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Milestone 5 - 2012

Goal 1:
Students to become successful digital citizens
Goal 1:
Akona are using e-learning and SOLO
Taxonomies to support and enhance their achievement.
  • All senior and many middle school students have their own Tutpup and Sum Dog accounts.
  • These accounts are being used in a variety of ways including: homework, individual and group tasks in class.
  • These sites are designed to increase students basic mathematical knowledge of the four number opperations.
  • All senior, middle and some junior students have Studdy Ladder accounts.
  • These are used to support students and provide learning activities across a range of curriculum areas.
  • The Tech Angels / Tech Experts students group have been working with
Paula and meet once a week at lunchtimes to learn new skill that they can then share in their classes.
  • Lunchtime ICT clubs are being run for all three of the school's levels, junior, senior and middle.
  • These clubs are regularly attended and are run by a duty teacher who takes responsibility
for planning and teaching the session.
  • Assistive technology is being used to ensure ORS students have equal access to the curriculum.
  • Adapted computers and i-pads are being used with these students.
  • Senior school students are participating in an online inquiry project with the Rotorua Museum
  • (Family Treasures Project)
  • Students are recording their sports sessions/PE and watching the playback to analyse their performance.
  • Digital photography is being taught throughout years 4-6 using the Shutterbug programme.
  • Samples of student's work using ICT-
Students are using email, fax and Skype to research. Here a student is corresponding with the Waiuru Army Museum.

Comic Life used to reflect on learning.
MS paint and Kidpix used to create images and inspire writing.

P1020057.JPG used for image green screening.
C.O.W used through the senior school.
Student's participating in online sports coaching.
ORS students using ipad with targeted learning apps

Students have been using Crazy Talk annd MS Movie Maker to create video clips and showcase their learning.

Persepective Photography by Room One.
  • SOLO rubrics are being used throughout the school to help students scaffold their learning / next steps.
  • A variety of graphic organisers / SOLO hot maps are being used to promote depth of thinking across the school.
Goal 2:
Principals to lead the integration of e-learning in their schools (strategic and operational)
Goal 2:
Principals will coordinate the development
of e-learning for ALL Akona.
  • Principals PD Trip to Nelson (Sustainability Focus) Week 8, Term 1
Nelson Timeline
  • Principal was part of the 2012 stategic planning group and helped to oversee the 2012 overview.
  • Principal set budget for the ICT team liased regularly with school technician and ICT lead teachers.
  • Principal keeps BOT advised of school ICT/SOLO developments.
  • Ample funding and opportunities for professional development are supplied.
  • As a school our journey has been one of collaboration and sharing. Staff have identified their
areas of expertise and need and work together to upskill each other so that ICT is a natural part of the class programme
  • Students are eager learners and regualry bring in parents before and after school to share their
experiences and learning.
  • Our school focus this year has been to make more use of the technologies that are readily
available to enhance student learning. Sharing how this can be done, reflecting on our own practice
and monitoring student use.
  • We continue to work with Pam Hook with work related to SOLO and our concept curriculum.
  • This is outside of our cluster work and has seen our school curriculum development enhanced.
  • Continued work, as a staff, on our Maori Dimension is a feature of the school.
  • This work is provided to enable teachers to work towards educational success for and with Maori.
  • Affirmation of our journey and developments during our 2012 ERO visit and report.
  • School has developed a SOLO and an ICT curriculum integration teams to help develop sustainability.
  • New school server purchased and installed.
Goal 3:
Teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students
Goal 3:
Increase teacher knowledge and expertise that will work
towards raising student achievement through
e-learning and SOLO Taxonomy.
  • e-Asttle being used to analyse student performance in the mainstream and rumaki classes.
  • Teachers are using websites such as NZ Maths to assit with the writing of units.
  • Cluster facilitator has worked in the school providing staff PD.
  • School and class 2click accounts updated.
  • Website of the week is shared at every staff meeting.
  • Staff have had time to look at the registered teacher criteria wiki.
  • Planning reflects the integration of elearning experiences and the use of ICTs:

  • SOLO rubrics are designed to promote learning

  • All staff set an ICT and a SOLO based goal as part of their appraisal
  • SOLO rubrics developed for staff to use as part of their appraisal:

