Our Graduate Profile contains our Core Competencies. It is a mix of Transition statements, Key Competencies and the Global Competencies but personalised for our SJB learner. They have been developed in close consultation with our school community to ensure that we are focused on developing learners according to our Vision, Mission and Beliefs. Elements of our Graduate Profile are integrated into lesson planning and behaviour management. Ākonga use the elements of the Graduate Profile in their personal/work goals. Kaiako use the Graduate Profile matrix in order to prompt and teach the skills behind each element.

Incorporated into these elements of our Graduate Profile, is a pathway of skills that work alongside the key competencies and integrate into all our curriculum areas:

• Making Meaning: Ākonga in years 1-3 develop strong foundations in oral language, reading, writing and maths, all of which are critical for learning. They use their oral language to learn to read and to engage in their everyday world. These skills are built on and become mroe increasingly precise and also abstract. In years 4-6 Ākonga expand their knowledge and skills into a wide range of discipline-specific language, conversations, and conventions. They use and personalise a range of tools to shape meaning and share their learning, identity, culture and ideas.

• Critical Inquiry: Ākonga in years 1-3 build a rich library of experiences across all disciplines and these experiences nurture their curiosity and questioning. They explore shapes, patterns, measures, respond and create their own texs, and gather and interpret simple sets of information. They develop working theories about how their local, man-made, natural and social worlds work. In years 4-6 Ākonga ask focusedquestions, review material, make sense of information and offer explanations. They expand their library of experiences, including some in less familiar contexts. They begin to form explicit knowledge of what each curriculum learning area is about, being able to look through different lenses to make sense of the world.

• Perspective Taking: Ākonga in years 1-3 work with others to build on and improve their ideas,. With guidance, they use digital tools to create, manipulate, store, retrieve and share content. In years 4-6 Ākonga have a growing awareness of who they are and what matters to them. They develop an awareness of te ao Maori and different cultural practices and perspectives. They chose modes of communication that convey their ideas to different audiences. They take risks, challenge their ideas and accept that making mistakes is part of learning. They pursue self-selected learning goals and participate in longer-term projects where they share and apply their learning with others.

• Taking Action: Ākonga in years 1-3 are developing patterns of behaviour, thinking and interaction that strengthen their conceptions of themselves as social beings, as thinkers, as learners and as contributors to their communities. In years 4-6 Ākonga take action to promote their own well-being and that of others. They take part in a range of activities that draw on and continue to strengthen their school learning.

St John Bosco School has developed its curriculum document in a way that identifies major learning goals for each dimension of the national curriculum. These goals are transferred into classroom programming and teaching practice. They allow kaiako to make decisions about learning contexts and experiences that are directed towards those goals. Following this, we make decisions on goals in ways that are consistent with the intent of the national curriculum and in consideration of students’ needs.

Learning real, contextual, meaningful things, in collaboration with others, with some responsibility for determining how they go about it, has proved the key to engaging students of all ages. Handing over some responsibility, some choice and using real issues encourages self-challenge, self-respect and sets up a collaborative responsibility between ākonga, kaiako and whānau. This is the ideal scenario for growing powerful, positive, engaged learners who can then take charge of their own destiny in life. What children need to develop is the temperament to cope confidently with difficulty and uncertainty and at all times to be a skilled, confident problem solver.

All learning is problem solving

SJB has a collaborative teaching environment. Kaiako teach in collaborative pairs: they plan together, teach together and analyse assessment data together. Students still have one "home room" teacher who is ultimately responsible for them. This provides the personal, nurturing environment of the one teacher/one class model. However, they are also taught by the collaborative pair teacher.

The environment could be described as a Modern Learning Environment. The building is flexible: movable doors, windows and furniture. Teachers can close off a class or open up parts or the whole to allow ākonga to work where they wish. Alongside this is coaching, prompting and monitoring to ensure that tamariki do make the best choice of how, where and who to work with. Sometimes a kaiako may determine where a child or group works, other times this will be determined by the student.

