goal.... goal... goal.... Mandatory interviews All notices/ publicity displayed All absences followed up identify any issues over on International notice board. quickly with student academic progress Ongoing liaison with sports Agents/parents informed Subjects changed early and music people. of concerns. where student not coping. Active encouragement for Active promotion of events Tutoring arranged where students through peers, with students. appropriate. buddies, ESOL classes and Concerns openly discussed homestays. with student and solutions too. Agents/ parents kept informed. How will we measure it? How will we measure it? How will we measure it? Through NZQA results. Through exit interviews. Attendance data on KAMAR Through discussion with Exit interviews with student. students and feedback from teachers. RESULTS 2011 Goal 1 Goal 2 Goal 3 Of the 9 International students we employed the above Attendance continues to improve we had doing a University mentioned strategies to achieve overall albeit with a small Entrance programme all but one this goal we fell far short of the minority bringing down the achieved this ( 89% ). The one stated 80%. Closer to 40% overall average which was 85%. student who did not has entered overall. a Foundation Studies Progamme An attendance printout was sent at Auckland University to The reasons for this are varied. fortnightly to the of complete the required literacy The more outgoing the student any student whose attendance standards. She should be able to and the greater their English was causing concern. This had a begin an undergraduate language competence the more positive result in the majority of programme in the second likely they are to have the cases. semester. confidence to participate in curricular activities. Of the 4 students this had no real Clearly all the above strategies effect on they were issued with contributed towards this. It was Many more participated in formal warnings and seen by particularly helpful having all but sporting rather than cultural Senior Management. one of these students in small activities and participation was ESOL classes. higher for boys than girls. Regarding students attending sporting and cultural events in With regard to those students I think the Department needs to the wider community this had a arriving with beginning or have this as an ongoing aim to much greater take up than school elementary levels of English increase co-curricular co-curricular activities with most timetabling them into more than participation and continue to students attending at times and one ESOL line and one on one expand our efforts. 65% of the students regularly. instruction from our teacher aide resulted in meaningful engagement in their classes over time.
goal.... Mandatory interviews identify any issues over academic progress Subjects changed early where student not coping. Tutoring arranged where appropriate. Concerns openly discussed with student and solutions too. Agents/ parents kept informed. goal... All notices/ publicity displayed on International notice board. Ongoing liaison with sports and music people. Active encouragement for students through peers, buddies, ESOL classes and homestays. goal.... All absences followed up quickly with student Agents/parents informed of concerns. Active promotion of events with students. How will we measure it? Through NZQA results. Through discussion with students and feedback from teachers. How will we measure it? Through exit interviews. How will we measure it? Attendance data on KAMAR Exit interviews with student. RESULTS 2011 Goal 1 Goal 2 Goal 3 Of the 9 International students we had doing a University Entrance programme all but one achieved this ( 89% ). The one student who did not has entered a Foundation Studies Progamme at Auckland University to complete the required literacy standards. She should be able to begin an undergraduate programme in the second semester. Clearly all the above strategies contributed towards this. It was particularly helpful having all but one of these students in small ESOL classes. With regard to those students arriving with beginning or elementary levels of English timetabling them into more than one ESOL line and one on one instruction from our teacher aide resulted in meaningful engagement in their classes over time. we employed the above mentioned strategies to achieve this goal we fell far short of the stated 80%. Closer to 40% overall. The reasons for this are varied. The more outgoing the student and the greater their English language competence the more likely they are to have the confidence to participate in curricular activities. Many more participated in sporting rather than cultural activities and participation was higher for boys than girls. I think the Department needs to have this as an ongoing aim to increase co-curricular participation and continue to expand our efforts. Attendance continues to improve overall albeit with a small minority bringing down the overall average which was 85%. An attendance printout was sent fortnightly to the of any student whose attendance was causing concern. This had a positive result in the majority of cases. Of the 4 students this had no real effect on they were issued with formal warnings and seen by Senior Management. Regarding students attending sporting and cultural events in the wider community this had a much greater take up than school co-curricular activities with most students attending at times and 65% of the students regularly.
Curriculum-Report-2011-1.docx