  • Appraisal refelction is being carried out electronically with the gathering of evidence included in their documents.
  • Staff and appraisers can access and add to these documents in a collaborative manner.
  • Classroom listening posts updated.
  • ICT PD being held as a part of staff and syndicate meetings.
  • Use of ICT in class is part of the Senior Teacher classroom observations.
  • Staff have regular opportunities to attend external SOLO/ICT PD.
  • This year all staff have attended at least one external PD session.
  • A range of e-learning activities are evident through the school
(as part of the C.o.W and Suite booking system teachers must record the purpose of the lesson).
Analysis of the booking data shows that : ICT is being used daily in the school to assist teaching/learning;
The main curriculum areas ICT is being used for are Maths, Reading, Writing and Art, however a
lot of the English and Art usage is integrated with topic studies. Data is only reflective of those times when
it has been booked, anecdotal evidence would suggest that the equipment is often used without it being booked:

  • Staff PD on the professional use of Skype to collaborate with colleagues.
Goal 4:
Family and whānau to actively participate in their child’s learning
Goal 4:
Communicate changes in pedagogy and use
of e-learning and SOLO Taxonomy to the school
  • Helpful websites are included in our school newsletters.
  • Several classes and groups within the school have developed blogs to share learning with parents.
  • ICT work is regularly showcased at weekly school assemblies:

  • Principal keeps the BOT advised about school ICT / SOLO developments.
  • School website is currently being redeveloped for easier up dates.
Goal 5:
Sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning
Goal 5:
Inter-school and across-school collaboration
within the cluster extends professional
learning and enhances pedagogical practice
and culminates in a series of e-presentations
for a national audience.
  • Otonga School has contributed to the VLN as part of our Milestone 5 requirement.
  • ALL teachers now receive our monthly Cluster "Noticeboard" Newsletter via email
(for Sustainability each school in the cluster is having a turn at this on a rotation basis.

  • Staff attended the cluster SOLO sharing days and our school hosted the senior sharing session.
  • Staff are using Skype to contact staff from other schools and access PD.
  • We had four staff members share at the first cluster share event this year. They covered maths websites,
  • Te Reo Maori and SOLO rubrics developed for the junior school.
  • We are have four staff members preparing to present at the upcoming cross cluster conference.
  • (Dean - Smart Art, Karleen - Kia Mau Te Wehi and Michaela and Alison - SOLO for the Junior school.)

  • School hosted staff from Rangiora School (our school was recommended to them by Pam Hook).
  • Sandy visited several classrooms and spoke to staff members and the head of ICT
about our school's journey with ICT and SOLO. This was done as part of her year of study leave investigating SOLO.
  • Four new staff attended a two day workshop with Pam Hook with a focus on SOLO and its integration
into their classrooms. This ensures all staff are part of the journey.
  • Staff share their classroom practice at team meetings, this can involve rubric creation,
ICT instruction, adaptation of ICT for students with specific needs, development of school resource base,
professional reading on the integration of ICT.


Ngongotaha School

Goal One

Akona are using e-learning
and SOLO Taxonomies to
support and enhance their
Students to becomesuccessful digital citizens

What We Did:

How Effective Was This?

The Solo taxonomy is displayed in all classrooms and
students use the HOT thinking maps to scaffold their learning
and to enable them to selfassess. This is a schoolwide expectation, to
gauge its success and to share ways this can be implemented we held
to staff meetings, 3rd of May and 8th August, where staff had a hikoi
through each others rooms to look at what had been achieved.
These were very useful sessions for us as staff to share the successes and set-
backs that we have encountered in our classrooms. It was also very evident from the work on display
in the rooms that students were being provided with opportunities and support to use SOLO and e-learning.
The following images were recorded on the 8th of August.

Through our ICT booking sheets we are able to see that classes across the school are making regular use of the ICT suite, COWs and other hardware to itegrate into their numeracy and literacy programmes.
Staff surveys have been conducted through out the year the latest results (6th Sept) show that all staff
believe that e-learning and SOLO are having a positive effect on the learning/achievement of their students.
In particular teachers sited SOLO's ability for students to see the next steps needed in their learning and the use of ICT to increase student's motivation and engagment levels.