The environment and the collaborative teams only work if the pedagogy is strong. SJB only embeds a new way of teaching if it is seen to work better than what was done before. This means that practices are evaluated regularly and backed up with assessment data, student voice and whanau consultation.

Kaiako engage in collaborative discussions about students in “work-alongside” meetings, where learning needs of target students are discussed and shared. Wider “Change” meetings occur to facilitate professional development or new innovative practices or processes, when necessary. Innovative practices, such as the use of Pie Corbett, Ros Wilson…. is shared and implemented in teams. We believe the professional conversation that takes part in collaborative situations is the best type of conversation to support learners and to work at best practice.

See Collaborative Teaching Model @ SJB

Teaching Teams & Classes

Teaching at SJB will include the following pedagogical elements: Deep Understanding, Inquiry, Communication, Collaboration, Self Responsibility and Human Development. See Pedagogy in Action.

When ākonga are involved they are likely to:

• understand what is expected of them

• access prior knowledge

• have some ownership over making it happen

• be able to give themselves descriptive feedback as they are learning

• give information that kaiako need to adjust their teaching

Developing a learning culture in the classroom: expectations

Dimensions of Effective Planning

Effective Pedagogy

Analysis of data underpins all planning at SJB. Teachers delve deeply into the data for individual students, across their own class, across their teaching teams and there are school-wide discussions about target students at staff meetings. All staff know and can help support all target students. Support documentation and notes on students are held on Hero. Data is a focus on every teaching team meeting to ensure that teaching is responsive to the needs of all students. Staff meetings are held to discuss across school data where trends are analysed.

Data is shared with the Board of Trustees to enable them to help make governance decisions to support tamariki. Data is also shared with whānau via Hero.

In addition, data is used in Teaching as Inquiry projects that all teachers undertake every year. Teaching as Inquiry focuses on a particular area of need and delves into practice to accelerate progress.

Our local curriculum has been shaped with our tamariki at the centre.

A three year cycle of inquiry, developed with community consultation, student voice and staff input, has been created to meet the expectations of the New Zealand Curriculum, through a localised context . Termly units incorporate curriculum objectives, Catholic social teachings, our school values, graduate profile and critical thinking skills.

We assess student achievement through school developed progressions that are levelled to the national curriculum. Students are encouraged to contribute to the gathering of evidence towards these progressions and share their learning through Seesaw and HERO.

Supplementary health units are delivered in the first week of each term, these are determined by the needs of the students at the time.

All units are collaboratively unpacked by teachers and resources are shared across the school for teams, Ngā Kakano, Ngā Tipu, Ngā Rakau, to plan together. The units are constructed through a student centred approach, and they may allow for students to lead their own learning through a problem centred approach, as well as obtaining specific knowledge and skills. Collaboratives then work together to personalise the approach and the learning for their tamariki.

This 3 year cycle will be regularly reviewed, contexts will be adapted to fit with current events, areas of interest, or identified issues in the school or local environment.

Wherever possible, ākonga learn through inquiry on a particular concept or problem. These inquiry units are integrated, where possible, into the different learning areas. Within these units students are given a choice of contexts, and they work in a variety of formats: collaboratively in groups, in pairs or individually, depending on the needs of the learners. Students follows a stream of inquiry model: Tuning In, Questioning, Find and Gather, Create and Communicate, Evaluate. Inquiry is not taught at the expense of foundational skills: literacy and numeracy. STEAM activities are integral.

Higher order thinking is integrated into all learning areas through effective teacher questioning, problem solving tasks, real life contexts, and explicit prompts to deepen learning. A variety of strategies are used to encourage 21st Century thinking.

Kaiako also teach meta cognition: the thinking about thinking. This type of thinking is facilitated through:

• ākonga reflecting on how they have learnt something through verbalising their understandings

• ākonga reflecting on how they best learn

• ākonga critiquing their learning and outcomes

Learning is inseparable from its social and cultural context. Ākonga learn best when they feel accepted, when they enjoy positive relationships with their fellow students and kaiako, and when they are able to be active, visible members of the learning community. Effective teachers foster positive relationships within environment that are caring, inclusive, non-discriminatory and cohesive. They also build good relationships with the wider school community, working with parents and caregivers as key partners who have unique knowledge of their tamariki and countless opportunities to advance their tamariki's learning. Effective kaiako attend to the cultural and linguistic diversity of all their ākonga. The classroom culture exists within and alongside local Maori Tikanga and many other cultures, including the cultures of the wider school and the local community, the students’ peer culture, and the teacher’s professional culture.

