Boutique Education Conference BEC not BES

1. Boutique Education Conference BEC not BES

2. Community Identity Achievement Achievement Learning about myself and other’s Managing Self Relating to Others Participating and Contributing Thinking Creative, ,Critical/Analytical Reflective Using Language ,Symbols and Texts Our World Communication Music Performing Arts Visual Arts Science and Technology  Te Reo Maori  Health and PE  Social Sciences • Literacy and Numeracy • Listening • Reading • Viewing • Speaking • Writing • Presenting • Numbers • Algebra • Geometry • Measurement • Statistics Learning to Learn with Others Class Learning Community Learning to Learn with others Co-operative Learning School Values Feeling Safe, Being Respectful, Striving for your Best, Being Successful Ownership of Learning Routine Setting for Learning Making Learning more Fun, Enjoyable and Satisfying

3. Keith Street School

4. Community

5. Identity

6. Community- Identity

7. The beginnings

8. Ka HikitiaLift up Step up Lengthen one’s stride Culture Counts Productive Partnerships Personalised Learning Our Mountain- Our Heritage- Our Foundation Teachers Students Parents Presence Engagement Achievement Te Maunga Te Poutama Ki te Ao marama Mai I Te Po Partnership principle Protection Principle Participation principle Maatauranga / Korero tawhito Te Reo Tikanga Kapa Haka School Kaupapa

9. NZ Curriculum Vision: developing able, self confident , resilient learners who can participate and contribute in our society The qualities our students will show as a result of learning in our school and it’s community are encapsulated in the words Community Identity Achievement

10. Keith Street School Curriculum • Community • Class learning Community • (Relating to others’. Participating and contributing ) • Identity • Learning how to learn • (Self management. Thinking) • Achievement • Learning to understand the world we live in • (Communication with others) • Literacy • Numeracy • (Language, Symbols and Texts) • Refer to school improvement plan

11. It is the behaviour of the adults that set the culture • There are 7 Principles that we base our actions and decisions upon at Keith Street • What does this mean for Teacher Practice? • How can we as a learning community ensure these are applied consistently? • Is this happening – Our practice is our evidence. Our curriculum is what happens in classrooms once you have gone inside and closed the door! Teacher reflection/learning journals/planning/referrals etc

15. Values

16. Values • Keeping Safe • Being Respectful • Striving for your best • Being successful

17. Values

18. ERO • There is a genuine commitment to ensuring that the school culture supports and affirms Māori • students' sense of cultural identity. Students are acknowledged as individuals and as • members of their whānau. Regular consultation and meaningful engagement with whānau at • local marae contribute to developing an authentic school curriculum. Significant Māori • representation of the school setting in the wider community is evident visually in the • curriculum landscape. These strategies demonstrate an appreciation of factors that contribute • to Māori students’ success at school. • Students have meaningful opportunities to learn te reo Māori. Karakia, waiata and kapahaka • are core parts of the school’s curriculum. Close involvement of the local community • contributes to the development of school taonga that includes making korowai for student • leaders. • The school’s strong self-review processes carefully track and show that school initiatives • make a positive difference for Maori students. • The Keith Street School curriculum effectively promotes and supports learning. A rich and • carefully developed curriculum strongly encourages everyone to play a key role in the learning • community. Students are increasingly empowered to use the language of learning and to take • responsibility for their actions. The vision statement of ‘developing resilient, self confident, • able learners who can participate and contribute in society’ is highly evident in how students • and school adults approach learning. • Students enjoy very positive, learning-focused environments. Relationships between adults • and students are considerate and respectful. The school's local context, the strengths of its • community and The New Zealand Curriculum are fully evident in classrooms. Clear values • and principles underpin the curriculum and are reflected in teachers' planning. The strong • focus on teaching literacy and mathematics improves outcomes for students. • Highly effective teaching strategies contribute to the significant progress that many students • make in literacy and mathematics. Teachers are committed to growing their professional • practices through targeted, on going professional learning and development. School leaders • provide valuable and regular constructive feedback about what is working well in classrooms. • Teachers are well supported to grow as professionals and to take on leadership roles. Students’ wellbeing • and progress as learners is the focus for on going improvements made in teaching and • learning make a positive difference for Māori students.