Students are using a wide range of ICT tools and Web.02 applications with increased confidence.
Planning and classroom displays show that students throughout the school have had an opportunity to use the following:
  • Ezi Speaks
  • Voice Thread
  • Tagul
  • Wordle
  • Image Chef
  • PM Readers
  • Galaxy Maths
  • Kidpix
  • Crazy Talk
  • Scanners
  • Digital Cameras
  • Digital video editing eg Movie Maker
  • Photofunia
  • Etc

StuddyLadder accounts have been set up for all senior students.
These allow students to work through set tasks at their own pace and review prior lessons if needed.
These accounts played a part in the ALIM (Accelerated Learning in Maths) programme run for a group of at risk Year 6 students. This programme was extremely effective and all students inceased their PAT stanine score and Gloss stage.
Tutorials, activities and games to support learning can be tailored more accurately to reflect the classroom program.

The school is offering three lunchtime activity clubs: Senior ICT, Junior ICT and Digital Photography.
These clubs are run once a week and started in Term 2 of this year.
Each club has regular attendance of at least 12 children in each goup. The students have learnt a number of skills and often go back and teach their peers and some have even worked with their teachers and parents.

The school and individual teachers/classes continue to update their 2clicks accounts.
The akona are able to access their computer based activities and any websites used in class independantly from their online accounts at reading, maths and other times. They can also access this from home.

Senior Syndicate students have begun the Touch Stone programme
run by Tommy Wilson (Ka Pai the Kiwi). This involves learning elements of design, animation and geocaching.
Programme has just been introduced.

Some students have worked on creating their own ebooks using issuu and fliperoo. Their writing was developed using SOLO hot maps to scaffold the parts of a narrative.

The SOLO part-whole maps allowed students to see the importance each section of a narrative.

All ORS students have digital cameras and other assitive technologies provided to assist in them accessing the curriculum.
Through the use of ICT our ORS students are able to complete tasks and participate in classroom activities.
Using the data projector to share digital stories.
Using the the laptop camera and big screen to practice dance moves.
Practicing spelling online.
Publishing and Presenting.
Students explored Pasifika patterns after researching how they are made traditionally and the meaning of each pattern. Students then designed and created their own siapo patterns using the drawing tools in Microsoft Word.

Goal Two

Principals will coordinate thedevelopment of e-learning forALL Akona.
Principals to lead theintegration of elearningin their schools (strategic and operational)

What We Did:

How Effective Was This?

Regular ICT and SOLO staffmeetings have been conducted throughout
the year.
22nd Feb, 8th March, 15th Mrch, 12th April, 3rd May, 24th May, 7th
June 21st Jun, 30th Aug, ICT is also included in all weekly staffmeetings through scheduled sharing of websites of the week.
14th June, 30th Aug.
Staff are all kept informed of any developments that they need to be informed of. The regular meetings provide an oppourtunity for the sharing of ideas, successes and frustrations.
Principal lead the development and exploration of the Maori dimension as a follow-up from the Clusters work with Angus MacFarlane
unpacking the Kahikitia document and discuss ways of raising Maori achievement in the cluster.
This was highly effective. As a staff we have had the whole Cluster Day with Angus and then follow up staff meetings on the 12th July, 2nd and 8th of August. We have scince incorporated elements of this work into our concept planning for 2012.
ICT strategic plan and annual plan updated and reviewed.

Principal has also:
  • Attended all Cluster Management sessions.
  • Had a one-on-one PD session with the facilitator.
  • Ensured their was adequate release for Lead teachers and teachers attending cluster workshops
  • Liaised with and supported the ICT team.
  • Prioritised the funding of ICT equipment.
The has been very useful as funds have been made available for the purchase of extra ICT tools that were not in the budget including new digital cameras, trolleys for the laptops and an interactive workstation.

Goal Three

Increase teacher knowledge
and expertise that will worktowards raising studentachievement through elearningand SOLOTaxonomy.
Teachers to integrate elearning effectivelyinto their practice creating an innovativeand exciting learning environment for all students.

What We Did:

How Effective Was This?