What our teachers do to have a positive impact on students learning...

Develop trust: Allowing tamariki to feel safe to take a risk, ask a question, offer a new ideas.

Listen first: Modelling we that we respect how others think and feel.

Showing empathy: Working hard to understand our tamariki perspectives.

Being authentic: Saying what you mean, meaning what you say and sticking to our shared values.

Set the example: Our words are backed up with actions.

Be helpful: Help wherever and whenever you can.

Be Humble: Acknowledging that we don't know everything and we are willing to learn from others

St John Bosco School fosters a positive learning environment by encouraging ākonga to be active learners. Learners construct meaning in a social setting. Social cultural practices shape all learning and ākonga develop by their interaction with those around them. This model is based on co-construction Stuart McNaughton, Personal Communication. Teachers use our Values Programme to establish this learning environment. Students who feel positive about their learning will have a greater sense of control. This in turn impacts on effort and achievement.

Teachers promote students self esteem by providing pathways of responsibility through leadership roles, and Happy Jar Time, based on the model by Michelle Boba, Developing The Child.

We follow the Gospel values that are intrinsic to our Catholic Character and we uphold the rights of justice. We believe that it is essential for tamariki to become responsible, caring citizens and that tamariki have the right to learn in a safe and secure environment. We also want tamariki, staff, parents, whanau and visitors to feel safe and welcome at our school and recognise that we work together to be God’s presence in the world.

Tamariki are taught skills to develop socially and emotionally as individuals. Self – management, responsibility , co-operation , conflict-resolution and resilience is integral to our approach to behaviour management. We follow a restorative justice philosophy and future solving solutions when applicable.

SJB students are given many opportunities to collaborate with each other. Collaboration skills are taught and modelled explicitly. Here are some examples of when collaboration is really taught and practiced:

During inquiry units, ākonga are either grouped or they create groups themselves and work on a particular action inquiry project. These require all team members to complete a series of tasks or actions and report back as a group. Trackers and reflections are used to assess how each team member is working. Digital technology makes this easy and efficient.

During other learning, ākonga work in groups to solve problems or learn a particular skill. For example, in PE ākonga are often grouped together and practice a skill, reflecting on themselves and each other's abilities. Teachers promote the use of self and peer reflection across all curriculum areas. This teaches student meta cognition, as they whakaaroaro / reflect on their learning process and the learning of the group.

Ākonga also have the opportunity of working in cross age groups during Whanau Tuakana - Teina days. Our whole school are divided into whanau groups and rotate around a variety of stimulating activities focused on our curriculum competencies guided by older children in order to gain a richer learning experience linked to special occasions such as Puanga, Parihaka Day, St John Bosco's Birthday.

New ākonga and whanau to SJB are welcomed with a mihi whakatau by senior students. New ākonga are given a senior buddy who will look after them during their first few months of school. Classes also have a buddy class. These buddy classes join together regulary for collaborative learning.

SJB analyses data to identify their "target students". These are ākonga who require additional learning support in particular areas. Students are grouped in the classroom and are also given extra support via digital strategies, teacher aide time, parent/adult help, deliverate actions and, sometimes, agencies that work alongside our school and any other programmes that provide individual support. Students are tracked and target students discussed at Collaborative Team meetings. Strategies are evaluated to ensure they are working, regularly and with an sense of urgency. Strategies and progress are recorded in a Priority Learner Profile, and these are shared between teachers. The Leadership Team track these students so a holistic, school-wide approach can be taken.

