TUKUTAHILearners CONNECTED

to curriculum,school, communityand each other

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TUKUTAHI – “Together as one”There are many things that we already know about the circumstances, experiences, and situations that help humans learn. We learn better when we collaborate, instead of when we compete. We learn better when we are motivated, engaged and when the material is personally relevant and interesting. We also learn better when we make connections to what we already know and when we do things for ourselves. More than anything, we learn best when our experiences work with ‘the grain of the brain’ instead of against it.Source unknown

The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to thinkfor ourselves, than to load the memory with thoughts of other men.~Bill Beattie

ContentsIntroduction

Overview

Connections

WHS annual plan

Integrated curriculum

Future Focus

Co-construction

Visible Learning

Staffing

Leadership

Collaboration

Record Keeping

ICT enabling pedagogy

Key Competencies

Learning Habits

Split screen teaching approach

Reflective Journals

Guided Inquiry/Information Literacy

Guided Writing

Roopu

NEGs and NAGs Appendix

1. Annual Goals 2012

2. Integrated curriculum

3. Negotiating curriculum with students

4. Direct Instruction

5. Planning

6. Timetable

7. Reflective journaling

8. Guided Inquiry

9. Guided Writing

10. Learning Conversations

WHS Junior School

Tukutahi - “Together as one” Management Document"Excellence in Learning"

Rationale:The purpose of this document is to provide an overview of Tukutahi (TKT) – the Wellington High School (WHS) junior school curriculum.

Introductory statement:This management document is to be read in conjunction with thefollowing faculty management documents: Science, Social Science,Mathematics and English; as well as the WHS Global ManagementDocument.

This document will provide advice and guidance for all teachers in Tukutahi, relating to:

● curriculum delivery● assessment● TKT practices

This management document provides evidence that all relevant NEGs and NAGs are being met by TKT.

Introduction – from Prue Kelly Principal 1995 to 2011

The 21st century student demands a much more collaborative, connected approach to learning; one that recognises information is available anywhere, any time and may not be true.  Students have to learn how to sift and analyse what they know – to look at knowledge from several perspectives.  Teachers now have to accept they are no longer the font of all knowledge.  Students must learn that in theirlearning today they cannot be just passive recipients who receive others’ knowledge and then regurgitate facts for examinations. Wellington High School wanted to develop an on-going programme that challenged students to become active, resilient inquirers and that also challenged teachers to adopt modern pedagogy.  To achieve this,in 2008 Wellington High School changed the teaching environment, grouping teachers into teaching teams of four with the responsibility of up to sixty students. These 60 students are divided into four roopu groups of 15 for mentoring. This means that there are fewer individuals for each teacher’s roopu.  The programmehas some flexibility in the timetable and core teachers are encouraged to provide a variety of learning experiences. It is expected that this core teacher approach will ensure change is inevitable and will be embedded.  We know it will take time – four to five years to develop really effective teaching teams, but we think it will have powerful benefits for learning. (Prue Kelly)

Overview of the TKT - learningculture

Connected students Students are members of a TKT team and a small roopu group fortwo yearsA year level dean oversees the year level and works with rooputeachers to ensure academic and pastoral care.Key competencies (KC) are at the centre of student learning.Students are encouraged to reflect on their learning.Students use ICT to enable learning – student bring their own netbook to schoolLearning services work closely with TKT teams to support learners and assist with scaffolding learning.Student voice and co-construction of learning is encouraged.

Connected curriculumTKT teams plan collaborative units of work; connected by an issue, problem, question or universal theme.KC and the WHS Learning Habits are at the centre of learning. Staff use a split-screen lesson plan approach to develop a student’s key competencies.Guided writing is used to develop writing skills Guided inquiry is a key component of curriculum.

Connected staffStaff belong to a cross-curricular TKT team as well as a faculty teaching team.Teachers work together in a team and collaborative plan bringing their particular learning area perspectives and expectations to the conversation.

