndicate curriculum. The students
became more efficient and refined their performance of the movement skill through
repetition in a variety of contexts. This included an introduction to basic game play of
mainstream sports. Students also started to experience leadership roles within the
class, and involved themselves more in team strategies and game tactics. They were
exposed to a variety of sporting contexts so they were able to find something that suited
them and they enjoyed. The aim was not to make them athletes but to make them want
to have a lifelong relationship with physical activity.
In the Senior Syndicate, students consolidated the skills developed in earlier years.
They applied movement skills in a variety of ways and combined other movements
in more complex games and activities. Skills became more automatic and the focal
point was on being able to naturally transfer skills from one context to another. There
was also a greater focus on tactical and strategic game play. Students were confident
in taking on roles as leaders and were able to have the respect of their peers to do
this, with a great deal of success. Students were expected to be able to manage
themselves in all lessons and the lessons involved less teacher direction and more
student leadership.
Physical Education not only focused on movement but it also focused on interpersonal
skills such as teamwork, co-operation, listening, managing self, and relating to others.
43
Physical Education
These are the skills identified in the New Zealand Curriculum as Key Competencies
that will help to create lifelong learners. The Physical Education programme provided
students with the opportunity to learn, and to develop and fine-tune these skills in an
energetic and motivating environment that they can apply to all facets of life.
44
Religious Education
DEVELOPING POSITIVE RELATIONSHIPS
The school values that were focused on in 2015 were Respect, Responsibility and
Generosity. Students were given a number of learning opportunities throughout the
year to consider these values, especially that of generosity. Families gave generously
to local charities, such as the Salvation Army, SPCA, Big Brother Big Sister Mentoring
programme, as well as international relief through supporting of World Vision, Shelter
Box and Christian World Service.
PROFESSIONAL DEVELOPMENT
Reflective practice enhanced the Religious Education teaching programme, ensuring
students remained engaged in the learning process. The Years 1–8 Religious Education
curriculum was updated this year. The Preparatory School Chaplain, Mrs Jillian Fenton
was a member of the Innovation and Research group lead by Rector Christine Leighton.
Mrs Fenton’s personal study included looking at the Treaty of Waitangi and the impact
of colonialisation in New Zealand. Mrs Fenton took part in IT workshops to continue to
upskill in the area of digital technology. She successfully chaired the organising group
of the New Zealand Association of Religious Education Teachers and School Chaplains,
which involved organising their Annual Conference, from 4–5 August. This was held at
the Knox Church Centre in Christchurch and was attended by 50 delegates. Together
with other RE staff, Mrs Fenton attended the Presbyterian School Chaplains Conference
at Rangi Ruru Girls’ School, Christchurch.
PASTORAL
Mrs Fenton worked together throughout the year with students, parents, classroom
teachers, management staff and school counsellors to ensure pastoral care was given
when required. She networked with support agencies when particular needs arose.
Barbara Broughton successfully ran the Friends programme with a variety of age
groups, to ensure resilience skills were taught to students.
45
2015 was a year of consolidation for our library services with the completion or
further development of projects that have been ongoing over the past two years. The
Preparatory and Secondary Libraries continued to work closely together, enabling
a seamless library service that supported the curriculum and encouraged reading
engagement. The Library provided a portal to the ever changing ‘information landscape’
and connected students to the world through the six guiding principles of library
management: access, service, reading, information literacy, information resources
and place.
SERVICE
Staffing in 2015 saw some changes with two part-time library assistants leaving; one
at the end of Term 3 and the other at the end of the year. Rose Townsend, in particular,
will be missed after 16 years as a welcoming face at the Library desk. Once again we
had a strong team of Year 8 student librarians who were an essential part of the Library
team and contributed to the smooth running of the Library during lunchtimes. This
year, professional development was undertaken by staff in World War I research, World
46
Book e-Books and the upgrade to our library management system. Major professional
development took place in September with staff attending the School Library Association
national conference, onsite at St Andrew’s College.
READING
Our Wide Reading programme which is offered to Years 4–8 students as an optional
reading extension, was well supported and it was pleasing to see 19 students reach the
highest level and achieve their Gold Wide Reading award. Book Week in Term 3 was once
again a highlight and the theme All Creatures Great and Small: Celebrating Animals in
Children’s Literature, saw some great costumes at our book parade. We were visited
by author and storyteller, Tanya Batt, who held all age groups spellbound with her oral
storytelling skills. With many games, competitions and activities in the Library, this
successful week promoted a love of reading and increased reading engagement.
INFORMATION LITERACY
Information literacy, research skills and library skills continued to be supported from
the library with lessons facilitated throughout the year to all classes. The Library and
Library staff were able to support classroom learning and the Inquiry Pathway document
that was created in 2014. This school-wide model of inquiry learning continued to be
reinforced by the Library with the provision of resources for staff and students and
leadership in information literacy.
INFORMATION RESOURCES
2015 saw the completion of the culling and relabelling of our non-fiction collection. The
cull made room for the addition of new and up-to-date material and the new labelling
ensured all classifications were correct and provided easier access for students. The
physical, non-fiction collection was complemented by our World Book Online collection
in the form of an online Encyclopedia and an e-Book library. This provision of credible,
reliable, digital resources is vital in today’s information age and these also provide
access to information whenever and wherever they are needed. Fiction collections
continued to grow and develop, and the OverDrive e-Book collection sat alongside the
physical collection in order to provide a choice of format for our students. There was a
steady increase of use of this digital collection especially with our Years 7 and 8 students.
Library services continued to keep pace with the ever-changing needs of the curriculum,
students and recreational reading. We provided a school library service of which we
were proud and were always ready to meet the challenges of resource provision and
information management in the ever changing ‘information landscape’.
47
347 Papanui Road, Christchurch 8052, New Zealand
P + 64 3 940-2037 F + 64 3 940-2060 W www.stac.school.nz

Preparatory School Annual Report 2015

Transcription

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