| Enable all ākonga to know themselves as learners and empower them to be actively involved in their learning | |
|---|---|
| Support our learners to identify their strengths and goals | Develop active teaching and learning practices |
| Facilitate our learners to know what helps them in their learning | Use student voice to inform our teaching practices and learning programmes |
| Promote a responsive and inclusive environment to support quality teaching and learning | |
|---|---|
| Develop a shared understanding of positive behaviour for learning practices “The Roseneath Way” | Differentiate our learning programmes to meet the varied needs of our learners |
| Ensure our teaching and learning environment enables all of our students to learn, contribute and participate | |
| Empower ākonga, whānau, teachers and the wider community to participate in collaborative partnerships for learning | |
|---|---|
| Develop flexible communication and collaboration opportunities with parents and families | Prioritise collaboration opportunities that focus on our ākonga and their learning |
| Continue to strengthen the processes and approaches that support reciprocal relationships with our Roseneath whānau | Conduct all communication with our families and the wider community with professionalism, empathy and respect |
2018 | 2019 | 2020 |
|
|---|---|---|---|
| Enable all ākonga to know themselves as learners and empower them to be actively involved in their learning | - Continue with goal setting family conferences - Complete Learning Maps with target groups - Begin to share our collective knowledge to define active teaching and learning practices | - Goal setting conversations include what actions will support the goal to be achieved - Regular reflection of learning - Students can identify the key people and tools that help them in their learning - Development of a shared understanding of active teaching and learning practices | - Goal setting conversations include actions, and are based on utilising known strengths - Learning Maps show developing learner agency - Evidence of active teaching and learning practices in every day class programmes |
| Promote a responsive and inclusive environment to support quality teaching and learning | - Positive behaviour for learning strategies are introduced (focus on outside contexts) - Classroom and support programmes support learners with diverse needs | - Positive behaviour for learning strategies are further developed (focus on classroom contexts) - Classroom and support programmes are differentiated to support learners with diverse need | - Positive behaviour for learning strategies are embedded across all school contexts - Classroom and support programmes and the classroom environment enables all of our students to learn, contribute and participate |
| Empower ākonga, whanau, teachers and the wider community to participate in collaborative partnerships for learning | - Work with staff to unpack how we communicate with community - Develop flexible communication and collaboration opportunities with parents and families - Work with families to review our communication efficacy - Participate in the Kāhui Ako, building partnerships and working towards the goals in the Achievement Plan | - Continue to strengthen the processes and approaches that support reciprocal relationships with our Roseneath whanau - Prioritise collaboration opportunities that focus on our ākonga and their learning. - Collaborate with schools in the Kāhui Ako, building on collaborative partnerships and strengthening networks across schools, continuing to work towards the goals in the Achievement Plan | - Consult with the community to review our charter and strategic decision - Take an active and reciprocal role within the Kāhui Ako, continuing to work towards the goals in the Achievement Plan |