TKT CollaborativeTerm PlanExample - LaTrobe_planning

The TKT timetable has flexibility built in to it with one period of shared roopu time . This enables all 4 teachers and all students to work together at the same time. Shared roopu time is used to complete collaborative projects, blogging, inquiry , focus on ‘learning to learn’, guided writing, additional key competency development etcTechnology, Languages, The Arts and PE/Health connect with learning themes when they can.

Connected communityStudents and their whanau share a school TikangaFace to face as well as online relationships with parents and caregivers are encouraged'Learning Conversations' are held twice a year, as well as subject-specific parent-teacher interviewsParents are able to access Moodle (school intranet) and Kamar (school student administration system), as well as share in the views of their student's learning via google sites and theschool portal

WHS 2012 plan for improvingteaching and learning

Targets that relate to TKTCurriculum Delivery

see annual plan

Integrated curriculumWe use a multi-disciplinary model to integrate across 4 subjects (Science, Social Studies, Mathematics, English), but are working towards integration across more learning areas.IStudents are given the opportunity to explore and solve real world problem, issues and questions. The curriculum is designed to encourage a teaching & learning process that helps students to draw patterns and connections between related facts, ideas, examples, andsubjects.

Should it always be about a problem, issue or question - a social issue?Since the early 20th century progressive educators such John Dewey have proposedthat the purpose of schools is to promote a democratic way of living. As such, thecurriculum should be based around community “problems” and the strategies forexploring and solving them. More recently, educational theorists have acknowledgedthe contribution of the progressive movement but have articulated other purposes ofeducation. Canadian educationalists Davis and Sumara particularly have writtenthat teachers should be using their subjects to make students aware of how theirperceptions of the world have come about, what assumptions they are based on,what role identity has in these perceptions and whether or not they enable orconstrain the so-called “good life”. Such an approach need not necessarily start withthe identification of a social issue. However, there is still considerable benefitinvolving students in at least some of the curriculum decision-making process, orusing themes that arise from a social issue to understand ourselves and our worldbetter.

insert James Beane reading here

TKT INTEGRATED CURRICULUM DEVELOPMENT

Substantive/content knowledge↓

Learning habits, generic aspects of KCseffective learning principles

↓Procedural/conceptual/nature of subject

disciplinary specific knowledge↓

POSSIBLE OVERARCHING CONCEPTAuthentic problem, question, issue

↓Integrated when possible in the

junior schoolDeveloped within a subject area in the

senior school↓

Develop a teaching and learningplan

this may include Co construction of learning

activities and outcomes with students

PLANNING THE TKT WAY

Introduce the universal concept and/orissue, problem or big question (Determined by teachers

and/or students)

↓CONNECT to prior knowledgeMUST start by exploring

What kids already KNOW or ASSUMEStudents encouraged to make

GENERALISATIONSStrategies for finding out what kids know

↓TKT and faculty teams discuss findingsESTABLISH how to shift student thinking Determine the specific contribution from

each learning area ( disciplinaryknowledge & understanding - explore the

nature of a subject)↓

Plan an integrated programmeDetermine how each subject will

contribute(This may include co-construction with

students - see below)↓

A DIFFERENTIATED learning programme isdeveloped to build on prior knowledge and

SHIFT THINKING

↓This may lead to an inquiry or assessment

Integrating within a universal concept - a challenge for 2012

A universal concept is:● Timeless● Equally useable across disciplines● Appropriate for diverse learners

For example: Change, Adaptation, Systems. Patterns

We are aiming to shift student thinking by challenging their previously held assumptions and generalisations...

Teachers, possibly after working with students identify a concept of interest that offers interesting teachingpossibilities for all the disciplines. ( note NZC Future Focus principles)

↓Teachers provide provocative or stimulative materials for

students to introduce the concept

↓Students create generalisations about the concept

either within a subject area or as an overarching idea↓

Students and teachers work out what students will need to know totest the generalisations

The team decides which teachers would be best to teach which bitsand who else will be needed to provide information (experts etc)

Ideally, students would also give some feedback about what order itwould be best to learn the material in.