School wide planning is SOLO based and our year overview,
including 2012's, are also written around the SOLO taxonomy framework.

The school bought in Pam Hook of Hooked-on-Thinking for three days
over two seperate sessions. In those sessions Pam work with a variety
of groups including management, syndicates and whole staff. Pam also worked with staff as we came up with our 2012 concept plan.
These sessions were considered "money well spent" as Pam was able to clarify many issues that had arisen as well as guiding us towards the required next steps in our SOLO journey.
Staff members were individually realeased to work with the facilitator to
formulate appraisal goal.

Teachers regularly attended ICT PD: Cross cluster workshops,
Super 7cluster mini conference, in school PD during syndicate and team meetings
and external PD eg U-learn and Learning@schools.
Three staff members attended the U-learn, they found the conference very beneficial.
However the principal/BOT had extended the invitation for all staff to attend, so take up on this was disappointing.
All staff attended at least one cluster run workshop and then reported back to their syndicate as part of weekly team meetings. ICT PD occurred at staff meetings on: 22nd Feb, 8th March, 15th Mrch, 12th April, 3rd May, 24th May, 7th
June 21st Jun, 30th Aug, Staff found the sharing of ideas and activities very helpful so this has now become a fixed part of all weekly staffmeetings through sharing of websites of the week, new resources and bright ideas (each teacher has a schedueled time to share).
Teachers are using their laptops to assess and moderate students work using tools such as e-asttle and etap.
Teachers using e-asttle
All senior and middle school teachers are now using e-asttle, Rumaki staff have worked with their mainstream counterparts to put together and assess test uing e-asttle in Te Reo Maori. Cross syndicate moderation has also occurred.
Senior and middle school teachers have used to analyse PAT maths and STAR reading results. Teachers were able to judge the next steps in learning required for their students.
All planning across the school includes elements of SOLO and ICT integration.
Syndicates have all had the oportuntity to work with Pam Hook to address any issues, or areas they wanted further developed.
Staff were surveyed as to their areas of strength and needs for development.
As a result of the survey teachers with strengths were identified to work with those who needed help.

Team hui include regular ICT PD.
This has been excellent as it allows for small group learning where there is no pressure and teachers are able to ask questions and learning can be reviewed at follow up activities.
Staff meeting taken where the resource He Reo Tupu, He Reo Ora was covered including the online component and activities/resources. The website was also explored and applications discussed. was also the focus of two sessions at staff hui.
It has raised the profile of Te Reo Maori at school and gave staff resources to use and trial at their own speed/need.
Through tracking of bookings and observations there is evidence that ICT has been used to enhance the teaching of:
  • Science
  • Maths
  • Writing
  • Reading
  • Sign Language
  • Te Reo Maori
  • Social Studies
  • PE
  • Art
Staff have found several things frustrating this year, mainly technical glitches, such as the wireless internet connection, or over-demand for tools. The fact these have become issues speaks to the increased uptake in use of this equipment. Staff have also been willing to persevere when there have been problems as these are out weighed by the benefits.
Staff are using a lot of internet based websites and activities. We have had to double the bandwidth we use this year.
Our only2clicks site contains websites uploaded this year by staff, these are only the ones they thought worth sharing. The amout contained there gives an indication of internet usage.

Goal Four

Communicate changes in
pedagogy and use of elearningand SOLO Taxonomy to theschool community.
Family and whānau to activelyparticipate in their child’s learning.

What We Did:

How Effective Was It?

School website updated
Website is visited by a lot of parents and prospective parents.
Two classes have begun blogging.
Limited audience so far for these but the potential has been seen by other staff members. Issues about content, who gets to reply, work standards eg students spelling need to be further discussed.
Students and staff were issued and returned the new cyber safety agreements.
Members of the school community were made aware of the rights and responsibilities of safe internet use.
Kidzone (school newsletter) contains useful websites.
As part of reporting to parents many teachers made parents aware of ways of helping students at home through the use of websites and online tools.
Parents are able to see some of the things we do at school.
ICT has been a regular feature at the weekly school assembly. So far this year the following have been shared:
  • Pod casts (Room 11)
  • Powerpoint about rugby (Room 4)
  • Moviemaker movie about sign language and Te Reo (Room 1)
  • Movie instructional movie about art (Room 5)
  • Slideshares of artworks (Room 15)
As a staff we have already identified (through survey) that our community consultation around SOLO and ICT and the role they play in our school and is lacking. This will be a priority area for us to address next year.
ICT lunchtime groups have organised a parents evening to share with their parents examples of their work and teach them how to make a calendar using microsoft publisher and online art tools.
Not completed at time of milestone.

