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Miletone 3, 2011 -

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National Goal
Students to become successful digital citizens
National Goal 2
Principals to lead the integration of e-learning in their schools (strategic and operational)
National Goal 3
Teachers to integrate e-learning
effectively into their practice creating an innovative and exciting learning environment for all students.
National Goal 4
Family and whânau to actively participate in their child’s learning.
National Goal 5
The sector by sharing online
reflections to inform
colleagues of the challenges
and opportunities afforded
by e-learning
Cluster Goal 1
Akona are using e-learning and SOLO
Taxonomies to
support and enhance their achievement.
Cluster Goal 2
Principals will coordinate the development of e-learning for ALL Akona.
Cluster Goal 3
Increase teacher knowledge and
expertise that will work towards
raising student achievement through
elearning and SOLO Taxonomy.
Cluster Goal 4
Communicate changes in pedagogy
and use of elearning and SOLO Taxonomy to the school community.
Cluster Goal 5
Inter-school and across school
within the cluster extends professional
learning and enhances pedagogical
practice and culminates in a series of
e-presentations for a national audience.
Success Criteria
Teachers use SOLO Taxonomy and e-learning
tools to enhance learning and understand
next step learning.
Success Criteria
Cluster schools will have a current
strategic plan (s) that includes a
reviewable ICT annual plan.
Success Criteria
Teaching professionals have performance management goals linked to increased capabilities to improve students’
learning and achievement
through e-learning and/or SOLO
Teachers can demonstrate how they link Maori and Pasifika dimensions to schoolwide, long term and weekly
contexts and identify resources that lend themselves to the particular needs and learning styles of these students.
Success Criteria
There are good information flows
between home and school through
well-attended community events,
cluster sharing sessions (term3),
newsletters and the use of Web 2.0 tools.
Success Criteria
Teachers are using e-learning and
SOLO taxonomy to support and enhance
student achievement.
What we did:
What we did:
What we did:
What we did:
What we did:
  • Teachers attended school ICT PD with
Paula relating to using Digital Images in the
  • Teachers attended Cross Cluster hands on
learning workshops at a variety of schools see
  • Teachers using shared cluster online space see
  • Senior learners taking up the opportunity to use digital camera at Totara Christian Camp.
  • Learners using Easi Speak microphones across the school to enrich their learning.
  • Senior teacher upskilled in use of Keynote
programme to capture student reflections related to literacy and report writing.
  • Teachers have shared their knowledge on using Skype.
  • Principal took part in an audio conference (TKI - Mako Rikihana).
  • Principal had one on one session with facilitator to discuss schoolwide direction and implementation of strategic plan.
  • Principal has put in applications for funding grants to increase ICT's across the school.
  • Ultranet (Learning Management System) has been purchased and will be will be introduced to Senior Management and ICT Lead teacher this term.
  • Cluster Principal's revisited Cluster Goals and Success Criteria and Cluster Alignment Document was created.
  • Teachers provided with one on one sessions with facilitator to work on individual goal setting.
  • Teachers encouraged to try and utilise an increasing range of ICT tools to enhance their classroom practise.
  • Teachers utilising a wide and varied range of websites mainly relating to Topic.

  • Safe search engines (eg ) have been introduced to staff.
  • 2 staff members attended the Learning at Schools conference.
  • Teachers took part in an online audio conference (TKI - accessing online Maori Resources and personalising TKI home page.)
  • Teachers share back PD experiences (eg NZ Maths online)
  • BOT Newsletter was sent out to gather parents feedback relating to data gathering and reporting.
  • Survey sent out to families wanting feedback on what equipment they would like to see their child using at school as part of their learning.

  • Lead teachers have individually
signed up as members of the VLN
and the school has its own VLN
  • For the purpose of this Milestone
document St Mary’s School has
provided our sample.
How was it effective?:
How was it effective?:
How was it effective?:
How was it effective?:
How was it effective?:
  • Senior Teacher transfered new learning from PD session to learners. Learners used keynote programme to Instant Alpha images.

  • After one on one session with facilitator teacher able to lead learning on Keynote programme in class and enable students to experiment with new tools.
  • Junior classes have Skyped the Principal.
  • Cluster goals and reporting expectations now clearer.

  • Teachers have clear direction with ICT infused goals linked to their apprasial system.
  • Students using safe search engines in library suite.
  • Authentic examples of the use of SOLO can be seen on classroom walls and in learners books.
  • 1 staff member shared back after the learning at Schools conference.
  • Resources were shared and distributed from the Learning at Schools Conference.
  • A limited number of surveys have been handed in so far and results are being recorded.
  • This is an area of ongoing development.
  • There were initial frustrations joining
the VLN in regards to setting up

Visual Evidence

Student learning opportunities

Authentic examples of SOLO

Students infusing the use of ICT hardware to enhance everyday learning opportunities.

Please double click on the image for movie to play

Learners recorded their camp experiences digitally.