↓Teachers teach constantly referring back to the generalisations

while covering essential knowledge and understandings

This may lead to ... ↙ ↘ ↘

Impact Project

Student led inquiry forstudents to delve more deeply into par that interest them.

Guided Inquiry

Teacher librarian led information literacy inquiry designed for students to learn an

Summative assessment and/or reflection

effective research process.

Note:1. At all stages TKT teachers are referring to the NZC as well as consulting with their faculty to ensure that all teaching and learning obligations are met.

Future focus principles of the NZCSUSTAINABILITY, CITIZENSHIP, ENTERPRISE, GLOBALISATIONFocusing on social issues may be the best way to connect curriculum, teach notions of citizenship, develop the key competencies and honour the principles of the New Zealand Curriculum, especially the future focused themes

Sustainability, citizenship, enterprise and globalisation.A social issue could be defined as something that has multiple perspectives, can be debated or is controversial, involves the decisions, actions and world views of many different individuals andgroups, cannot be fully understood without some background knowledge, is inherently interdisciplinary and complex, benefits from citizens responding in some way and is socially as well as personally significant.Any social issue worth considering in schools is one that, as Dewey says, arouses or fits with a ‘problem’ in the lives of our students.A social issue may or may not require the integration of all traditional school subjects, and it will demand a much more concept-led approach to teaching than the traditional facts/topic- led approach.

Concept-based curriculum and instruction Erickson 2002"Trying to teach in the 21st century without a conceptual schema forknowledge is like trying to build a house without a blueprint. Where do the pieces go? It is too late to wait until high school and college to dump key concepts and conceptual ideas on students. Conceptual knowledge is alifelong developmental process. Conceptual understanding requires a higher-level, integrative thinking ability that needs to be taught systematically through all levels of schooling. Integrated thinking is the ability to draw insightful patterns and connections between related facts, ideas andexamples and to synthesise information at a conceptual level. Well designed curriculum documents can facilitate this teaching/learning process.The NZC suggests key concepts for each subject area and these can beused to develop connected programmes 

Co-construction ofcurriculum

Choosing topics, themes with studentsTo date teachers have decided on the concept for the term and often the topics and content that is studied. Attempts are now being made to co-construct learning with students. Before formal planning begins, some TKT teachers work with students to identify relevant and engaging issues, problems or areasof interest. The teacher then decides which concepts are essential to develop a complex understanding of the issue, and which topics are going to be the best vehicles to teach those concepts. Teachers then look at their particular subject planning requirements and ask the following questions:

● What is powerful learning? ● What is powerful to learn?● What should students learn?● What is essential? ( for life and NCEA)● What is desirable and important?● How do/will students learn?

E.g. A photo-shoot in Cuba Mall helps to identify key issues and ideas about our city. The teachers then work with students sorting and discussing key issues that might be of interest and that fit in with NZC objectives.

Visible learningWe want teachers who actively connect with the students in their room. Our expectation is that teacher’s planning takes the followingsteps into account.

Students must know:

● What they are learning 

● Why this learning is important

● The standard they need to reach 

Teachers need to:

● Clarify the learning steps

● Find out where students are and then connect to what they know

● Plan for individual differences

● Plan for evidence that will show learning

● Match tasks to learning intentions

● Ask students how they will know that learning has been achieved and then write the success criteria

● Refer to the LI and SC throughout the lesson

● Give feedback

AUTHENTIC LEARNING http://tiny.cc/authenticlearning

Authentic learning

TKT Leadership

ROLES AND RESPONSIBILITIES

TKT leaders are expected to facilitate and support the growth of a collaborative team with a main focus on the development of anintegrated curriculum. It Is the Deans job to oversee pastoral care and serious discipline concerns. There will inevitably be some overlap.