Goal Five

Inter-school and acrossschoolcollaboration withinthe cluster extendsprofessional learning andenhances pedagogicalpractice and culminates in aseries of e-presentations fora national audience.
The sector by sharing onlineprofessional reflections toinform colleagues of the challengesand opportunities afforded by elearning.

What We Did:

How Effective Was It?

In term 2 the we opened the senior syndicate of our school to senior school teachers from
throughout our cluster To look at ICT/SOLO, our teachers were on hand to answer questions. In Term 3 provided an oppourtunity for lead teachers from our cluster and the RCICT to tour our classrooms to look at SOLO and ICT use.
For us it was nice to share what we were doing, but the staff would have found the oppourtunity to vist others schools in turn to have been of more benefit.
One of our lead teachers held an after school-cross cluster workshop on the use of ICT in teaching visual arts.
This was well recieved with over twenty people in attendance. Feedback from those who attended was overwhelmingly positive.
Two of our staff members (Dean and Lesley) presented as part of the cluster's Super 7 conference.

Both workshops were very well attended.
Our school has provided a contribution to the Virtual Learning Network that can be found here.

2011 - Click to view Principal's Report

Goal One Milestone 3 Students to become successful digital citizens
Akona are using e-learning and SOLO Taxonomies to
support and enhance their achievement.
Teachers use SOLO Taxonomy and e-learning
tools to enhance learning and understand next step learning.
What we did:
How was it effective:
  • Students use of Easispeak to record their oral language.
  • Some students are using Voice Thread to collaboratively share ideas.
  • Senior students are working on how to use Microsoft Movie Maker, these students then peer up and teach a new student the skills they have learnt. The teacher supervising this group is also rotated and learns from the students. At the End of 2010 this group held a parents evening and showed their parents their projects.
  • A group of students have formed a lunchtime ICT group. In Term One they learnt about Game Maker and basic computer programming. This term they are looking at digital photos and how to manipulate them.
  • SOLO is being used in all classrooms throughout the school. Students are using the Hot Map graphic organisers to promote thinking skills and self assessment rubrics to get a clearer understanding of their learning.
· Teachers made Solo hand sign flashcards: A number of classes are using flashcards of the SOLO hand signs and
symbols to allow the students to practise sequencing the learning outcomes.They are also being used to help students develop the vocabulary of SOLO, including the learning verbs.
· Use of Specific SOLO rubrics to support the key competencies

· Use of Studdy Ladder (password-jump): A number of classes are using the internet tool study
ladder to set up learning pathways for individual students and groups within their classrooms.
· We have set up a schoolwide internet bookmarking system using only2clicks.comAll teachers
can add sites that are useful.
Some classes also have individualized pages for their students to use in a similar way to study
  • Students are able to listen to and critique themselves then work on feedback.
  • Students were able to work together collaboratively to complete tasks.
  • Students were able to share their learning within meaningful contexts.
  • Students in the junior classes are beginning to use the hand signs and seniors are using the SOLO terms to indicate where they think their learning outcomes may be.
  • Studyladder is proving effective and highly motivating. Students can access their own interactive learning programmes from any computer in the school and also from home, if they have internet access. Students have individual passwords and teacher’s can select a variety of interactive activities relating to their class programmes.
  • Only2clicks has allowed staff to share web based resources that can be integrated into their class programme. Paula (ICT facilitator) helped compile the site so that all sites support our planning for term 2.
Goal Two Milestone 3 Principals to lead the integration of e-learning in their schools (strategic and operational)
Principals will coordinate the development of e-learning for ALL Akona.
Cluster schools will have a current strategic plan (s) that includes a reviewable ICT annual plan.
What we did:
How was it effective:
  • Principal and ICT team met with facilitator to look at strategic planning.
  • Strategic Plan Reviewed
  • Annual Plan for 2011 updated and purchasing plan prepared.
  • Principal attend all Cluster Management sessions.
  • Principal has had a one-on-one PD session with the facilitator.
  • Principal attended e-AsTTle training session run by Visible Learning.
  • Principal is currently organising a whole cluster teacher only day with Angus MacFarlane to unpack the Kahikitia document and discuss ways of raising Maori achievement in the cluster.
  • As result it was apparent that there was a need to prioritise our cluster goals to ensure success and manageability moving forward. Cluster management met as a result of our initial meeting with the facilitator and an alignment document was formulated.

