Improve academic results at all levels

Improve results at all levels for Maori students

Improve leavers’ qualifications for Pacific students

• Students achieve best ever NCEA & Scholarship results
• Gender achievement gap closed further
• Maori and Pasifika students’ NCEA results match those for all students
• Pacific students leave with a Level 2 or Level 3 NCEA certificate
• Student leavers make the transition to tertiary education or job training

• Level 1 pass rate of 85%
• Level 2 pass rate of 85%
• Level 3 pass rate of 75%
• U. E. pass rate of 75%
• Level 1 M/E certification rate: 40%
• Level 2 M/E certification rate: 33%
• Level 3 M/E certification rate: 30%
• 25 Scholarship passes
• All gender differentials under 5%

• Maori students’ NCEA results match those for all students
• Maori student leavers make the transition to tertiary education or job training

• Level 1 Rumaki pass rate: 83%
• Level 1 Mainstream Maori pass rate of 84%
• Level 2 Rumaki pass rate: 100%
• Level 2 Mainstream Maori pass rate of 82%
• Level 3/UE Rumaki pass rate75%
• Level 3/UE Mainstream Maori pass rate of 75%

• High parent and student satisfaction levels with GAT provision

• Identify and register GAT students in each curriculum area
• Design and coordinate in-class and co-curricula activities, programmes
• Report outcomes in the annual department report

• Students selected are better able to manage the demands of Scholarship and NCEA
• A higher success ratio relative to papers sat

• Review procedures for identifying and approving Scholarship candidates

• Transition to tertiary study, training programmes, apprenticeships or employment
• Increased student and parent satisfaction with careers provision

• Develop and implement revised Careers Plan
• Improve access to and increase use of careers education programmes
• Coordinate links between curriculum areas and career pathways
• Report student destinations beyond school

• Department schemes of work and teaching practice which reflect the requirements of the NZC
• Teacher, student & parent evaluations cite evidence of students’ competencies
• All subject teachers operate a virtual classroom for at least one of their classes

• Provide staff with the structures to facilitate implementation of the NZC
• Coordinate curriculum and professional development activities focused on course design and mindful unit planning & evaluation
• Provide staff-wide training in the development and use of virtual classrooms on the school intranet

• Subject teachers and hods have ready access to and understanding of how to use asTTle data
• School-wide differentiated teaching in junior mixed ability classes
• Student evaluations indicate a valuing of personalised profiling and differentiated learning activities

• Ensure all staff receive training in the use of asTTle data

• Use asTTle data  to identify individual needs, whole class characteristics and cohort patterns

• Adjust teaching and learning strategies in the light of this data

• Appraisal reports confirm integration of the effective pedagogies into teaching practice

• Focus staff conversations arising from lesson observations on the effective pedagogies
• Encourage reflection and lesson planning which is cognisant of these pedagogies

• Reporting which communicates performance against key competencies

• Provide exemplars illustrating current good practice
• Write junior reports which reflect the place of the key competencies in the curriculum

Provide the training and opportunities to develop student leaders’ skills and facilitate their contribution to the school and wider community

Strengthen student participation in the ongoing development of a safe and healthy school culture

Raise awareness and develop ownership of the WSC Safe School philosophies, policies and practices

• Student house leaders work with deans to develop a supportive environment based on safe school principles
• Student portfolio leaders work with their assigned teachers to enhance the academic, sporting, cultural, environmental dimensions of school life
• A school culture which values and celebrates participation and achievement
• WSC meets the standards of a Health Promoting School
• School Council takes responsibility for actively representing their peers
• WSC students learn to relate to others respectfully and non-violently
• Stand-down ( and suspension ) statistics reflect markedly decreasing incidents of harassment as the year progresses
• High safe school ratings by students, parents and staff in Quality of Service Delivery  survey

• Extend portfolios to include students from all year levels
• Provide more effective monitoring, support and guidance for student leaders

• Restructure the student council
• Identify and address key issues by consulting the student body, analysing feedback and developing change-oriented action plans
• Provide effective guidance and support for council reps
• Staff are trained and students are taught to recognise, monitor and report harassment and violence
• Develop policies and procedures to protect staff and students from the misuse of social networking and communications technologies
• Deal promptly and thoroughly with  all instances of harassment or violent behaviour

• Accreditation for new food technology courses
• Upgraded facilities for most curriculum areas

• Complete food technology refurbishment programme
• Commence 5 Year Programme modernisation projects

Bring grounds conditions up to an acceptable standard

• Levelled and resurfaced paths, driveways & lawns
• Repaired drainage system
• Western field renovation
• Sound buildings sub-structures
• Safe, reliable services
• Regular gas monitoring

• Implement the site renovation programme

• Effective support for the student environment leaders
• Student participation from all year levels

• Heightened sustainability awareness in student body
• Reduction of waste sent to landfill and associated costs
• Fewer students commuting to school by private vehicle
• Safer commuting to and from school for pedestrians and cyclists

• Significant energy savings
• Reduced costs for energy usage

• Resource staffing at senior management level
• Introduce Future Leaders programme with sustainability focus for Years 9 & 10
• Monitor and report on the appropriate use of new waste stations

• Monitor and report on implementation of  TravelWise programme
• Lobby ACC to prioritise funding for the Old Mill Road footpath

• Carry out a whole school energy audit
• Develop and implement recommendations to reduce power, water & gas usage

• High school-home communications satisfaction ratings by parents in QSD survey

• Increase use of website to improve communication
• Improve access to school newsletter
• Raise the profile of sport in news reporting

• Parent group personnel report satisfaction with school links

• Facilitate Parent Action Group input into school community activities
• Consult and support Rumaki whanau and representatives
• Work with Mainstream Maori parent group to implement and evaluate action plan
• Convene Pacific parent fono

• Year 9 enrolments total 60% of in-zone potential

• Further develop links with contributing primary and intermediate schools
• Produce WSC 2009-2010 community newsletter with information about WSC’s achievements

Secure enrolments among whanau seeking te reo education

• Rumaki enrolments at sustainable level
• The mana of Nga Puna O Waiorea is enhanced

• Promote Rumaki to whanau

• Participate in kapahaka, korero, writing, sports competitions

• Strengthened links with Ningbo and Baotou High Schools

• Lead Geography students trip to China in June-July