● Build a collaborative TKT team● Liaise with other TKT leaders to share

ideas/planning/initiatives ● Attend TKT leader’s monthly meetings● Oversee TKT team planning and progress, and record progression

on google-docs and moodle - share with all TKT teachers● Coordinate with HOFs - ensure that there are 'packages' of

resources that can be used in an integrated way● Manage moodle, google docs for the TKT team● Oversee a system for guiding and tracking students through

their inquiry● Manage the Guided Inquiry- development of questions, process,

and quality of the final product and the liaison with the library

● Support TKT teachers to build powerful learners and develop key competencies by using the school’s Learning Habits framework.

● Encourage best practice with regards to learning conversations, google sites, reflection journals and blogs, guided writing etc.

● Support the term focus on a particular competency● Contribute to ‘Bring &Brag’' TKT group meetings ● Plan shared roopu

TIMETABLINGTeachers of TKT are ‘timetabled’ for 3 periods (hours) of their subject a week. The timetabling team endeavour to provide 1 periods per week for a shared roopu. All 4 teachers are timetabled with all students. It is during this time that facilitated support, team meetings, blogging and reflection, google-site development, guided

writing and inquiry can be completed.

MEETINGS● Where possible TKT teams have a scheduled meeting time during the

school day● TKT leaders meet once a month; minutes are recorded on moodle-

staff-TKT● TKT teams also meet as required● Staff meetings fortnightly on a Wednesday● Faculty PD meetings fortnightly on alternate Wednesdays - some of

this time should be focused on junior curriculum.

RESOURCES AND RESOURCE MANAGEMENT

Teaching resources are located in the following places:Moodle – TKT staff and TKT studentsGoogle sitesFaculty resource rooms and I-drivesConsumable items - paper etc Level 3 cupboard (LSC)

PHYSICAL LOCATION OF TKT TEAMS 2012BradwellPriestleyHowellRoyalRileyKelly

RECORD KEEPINGTKT teams plan in accordance with the school-wide policies on: Reporting to parents.All record keeping is completed in Kamar. Additional to this TKT teachers encourage the following student record keeping:

● Each student has a Google.sites ● Learning goals and the progress towards the learning goals are

recorded in on a google-doc or blog● Blogging progress towards one’s KC goals are recorded● Recording participation and contribution initiatives● Guided Inquiry assessment and reflection

● Learning conversations -  goals and the blogging of progress towards one's goals

○ 20min, 3-way conversations, held twice a year

WHIWHINGAWhiwhinga - Need Blurb from Jane S

Whiwhinga data, along with attendance data is collated and used to identify those ‘At-Risk’ of not achieving. Support is identified andput into place.

ICT ICT enables learning by creating communities

● Teacher communities e.g. staff moodle and google● Student communities e.g. student moodle, google, facebook,

wikis, blogs …● School/real world communities e.g Taking-it-global …

ICT enables learning by fostering collaboration WHS is increasingly using web 2.0 learning opportunities, specialistsoftware and open-source environments to move to a more learner-driven, process focused, relationship and conversation rich classroom.

WHS TYPOLOGY Typology

All teachers should be PURPOSEFULLY planning to incorporate each type of ICT into their learning programmed. learning should be becoming increasingly BLENDED

BLENDED LEARNING

The InternetStudents should be encouraged to be users, actors, initiators, collaborators, and organisers.

● See video staff-TKT moodle ( parent perspective of netbooks)● See TV One documentary – TKT moodle front page or TV One on

demand.