Goal Three Milestone 3 Teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students.
Increase teacher knowledge and expertise that will work towards raising student achievement through elearning and SOLO Taxonomy.
Teaching professionals have performance management goals linked to increased capabilities to improve students’ learning and achievement
through e-learning and/or SOLO Taxonomy.
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.
What we did:
How was it effective:
  • In consultation with the facilitator a survey of all teaching staff was prepared and conducted.
  • Whole school classroom walk through with a focus on SOLO and ICT was conducted early in term one.
  • Schoolwide we have adopted a new planning template based on SOLO . This planning is then emailed to the facilitator and to Pam Hook (Hooked on Thinling facilitator) for feedback.

  • Pam Hook (Hooked on Thinking) was engaged to spend two days working within our school – funded by the school. She worked with syndicate teams and looked at how the use of SOLO can be used effectively, planning, rubrics for self assessment and the integration of ICT.
  • Teachers set goals as part of the appraisal process that were based on ICT/Solo. These goals were then emailed to the facilitator who then met with each staff member to discuss their goals and the ways these could be achieved.
· Staff members attended the Cluster PD workshops hosted by Paula. On return to school there was an
expectation that staff members then shared their learning at their syndicate meetings. Several teachers hosted
whole staff meetings that share with all staff.
  • Staff Meetings and syndicate meetings have been held regularly with a focus on ICT and SOLO. Staff Meetings have included : Week 2 – class walk through, Week 5 -Voice Thread, Week 6 – Web 0.2 tools, Week 7 – ICT staff survey and resource use, Week 11 – ICT feedback on integration and sharing of whole school “justoneclick” site.
Syndicate foci have included: Photopeach, photofunnier, Paula’s Page, Thinkers tool box, Just one click.
  • All senior management are working with Mike Scadden on aspects of management and appraisal with a focus on learning.
  • All members of the ICT team and senior management attended the Learning@schools conference in Rotorua.
  • Teachers have developed SOLO rubrics that incorporate visual cues to assist learners at lower literacy levels.
· Senior and Middle school staff members are using tools such as e-AsTTle and NZCER Marking to assess student achievement and plan for future teaching and areas of development. Staff have attended workshops run by Visible Learning (John Hattie).
  • The results of this survey allowed us to make informed judgements about in school PD foci. It also allowed us to gauge the strengths and weaknesses of staff and buddy staff together for support.
  • A result of the walk through was that it provided impetus for some teachers to ensure they had SOLO and ICT infused into their classrooms, while the majority of teachers used this time to reflect on their successes and failures. The session was a valuable experience and allowed the sharing of ideas and resources; we have committed to repeat this process regularly.
  • Having Pam and Paula look at our planning has been of benefit as it has provided an opportunity for outside feedback, especially on the inclusion of ICT aspects to the planning.
· Having Pam in school for these sessions provided a reinforcement of understanding gained through our cluster days with Pam. At the end of the two days we were left with a school wide clarity of how SOLO should be implemented.
  • Following these sessions the facilitator formulated an action plan for the staff to work towards to achieve their goals. The ICT team have met and reviewed these and used them as the basis of how we will provide support to staff.
· Sharing sessions allowed staff to practice the new skills before working with students. All staff were exposed to the up skilling that occurred in the workshops. There is now evidence of this learning taking place in classrooms.
  • Staff have been able to learn new skills and receive peer support where necessary. We have also used the results of our surveys and goal setting to develop a PD programme for Term 2.
  • By having all senior management attend the Learning @ School conference it ensured that the leadership of the school were all aware of the benefits of ICT and were able to facilitate the required actions at school.
  • It is hoped that the work being done with Mike Scadden on learning styles will ehance our existing practices and our use of ICT and SOLO to have a positive impact on learning of our students, especially Maori and boys.
  • Visual cues on the Solo rubrics mean students don’t need to be able to read the criteria but can still identify the next step in learning.
Goal Four Milestone 3 Family and whânau to actively participate in their child’s learning.
Communicate changes in pedagogy and use of elearning and SOLO Taxonomy to the school community.
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.
What we did:
How was it effective:
  • Principal revisited the cluster goals with the BOT and covered the use of SOLO taxonomy and its use at school.
  • BOT passed the new ICT cyber safety policy and acceptable use guides for staff and students.
  • 3 parent consultation meetings were held in term one (junior, middle and senior school) where curriculum content was discussed. The importance of ICT was raised by parents.
  • Useful websites are advertised in the school newsletter.
  • Student work is shared on the school websites
  • As a result of one of the parent meetings it became evident that parents saw computers as important tools but were unsure of the ways ICT addresses the way that students learning styles have changed since they were at school.
Goal Five Milestone 3 The sector by sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning
Inter-school and across school collaboration within the cluster extends professional learning and enhances pedagogical practice and culminates in a series of e-presentations for a national audience.
Teachers are using e-learning and SOLO taxonomy to support and enhance student achievement.
What we did:
How was it effective:
  • Lead teachers have individually signed up as members of the VLN and the school has its own VLN page.
  • For the purpose of this Milestone document St Mary’s School has provided our sample (HYPERLINK).
  • This is an area of ongoing development. There were initial frustrations joining the VLN in regards to setting up accounts.