St John Bosco proactively identifies ākonga who show acceleration in one or more curriculum areas or who show traits of being a "gifted" learner. Some people struggle with the word "gifted"; there is a worry that it implies these ākonga are "elite" or somehow more important than others. In using this term, we are referring to those students who show exceptional abilities in a particular area or skill or who show signs of being an asynchronous learner. These ākonga can often underachieve in areas and have trouble with some of the competencies of "soft" skills. These can get in the way of both their identification of being gifted, as well as their ability to succeed. Gifted learners often struggle with being frustrated, bored, anxious and can find it difficult to work with others, deal with perfectionism or humility. They can sometimes have an imbalance between their intellectual and emotional development. It is important that cultural considerations are also included in the identification and support of gifted learners. Education should be culturally inclusive and consultation should advise the support given.

At SJB there is a GATE Coordinator who ensures that regular identification and discussion is had about the gifted learners at the school. Within the planning and delivery of learning, teachers include chances for ākonga to accelerate their learning both vertically and horizontally. There are extension and enrichment opportunities as well. These include but are not limited to: teaching according to need and not age group, grouping across classes, a year 6 enrichment group, robotics, music, art classes, literacture quiz, chess, kapa haka, passion projects.

SJB is also part of the Taranaki Gifted Community Trust cluster. This is a cluster of schools that join together to deliver the Head Office pull-out programme. This programme provides assessed students with one day a week out of the classroom for extension, work on personal development and work on their talent.

For more information:

• GATE at SJB

• The Head Office

Every year SJB has a focus for professional development. In the past significant professional development has included: digital skills through the use of iPads with Stuart Hale, Science PD through Te Toi Tupu, Teaching as Inquiry with EdLead, Maori Achievement Collaborative with MOE.

Current PLD includes:

Structured Literacy with Christine Braid, 2021-2022.

Localised Curriculum with Bex Langton, 2021-2022

Middle Leader PLD

Teaching as Inquiry PLD

Digital Technology to Promote Learner Agency

Digital Technology Road Map

Inquiry Learning PLD

SJB is proactive in ensuring that Māori tamariki reach their full potential and are able to walk as Māori . SJB recognises it it responsible for delivering education in the context of the vibrant contemporary Māori values and norms, reflecting the cultural milieu in which Māori live. We work deliberately to build genuine, productive relationships with Māori ākonga, whanau, iwi and the wider community as this is fundamental for effective teaching and learning. We work to understand the students' histories, tikanga and worldview and attempt to ensure this is reflected in the school curriculum and environment. The aspirations that Māori ākonga and their whanau and iwi have are explored and supported. Involvement of whanau and iwi in our planning and the learning culture is visible and celebrated.

Maori Achievement Plan 2018

Maori Achievement Collaborative PLD Plan

Our school fosters strong relationships with key stakeholders in our community. Key stakeholders tell us that they love working with our responsive and respectful tamariki. Being involved with and in the wider community creates authentic, real life learning experiences and life long skills. It also gives our learning a real sense of purpose.

We have strong links with our local Iwi and Hapu. We value their advice and guidance and value the opportunity to learn with and from members of our Iwi.

PARENT GROUP AND SERVICE TO COMMUNITY. PUT IN A MISSION QUOTE HERE.

Students are able to share their learning in real time using their e-portfolio: SeeSaw. This is a secure site which locks down who can see and comment on students' posts. Whanau can view and comment on students' learning and see what they are up to in the classroom.

Parents and students also have access to HERO and the learning progressions. These progressions are the students' next learning goals and allow whanau to support each tamariki with direct links to our Learning Hubs. Through the use of HERO, teachers are also able to communicate real time reporting of each child's achievement in all learning areas. Whanau will have instant access to teacher and student reflections and evidence. Linked to HERO are our school-wide learning progressions. Whanau and students can access all these Learning Hubs.

We also conduct 3-way learning conferences with students, teachers and whanau. Here we reflect on the learning style, working habits and hauora of each individual and ensure a strong learning platform is fostered.

Our Board of Trustees, through their charter and strategic plan, work alongside the school management team and teaching staff to ensure they have the resource to be focused on continual improvement.