Blended Learning learning group musings - http://tiny.cc/blendedlearning1

KEY COMPETENCY DEVELOPMENTWe are committed to developing the learning habits and key competencies of our students. WHS has shifted its focus from a predominantly content driven curriculum to one with a real focus on developing lifelong learners. Staff are expected to use the ‘WHS Learning Habits Booklet’ (Learning Habits Booklet) as a resource to support the integration of key competencies into their everyday teaching and learning programmes. The booklet is full of practical ideas and initiatives that teachers can use in their classroom. It is not an exhaustive list; it provides a starting point for teachers. We hope that it encourages teachers to get creative and expand their own thinking about how to help their students become better learners.Staff are expected to explain, model, commentate and orchestrate learning situations for students. (Refer to split-screen teaching). It is expected that individual staff, TKT teams, year level groups will choose specific habits to focus on for a period of time. Students are encouraged to reflect on the progress of their competency development; to identify what they do well and what they need to further develop; and then to take steps via goal setting to action strategies. Progress is documented in a student’s record of learning or online google-doc/blog.Deans support the focus on each term’s competency development by explaining, modelling and commentating at year level assemblies, andby discussing ‘habits’ at year level roopu meetings.HoFs are responsible for overseeing the implementation of the Learning Habits booklet within their faculty. Sharing best practice amongst faculty staff is encouraged.

WELLINGTON HIGH SCHOOLLEARNING HABITS

● Learn independently

● Learn collaboratively

● Question

● Listen

● Plan

● Concentrate

● Revise

● Persevere

● Make links

● Try different ways

● Imagine

● Create

● Analyse

● Reflect

Learning Habits Booklets are handed out to all staff at the beginning of the year. The booklet is a teacher’s strategy guide to developing learning habits with their students.

SPLIT SCREEN TEACHINGSplit screen teaching is keeping two things in mind when teaching and planning – both of equal importance (content, knowledge, understanding and/or facts as well as a particular competency or learning habit.Split-screen thinking involves explaining/justifying what a learning task has been designed to do, talking the learning out loud, making links with the outside world and real life applications of learning.(quote from Albany Senior High School)Staff at WHS are endeavouring to deliver curriculum in a ‘split-screen’ way.

KEY COMPETENCIES/LEARNING HABITSPlanning for learning outcomes:

SUBJECT/LEARNING AREAPlanning for learning outcomes

RELATING TO OTHERSLearning habit - collaboration

e.g. Working in a group

·        How to negotiate a solution when there are different views amongst the group.

·        Exploration of roles, strategies and framework that assist students in this process. Opportunities to practice. Students

1.  BIG IDEA, PROBLEM, CONCEPT (i.e. NZC achievement objectives)

2.     SELECTED PEDAGOGICAL APPROACHES that best support content understanding

3.     IDENTIFY opportunities frompedagogical approaches that can support development

debrief. What worked, didn’t work in this context and what they mighttry next time.

ANALYSIS AND EVALUATION

NEXT STEPS

ANALYSIS AND EVALUATION

NEXT STEPS

REFLECTING ON LEARNING – journals and blogs“A learning journal or blog is a student’s own ongoing record of their learning.” Students are expected to write a weekly reflection on their learning and the progress that they are making towards their goals. TKT students set learning goals at their first Learning Conversation. These goals are recorded in their learning journal or google-doc blog.

According to the author of ‘Effective Literacy Strategies in Years 9-13’ learning journals can be used for any or all of the following:

● Identify what and how they’re learning● Identify the types of thinking they’re using to learn● Process the information they’ve gathered● Develop learning strategies that are effective for them● Monitor and evaluate their own learning● Become increasingly independent as learners.

It is important that teachers explain the purposes and uses of learning journals and blogs. Reflection time must be built into the weekly schedule so that it becomes a regular habit with a set time in which to complete the entries. Staff scaffolds the process by providing key stimulus questions that encourage appropriate reflection. The reflection will often relate to learning habits, inquiry, or a specific activity or concept that the team is working on. It is useful if staff model good practice by reflecting or completing their own blog at the same time as their students. Staff should check the blogs and logs regularly and provide feedbackcomments to each student. When using google-docs or an online blog it is useful to have a notebook journal as a back-up.