  • Since Milestone 2 we have worked with the new facilitator, Paula Jamieson, to upskill teachers on using ICT tools to facilitate student learning through their participation in ICT workshops and also during the days that Paula is in school.
  • A new Lead Teacher has been appointed and is attending workshops, Lead Teacher Days and working with the facilitator to meet cluster goals.
  • Two staff members attended the Learning@Schools conference. Since then, professional development has been provided to staff on TKI by a teacher and also by a teleconference tutorial with Te Mako Orzecki from TKI.
  • The Board of Trustees has consulted with the parent community on ICT tools they would like to see being used by their children at school. An application for funding to purchase new computers and ICT equipment is in the process of being written.
  • A Learning Management System, Ultranet has been purchased and will be introduced to key staff on 24 June. The ICT Lead Teacher will use Ultranet with her class and parent group before introducing it to all staff in term three.
  • The Principal met with the ICT facilitator and cluster Principals to review the cluster goals and expectations for reporting.
  • All teachers have set individual PD goals on the use of ICT to facilitate learning and are working with other colleagues and the facilitator to develop their own knowledge and understanding. These goals will be reviewed as part of the appraisal process.
  • We have introduced Skype to classrooms so that students can communicate with selected people/schools. The New Entrant class has skyped the local kindergarten to plan a visit.
  • SOLO taxonomy continues to be used in teaching and learning programmes and also as part of our assessment of the key competencies and cornerstone values.
  • The ICT Strategic Plan will be reviewed this year and the ICT committee will be working towards redirecting the focus of the plan from infrastructure and systems to an emphasis on teaching and learning programmes.
  • An area we will be looking at this year is involving our community in the use of ICT to facilitate learning through access to the LMS and also inviting parents to PD on how and why we use the equipment that we have in our school.

Milestone 2, 2010
National Goal 1Integration of ICT to give effect to
the New Zealand Curriculum / Te Marautanga Aotearoa.

National Goal 2Increase capability of teachers and principals to improve students' learning and achievement through e-learning.
National Goal 3Strengthen professional learning communities and increased collaboration within and across schools.
National Goal 4Increase e-learning leadership and ICT strategic planning capability of principals and teachers.
National Goal 5Increase the school community’s understanding of the educational contribution of e-learning.
All teachers know how to integrate ICT into their curriculum or teaching plans and do so creatively and effectively.
All staff confidently and competently utilise a range of ICTs to provide rich opportunities for creative and independent learning
Schools actively engage in PLCs and e-PLCs to build capacity and enhance effective pedagogical practices.
All schools develop and maintain a current ICT/e-learning strategic plan.
The BoT and community are informed about and engaged in e-leaning.
  • School wide use of SOLO taxonomy to plan integrated units has resulted in students becoming engaged in relevant, meaningful learning contexts.
  • Use of HOT maps has encouraged the use of digital learning tools for learning, in contrast to using them purely as a presentation tool.
  • Risk taking by teachers has enabled students to explore a wider range of digital tools in order to lead their own learning and the learning of other students.
  • Apple computers have been purchased for students and leased for teachers to use dual platforms to facilitate learning.
  • I.C.T is embedded into each term's thematic study, e.g: The School Garden. Digital Learning Paths (digistore) are used to support teaching and learning.
  • Literacy units are linked to integrated units and include infusion of 's.

  • Junior students have used the easi-speak microphones to self monitor and improve reading fluency and oral language.
  • Digital cameras have been used by students to record their experiences of significant school events and E.O.T.C experiences.
  • Images have been presented in photostory, keynote, KidPix and talking books.


  • Digistore has been used widely to enrich student learning.
  • Aorangi School was the one of two schools, along with Otonga School, to be cabled for ultra-fast broadband. The SNUP was signed off in July of 2010.
  • Collaboration has occured at syndicate level.
  • A professional learning community has been established in the junior syndicate to share I.C.T work, discuss issues and solve problems.
  • In the senior school, collaboration has focussed on using digistore and moviemaker.
  • Collaboration across the whole school has been promoted professional sharing of specific work examples from teacher's practice.
  • Across school collaboration has occurred by inviting Robyn Hurliman, D.P at Owhata School to share the work done during her e-fellowship.
  • Across school collaboration has occurred on an individual basis with a teacher liaising with a teacher at another school on the use of a class blog to showcase literacy in the classroom.
  • The Principal and D.P attended the Learning at School and the U-Learn Conference to broaden their understanding of the e-learning opportunities availiable.
  • Attendance at these conferences has been the catalyst for enriching teacher learning at school.
  • Teachers have implemented a wider range of digital literacies in their teaching programmes.
  • The management team have reviewed a range of Learning Management Systems with a view to implementing the selected system in 2011.
  • School Reviews in Science and The Arts were undertaken using Survey Monkey.
  • The school ICT plan has been reviewed.
  • Regular reports have been made to the B.O.T who are strongly supportive of the use of I.C.T. These reports include progress and development of I.C.T in classrooms and of involvement in I.C.T PD.
  • Students have shared their new learning at the culmination of integrated units and literacy units, through the datashow at weekly school assembies.
  • The school website has been redesigned. website

All teachers' planning will be inclusive of e-learning opportunities using authentic contexts. Particular consideration will be made for the needs of Maori and Pasifika students. The indigeneity and distictiveness of Maori students should be taken into consideration to foster an understanding of the cultural identity of Maori adn Pasifika students (MoE 2008b)
  • The easi-speak microphone was used to record the leader rehearsing his tauparapara.
  • Cultural identity is reinforced through the use of the easi-speak to record student's whaikorero, review and improve fluency of te reo Maori.