Curriculum Plan for Tutorials
- we nurture each other
- we inspire each other
- we empower each other
How will we contribute to the realisation of the school’s vision?
- Tutorials are central to the school's vision because of their focus on quality relationships focused on learning. The student is at the centre of everything we do and the tutorial programme enacts this by dedicating 200 minutes a week to ensuring they are given opportunities to nurture and be nurtured, to inspire and be inspired and to empower and be empowered. The tutor works with students in groups and one-on-one to ensure their talents are being nurtured, any problems with their learning are resolved and their successes are celebrated.
- Excellence in all that we do: promoting high achievement through dedicating time to
- Warm, mutually respectful relationships: every student has a tutor who is responsible for ensuring they are achieving as highly as they can. This whole process is based on close relationships between student and tutor and on the tutor knowing the students well as learners. The tutor is central to the learning life of of the student.
- Families as part of our learning community: the tutor is first point of contact for families and whanau so that they have a consistent person to deal with and to ensure that someone always has an overview of everything that is occurring.
- Fairness, openness, honesty and trust: in line with 'the question is no longer if you are bright, it's how you are bright', tutors showcase achievement across all areas of school, ensuring all students have their success celebrated. Peer-tutoring also allows all students to contribute in areas of their strength.
- Learning together and making decisions together: collaborative learning and peer-tutoring is central to the tutorial programme as one way of building a sense of self-efficacy and student ownership of learning.
- Using evidence and reflection to make decisions: tutorials reflect on student progress and achievement
- Curiosity and enquiry, creativity and innovation:
- Contributing to our local and global communities: current events discussions focus on issues facing our local and global communities
- Protecting and enhancing the environment: community development time is used to build students' sense of what it is to be part of a community and the rights and responsibilities that come with this. This includes but is not limited to the physical, social and emotional environments.
- Diversity that enriches our learning community.
Expectations for teaching and learning including embedding ICTs
1. How will our teaching and learning meet the school’s expectations for 21st century pedagogy based on current research?
2. How will we know learning has been successful?
3. What does an effective 100-minute lesson look like?
How will we develop each of the key competencies in the learning area? How will we promote the split screen? These are a means and an end.
What do we want our students to learn and/or develop?
How will we ensure that standards are transparent, clear, reliable, valid and fair?
| <<See NZQA Teachers’ Handbook>>
What data will we collect and how will we use it?