1) The document outlines expected student outcomes and classroom focus areas across various curriculum areas for 2011. 2) Key expected student outcomes include increasing achievement levels in core subjects like English, maths, and science, as well as developing skills like formative assessment, digital literacy, and cultural understanding. 3) Corresponding classroom focuses are around differentiation, data analysis, moderation, and integrating e-learning and authentic assessment strategies.

1. Overview:
Expected Outcomes for Students
and Classroom Focus Areas 2011
Curriculum Area Expected Outcomes for Students Classroom Teacher
Requirements and Focus
1) Inquiring and questioning 1) Metacognitive discussion and application
Social Studies 2) Engaged in authentic and relevant
learning experience
in an inquiring culture
2) Links between ALJ focus and students’
3) Ownership of learning through asking own lives and learning
‘So What?’ 3) Provide opportunities for students to
4) Students actively help to shape their apply new learning & understandings in
own learning real-world contexts
1) Students transitioning to Y9 supported 1) Data and objective evidence gained
Health and well-equipped
2) Students transitioning into Y7 supported
through surveys in Y7 and Y8
2) Students aware of needs transitioning
and appropriately catered for. and awareness of Y7 needs by teachers
3) Effective strategies to deal with and 3) Differentiate ‘Power to Be Me’ for Y7 and
report bullying Y8
4) Positive self-image and ability to 4) Use appropriate resources & follow
understand & cope with changes guidelines provided
experienced during puberty

2. Curriculum Area Expected Outcomes for Students Classroom Teacher
Requirements and Focus
1) Able to reflect on progress and articulate 1) Reflections on student work and
The Arts next steps during The Arts cycle
2) Opportunities to showcase skills in
progress through The Arts in portfolios
(managed by T’s)
authentic contexts 2) Provide opportunities for students to
reflect on learning during advancement
programmes.
1) More opportunities for exploration of 1) Science as part of ALJ @ SIS
Science ‘Nature of Science’
2) More opportunities for science in the
2) Promotion of science through science
wiki (web-based so it could be readily
classroom (ALJ) accessed in the classrooms)
3) Science wiki to promote science and
understanding
1) Targeted learning through differentiation 1) Continued sharing of examples of
CWSN and personalising learning in general
classrooms, LEAP and Tech/Spec.
differentiation using resources and
modeling of good practice.
(Special Needs) classes.
2) Greater access to learning through more
extensive use of assistive technology
1) Greater awareness by students of their 1) Teachers will track ESL students using
ESL learning needs developed.
2) Shared ownership for learning and
English Learning Literacy Progressions
(ELLP)
understanding of progress and
identifying ‘next steps’ for learning

3. Curriculum Area Expected Outcomes for Students Classroom Teacher
Requirements and Focus
1) Targeted learning through differentiation 1) Continued sharing of examples of
CWEA and personalising learning in general
classrooms, LEAP and Tech/Spec.
differentiation using resources and good
practice.
(Gifted & Talented) classes.
2) Further authentic opportunities for
2) Promote and provide further authentic
opportunities for students within both the
students within both the school and school and community.
community.
1) Student gaps identified to target teach 1) Increased use of e-learning technologies
e-Learning 2) Students skills and use of e-learning
increases in tandem with teacher skill
to support learning in the classroom
2) Teacher peer support
and confidence ie. on-line learning
1) Increase 3 sub-levels for Y8 and Y7 1) Teacher inquiry into analysis of data
English: students who are achieving below the
expected level.
2) Moderation across classes and/or
syndicates and year teams
2) Formative assessment philosophy/ 3) Formative assessment practice and
Writing principles for students - awareness of
goals, learning needs, etc.
philosophy ie. promote students
awareness of own learning
4) Integration with reading and ALJ to
promote authenticity and relevance of
the learning

4. Curriculum Area Expected Outcomes for Students Classroom Teacher
Requirements and Focus
1) Increase 3 sub-levels for Y8 and Y7 1) Teacher inquiry into analysis of data
English: students who are achieving below the
expected level.
2) Moderation across classes and/or
syndicates and year teams
2) Formative assessment philosophy/ 3) Formative assessment practice and
Reading principles for students - awareness of
goals, learning needs, etc.
philosophy ie. promote students
awareness of own learning
3) Reading for enjoyment and pleasure 4) Integration with writing & ALJ to
promoted and increase across Y7 and promote authenticity and relevance of
Y8 the learning
5) Teacher modelling of reading during
DEAR/SSR
6) Appropriate text and digital resources for
gender
1) Increase skill level to teachers and 1) Provide feedback on skills to be
7) Buddy reading system to support
PE & Sport students by creating video clips to
support skill development.
targeted.
identified students.
2) View, incorporate into programme and
2) Increase participation by providing provide feedback. Support students in
greater access to equipment in PE/sport accessing and utilising resource before,
shed for use at lunchtimes during and after the teaching of skills.
3) Manage resources and refine system for
sport gear usage in sport shed (ie
monitor students where appropriate and
applicable to support their sport gear
usage)

5. Curriculum Area Expected Outcomes for Students Classroom Teacher
Requirements and Focus
1) Students aware of new SIS Progress 1) Teachers aware of new SIS PIs
Technology Indicators to help support the notion of
formative assessment ie. students aware
2) Teachers aware of new tech.
assessment format
of their learning and where they need to 3) Professional development of new PIs
go to next 4) Revised report format for technology
2) Student assessment is more valid subjects.
(support formative assessment practice)
3) Alignment of technology subjects across
curriculum areas which supports
integrated learning; may lead to learning
being more authentic and relevant for
1) student which will lead toof Te Reo
Increase understanding increase 1) Teachers familiarise themselves with
Learning student learning and achievement. all
Maori and application of Te Reo in
curriculum areas
Maori resources and how Te Reo is
being used across school in different
2) A more structured, year long programme classrooms and curriculum areas
Languages 2) Year 7 teachers to utilise new resource
provided either before/after kaiawhina
teaches.

6. Curriculum Area Expected Outcomes for Students Classroom Teacher
Requirements and Focus
1) Increase 3 sub-levels for Y8 and Y7 1) Teacher inquiry into analysis of data
Mathematics students who are achieving below the
expected level.
2) Moderation across classes and/or
syndicates and year teams
2) 2) Formative assessment philosophy/ 3) Formative assessment practice and
principles for students - awareness of philosophy ie. promote students
goals, learning needs, etc. awareness of own learning
4) Teaching & learning focus of learning
needs for specific target groups &
effective strategies shared
5) PD to support formative assessment and
target student needs
6) Teacher reflection and plenary of T & L