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Curriculum Plan for Tutorials


At Albany Senior High School
  • 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?

  • Tutorials are about building learning power and increasing our students' abilities to be their own and each others' teachers.
  • Tutorials are responsive to the needs of students. Seeking feedback from students on what they require in order to achieve highly is fundamental to the planning process for tutorials. 
  • Tutorials are also about building student ownership of learning and their sense of self-efficacy. 
  • See also: Tutorials: Sustaining the Fire

2. How will we know learning has been successful?

  • Student reflection and evaluation of tutorial effectiveness
  • Student progress (and high achievement) in NCEA;

3. What does an effective 100-minute lesson look like?

Key competencies

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.

  • Thinking: metacognition, split-screening own learning
  • Using language symbols and texts : articulating, teach to learn/peer tutoring, taking part in learning dialogues in order to articulate to parents and tutor progress being made in learning.
  • Managing self: planning and preparation for learning and assessments
  • Relating to others: peer-tutoring, celebrating others' achievements
  • Participating and contributing: being part of a community, supporting others in their learning

Curriculum design

What do we want our students to learn and/or develop? 

  • To Build Learning Capacity: Current events, Community work, Community response to local/national issues, Show and tell, Study skills, Thinking tools
  • To Foster Relationships: Celebrating successes and achievements, Red flagging, Round table discussion, Celebrating birthdays, BBQs (whole school), Students to stay in Pit Crews, Appointment system with SS teachers, High expectations
  • To Build a Love of Learning: Learning journey, Reflection, Celebration, Developing strengths
  • To Improve Achievement: 'Stock take' (one-on-one personal dialogue), Inquiry cycle template, Red flagging, Updating and reflecting on KAMAR, Being accountable
  • To Gather Information on Careers and Pathways: Personal Learning Programme (PLP), Guest speakers, Course selection, Careers evening, Careers week

Quality assurance

How will we ensure that standards are transparent, clear, reliable, valid and fair?

<<See NZQA Teachers’ Handbook>>

Self review

What data will we collect and how will we use it?

  • The end of year school evaluation feeds into setting annual plan goals.
  • Feedback from students feeds into tutor planning, reflection and inquiry
  • NCEA achievement data feeds into setting annual plan goals