GUIDED INQUIRY Information Literacy processes and skills are explicitly taught to ensure that students gain a deep understanding of their area of interest. Teachers work in collaboration with the teacher librarian to introduce and teach information literacy skills in a carefully structured way. Students complete one Information Literacy project per year that is assessed and reported on by the teacher librarian. TKT teachers may also choose to assess students on other aspects such as presentation and communication of ideas. Students receive feedback on their information literacy skill development and it is hoped that this helps them to identify their strengths and aspects that need development. Students are expected to use information literacy skills in their future inquiries and projects. It is expected that the year 9 Information Literacy process will involve students inquiring into one question. The stimulus for the question should come from the ideas presented and discussed in class(concepts, theme, topics, discussion, video, news clipping, stories…) during the formative early part of the term. Students are encouraged to share their Guided Inquiries with parentsand caregivers. Some examples of this are exhibitions, debates and presentations.

Guided Inquiry exemplar -

Guided Inquiry processGuided Inquiry_findrecord ----too big need to fixPresent & assess

INQUIRYInquiry-based learning provides relevance, reality and rigor to learning. Students are given the opportunity to develop skills and dispositions for life in the 21st century.

Important aspects of an Impact Project

“An impact project is an in-depth and scaffolded investigation in which students seek deep understanding through posing authentic questions. Students are guided to choose an inquiry question that is, “open and charged with emotional, social, political and ethical implications” (quote obtained from GWSC Australia website), or in WHS words, “rich and authentic”. Questions should be thought-provoking and practical and it is extremely important that teachers give time and support to develop appropriate questions and sub-questions.An Impact Project should give students more flexibility and opportunity to demonstrate they are really learning the disposition toward inquiry. The Impact Project should still be "guided" in the sense that students are all provided with the level of support they need to carry out an investigation. For some, this will still mean using a structured booklet and receiving 1:1 mentoring and scaffolding. Students that show readiness will be encouraged to complete the inquiry process independently and develop their own systems and processes.

Assessment of learning is coordinated by the TKT teacher and may involve a simple rubric that covers research and communication of anissue.

GUIDED WRITINGThe purpose of guided writing is to provide opportunities for students to write by hand for a sustained period (20 mins) as preparation for the rigours of NCEA.School-wide data suggests that there is room for improvement in literacy. Guided writing is one of the strategies that we are using to address this.Guided writing is coordinated by the TKT teachers with supportfrom the literacy coordinator Bruce Stephenson Guided Writing

LEARNING CONVERSATIONShttp://tiny.cc/learningconversations

Learning conversations are a three-way conversations about a student’s learning, between the student, parent and teacher, and ledby the student wherever possible

ROOPU The role of the roopu teacher is extremely important. They are responsible for the pastoral and academic care of the students in their roopu.

Roles and responsibilities● Daily roopu ( 15 minutes) – check –in● Attendance ● Help to develop a student’s key competencies● Regular communication with parents and caregivers● Oversee preparation and carrying out of Learning Conversations

twice a year● French Pass camp● Contribute to Guided writing● Google-docs and/or reflective journals● Monitor project work and guided inquiry

 

THINKING add strategies in here.....Michael Pohl’s ideas - Scaffolded through yr9-10

NEGS AND NAGS

Curriculum NAG1i & NAG1ii: Courses of work; assessment; monitoring student achievement; homeworkTKT plans in accordance with the school-wide policies on:

● Assessment Types ● Assessment Procedures ● Development of Programmes ● Entry requirements and prior learning ● Extension Programme ● Homework ● ICT ● Visitors

Board Policies● Assessment ● Curriculum Statement ● Gifted and Talented education ● Homework ● Internet Use ● Learning Support 

Student success and achievement is fostered through the provision ofteaching and learning programmes in accordance with the vision, principles, and values of TKT, the four contributing faculties, and the school and the New Zealand Curriculum.

1. Units of work - Details of units of work and supplementary resources available for staff reference are located on the school intranet – moodle-staff-TKT.

2. Planning - TKT teams use a common planning template and planning exemplarusually using a google-doc

Individual faculty year plans, unit plans, course outlines and assessment plans are to be found in the relevant faculty management documents.

