Student Achievement

Students are rewarded and recognised in a variety of ways at our school.

Our students set their own learning goals and objectives, with parents and teachers providing input. Key competencies and assessments are woven throughout the school programme. Strategic goals and planning the school year incorporate priority areas of learning.

Makara Model School reports to National Standards.

DSC03884How students learn at Makara Model School

All our students are highly valued as individuals and teachers work hard to ensure each child is happy and progressing well in all areas. Our students really do enjoy coming to school.

There is a very low teacher/student ratio and all students get personalized attention.

Our students are taught to be independent learners and a love of learning is fostered. We encourage them to work together and share learning. Our learning environment is calm and settled.

We ensure learning experiences are based on topics where there is high interest for the students and we use inquiry learning processes.

Our priority learning areas are literacy and numeracy and we are committed to raising student achievement. We have one topic per term and we integrate our programmes so the children are learning core skills with the topic as a vehicle.

We have a strong commitment to the integration of ICT into our daily programmes. The children have high computer access, web-based learning programmes and a large screen interactive whiteboard which is well used by teachers to engage our learners.

We teach holistically, and we are proud of our confident, responsible students when they leave us to begin their high school years.

DSC03563Awards and recognition

We have regular and frequent means of assessment. We reward our students for aiming high, trying hard and achieving results. Students are rewarded and recognised through a variety of ways at our school. Awards and recognition are celebrated by all.

Students also receive praise when we see them trying hard to achieve excellent results or persevering with something that is challenging for them.

Awards are given out at our regular assemblies for students achieving in these areas.

We give awards for:

  • homework;
  • helping and cooperation in class, good work and behaviour – blue card draw, winner gets to choose from the present box;
  • having a positive attitude – care of ‘Sleepy’ the school mascot over weekends and school holidays;
  • academic certificates for excellence and achievement.

Our students also regularly receive academic and community awards for the wider Karori district. Many students also enter nationwide competitions and do very well in these. Our students have also gained recognition in international competitions, including:

  • spelling bees
  • Karori young achiever awards for academic excellence and community service
  • innovation and creativity competitions
  • MacLeans Bright Sparks competition
  • Barbara Petchenik Childrens World Map competition
  • Westpac Helicopter art competition

DSC03991Goal setting and objectives

Literacy and numeracy continue to be areas of high input and close monitoring. Students have set goals in reading and mathematics as focus areas.

We work with advisers to analyse data in order to plan programmes that meet students learning needs. We streamline this goal setting to ensure that we focus effectively on areas for improvement as a group. Our school targets then reflect our focus areas.

Goal setting meetings with parents and students are also held twice a year. They are used to discuss progress made in key areas, goals needed in these areas and any other concerns. These meetings are well attended and an important part of the learning process.

Snapshot portfolios are a tool to give parents an idea of the work being completed by students and to show progress related to goals and objectives. Work samples are put together in a folder each term with annotations from the teachers and/or students. Parents can then comment on their child’s work before returning the portfolios. They are also useful in terms of reporting progress in key literacy and numeracy areas and we also keep goal setting records in them.

DSC03989Competencies and assessment

Competencies enable capabilities for living and lifelong learning. Competencies woven throughout our programme help our students learn, work and contribute to our community in positive ways.

Key competencies

  • Thinking
  • Using language, symbols and texts
  • Managing self
  • Relating to others
  • Participating and contributing

We have been part of a four year Enhancing Higher Standards contract with the Ministry of Education to integrate key competencies into our programmes. We have also had two years of involvement with NZ Educational Research on implementing the key competencies in reading programmes.

An effective use of the new curriculum, including values and key competencies is a priority area for us.

We are committed to raising student achievement and this is another priority area for our strategic planning.

Windffarm 2 029Planning the school year

Each year our strategic planning and priority areas form the basis of planning the school teaching year. These learning needs then flow into students individual work programmes.

School priorities over the next few years include:

  • Continued emphasis on numeracy and literacy
  • Raising student achievement
  • Effective use of the new curriculum, including values and key competencies
  • Ongoing identification of children with special education needs and special abilities and the ongoing development of programmes to meet their needs
  • Continued integration of ICT in our programmes to encourage high engagement
  • Continued development of integrated programmes and inquiry learning processes
  • Continued development of links to the community through student involvement in community projects
  • High involvement in all areas of the arts, participating, producing and partaking
  • Environmental Education

Strategic goals

  • To provide best practice teaching and learning programmes that meet children’s individual needs and abilities, enabling them to become confident, connected, actively involved, life long learners
  • To support our vision by ensuring continuous improvement of our self review and development processes
  • To support our vision by attracting and retaining quality staff who inspire and empower the students’ learning and lives
  • To support our vision by having a strong financial base and an inspiring physical environment from which to deliver education
  • To support our vision by providing a fun and safe physical, emotional and social school environment
  • To support our vision by fostering a partnership between the school and wider community, providing a distinctive, top quality place of learning
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