  • Since Milestone Two our staff have participated in a large amount of ICT and SOLO related professional development , both in school and from outside providers.
  • We have had staff members attend the Learning @ Schools conference, Visible Learning e-AsTTle training and Hooked-onThinking SOLO Taxonomy training.
  • We have also had all staff members attend facilitator run workshops and in school ICTPD sessions as well as having Pam Hook (Hooked-on-Thinking) work within our school for two days.
  • We are in the process of applying for funding for the purchase of new ICT hardware (wireless laptop pods) and have recently had a power upgrade to the school. We foresee the need for a new school server and are also investigating the alternative LMS/SMS systems available. These are areas that need addressing and are on the plan for this year.
  • The use of ICT is integrated into planning across the school as is the use of SOLO taxonomy. Our new planning template and practise (having facilitator and Pam Hook review major unit plans) is ensuring that planning is robust and addresses the different levels of achievement.
  • All staff members have been surveyed to help identify areas of strength and for future development. Teaching staff have set an ICT/SOLO based goal with support from the facilitator. Agreed upon support and learning steps have been identified and individual success will be measured as part of the ongoing school appraisal cycle.
  • We believe that we are working well toward the completion of our clusters goals, however one area that does need further development across the school is the promotion of Maori and Pasifika dimensions (Goal 3), to address this we are running a teacher only day with Angus MacFarlane later this term.
  • We also need to further address Goal 5 by updating and adding to our presence on the VLN and by preparing to present at a national level , the first step toward this will be presenting at a Cluster Conference run by the facilitator.
  • Ngongotaha is committed to providing ongoing funding to release staff to attend cluster workshops and lead teacher days as well as to fund teacher attendance of the 2011 U-learn conference that will be held in Rotorua this year.

Term Two - 2010
The ICT Team and Principal went through the Cluster and National goals with staff so that they had an understanding of what the PD was about and where we are heading as a cluster.
The Principal also shared these goals with the school's BOT.
The ICT Team also developed an ICT wall to facilitate sharing of ideas and make booking of resources easier.

Staff Brainstorm of what has happened with ICT in term 2

Staff Brainstorm of what has happened with ICT in term 2

Each staff member was required to identify an area of learning they would like to improve upon and the ICT facilitator worked with them, alongside the lead teachers, to achieve their goal through the integration of ICT.
Term Three -


Dean and Cathryn visted Kawaha Point to look at their Student Management System (eTap). Andrew hosted us and showed us what the sysytem is capable of

Staff Meetings

Staff looked through several useful websites including other ICT cluster pages, ebooks and graphic organisers.