3. Information Literacy (Guided Inquiry) is taught in collaboration with the Teacher Librarian, once in year 9 and once in year 10. Information literacy is reported on to parents and caregivers.

4. Homework : Effective learning is reinforced and consolidated by further work outside the classroom. Homework assists students to set, evaluate and achieve realistic personal goals, to manage time effectively, to achieve self-discipline and take responsibility for their own actions and decisions, to develop sound work habits, and to take increasing responsibility for their own learning and work. All TKT students can expect to be given homework regularly. It may include finishing tasks set in class, practice for assessments, and research for an inquiry or an online reflection journal entry.

5. Assessment practices : Evidence-based practices are applied in all faculties with the primary goal of enhancing outcomes for all students. The impact of specific actions and interventions on student achievement is monitored, with actions adjusted accordingly to better meet the needs of individuals and groups of individuals.

6. Use of a range of assessment practices is encouraged in order to gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated.

a. Diagnostic testing includes: PAT, AsTTleb. Formative assessmentc. Summative assessment for each faculty is detailed in

their individual management documents.d. Guided writing – formative assessment

We assess students against NZC curriculum objectives – this iscoordinated by HOFs. As well as these forms of assessment we use student centered models of assessment. These involve student exhibitions, debates, speeches, publications and making movies that all involve student reflection and self-assessment. In some instances parents give feedback that also informs the learning.

7. ICT is used extensively to enable learning● All students will have their own net book ● WHS is a wireless environment, enabling learning anywhere

anytime● WHS students and staff use Google-docs and sites to share and

present learning● Specialised programmes and Web 2.0 are used to support

learning

NAG1iii: identification of student needs & planning to meet student needsTKT plans in accordance with the following policies:

● Learning Support● Gifted and Talented Education● Assessment● Assessment Types● Assessment Procedures ● Reporting to Parents.

The following procedures are in place in TKT and individual faculties to identify individual students and groups of students notachieving, at risk of not achieving, and students who have special needs, including gifted and talented students. These procedures function to highlight students and aspects of curriculum that need special attention, and provide a forum for the formulation of actions to be taken as a result of this.

● Formative assessments to monitor student progress ● Liaison with Learning Services Department● TKT team meetings ● Attendance of staff at pastoral meetings with the Dean,

Guidance and Learning Services ● Formulation of strategies to meet the needs of individual

students and groups of students at TKT meetings● Feedback from staff to faculty and TKT meetings following

the implementation of strategies formulated ● Opportunity for students to be assessed with a view to

potential acceleration ● Opportunities for extension – inquiry, G&T opportunities,

differentiated programmes ● In-class support; some TKT teachers made available to

support learning and individual or groups of learners; Specialistsupport people available to use

● Diagnostic testing and support strategies developed by literacy coordinator

● Opportunity to participate in Success Maker

NAG2i & NAG2ii & NAG2iii: departmental review & reportingTKT plans in accordance with the school-wide policies on: Reporting to the Board, Staff Development

TKT development & review: All staff are expected to take part in ongoing professional development, and to share the experience and outcomes of their professional development with other staff members.This sharing happens during TKT Tuesday morning meetings, and at other times as arranged.Resources and notes are stored on moodle-staff-TKTCommunication with parents/caregivers regarding student outcomes: In addition to the regular school reporting to caregivers & studentsand the parent-teacher interview cycle, TKT encourages improved outcomes for all students by providing the following feedback/reports to parents & students as necessary:

● Calls/emails home to discuss issues● Learning Conversations twice a year● Shared google-sites and documents● Access to the WHS school portal● Invitations to attend exhibitions and TKT events

NAG3i: Staff professional development & appraisalTKT plans in accordance with the school-wide policies on: Staff development, appraisal and attestation

NAG4ii: BudgetThe TKT budget is developed on an annual basis in accordance with guidelines provided by the Principal and the Business Manager.

NAG5i: Safe environmentTKT plans in accordance with the school-wide policies on: Student support, Health and Safety, Drug and alcohol, physical resources, risk management