Newmarket School Visit:

focus on the use of SOLO, thinking skills and school environment.

Cross Cluster PD:

School is shown how to use OE Cake to design a science experiment by one of the students in Room 1.

Hosted the ICT Lead Teachers Day

Rocky Jensen worked with ICT Lead Teachers from across the cluster in the ICT suite.

Planning Meetings

Whole staff and Team level hui were held to examine and unpact different concepts and contexts usin the SOLO taxonomy. These were held after several staff members including syndicate leaders, curriculum team leaders, ICT leads and the Principal attended a one day cluster workshop with Pam Hook and Julie Mills at St Mary's School.

Term Four -
Regular sharing of resources and activities, including how they could be utilised in the class, has formed a part of staff meetings.

National Goal 1Integration of ICT to give effect to
the New Zealand Curriculum / Te Marautanga
o Aotearoa.

National Goal 2IIncrease 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 4
Increase 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.
  • Teams plan collaboratively using SOLO. Pam Hook and Julie Mills (Hooked on Thinking) have provided feedback and input with planning.
  • Planning is expected to include ICT references and tools.
  • School Numeracy and Literacy Implementation Plans make direct reference to ICT Integration.
  • The ICT team have developed Placemats to help staff link ICT tools to learning outcomes/planning.
  • ICT is being promoted actively in Staffroom displays.
  • We have worked with the cluster to develop the Town & Country wikispace and NING.
  • We have held regular Professional development sessions during staff/team meetings.
  • Staff have worked with colleagues from other schools (see above) to assist with ICT based learning activities.
  • We had professional development with Pam Hook and Julie Mills to develop our knowledge of SOLO.
  • Some students have created their own "How to" videos to assist other students and teachers across the cluster.
  • The Principal held a session for the BOT unpacking the National and Cluster Goals.
  • Cluster/BOT and School Principals met with Jill Hammond.
  • School website updated/redesigned.
  • School assemblies have been used to showcase ICT. eg student made podcasts, movies and animations.
  • Parent evenings have been held to share literacy and numeracy ideas with parents, online activities featured heavily and lists of websies for parents were given out.
  • Useful websites have been listed in school and class newsletters.
  • Two revised internet/cybersafety agreements have been drawn up and will be finalised when consultation is complete.
Authentic contexts facilitate ICT integration to support depth and rigour in meaningful learning
Teachers’ planning includes effective use of ICTs, as well as emerging technologies and
practices in their teaching and learning programmes, especially in literacy and numeracy.

Schools will develop e-learning leaders by providing targeted PD opportunities for Principals and Lead ICT Teachers

  • Visits to Newmarket School in Auckland to see SOLO in action.
  • Pam and Julie have reviewed our planning for Term 4. (linked here)

  • We have identified lead teachers across the syndicates (Jnr, Middle, Snr).
  • All ICT leaders and the Principal attended the Teacher's Matter Conference in Sydney - January 2010.
  • Lead Teachers and Principal attended LAS Conference in Rotorua.
  • Cluster sessions on SOLO at Kaharoa School and St Mary's School.
  • ICT Lead teachers & Principal went the U-Learn Conference in Christchurch October.
  • Lead Teachers & Principals have attended all Cluster Meetings/Workshops.
  • ICT Leads, seltected students and the Principal worked with Mark Smith (Web Advantage) to develop our school website and recieve PD on the use of Word Press.

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 distinctiveness of Maori students should be taken into consideration to foster an understanding of the cultural identity of Maori and Pasifika students (MoE 2008b)

  • ICT is a required component of staff planning.
  • Examples of ICT use including Maori and Pasifika themed work can be located here.
  • Kapa Haka tutors were videoed and recorded so students could play them back and practice independently.
  • Junior Syndicate are using a number of e-resources in their unit on the Marae.

Teachers increasingly facilitate student decisions about when to use ICT to support their learning and foster an expectation that students become self-managing learners.

  • Students are using flip cams and other audio/visual devices to record information. Especially reluctant writes or those with low literacy levels.