The King’s High School Haka – An Expression of Who We Are

Raiona mā Kingsmen
Kia rite Get ready
Raiona mā Kingsmen
Kia mau Attention!

Hī Hī
Torona kei waho Stretch out your hands
Ksss hī x2 Ksss hī x2

Mate ururoa Never give in

Ekea te taumata mātauraka Climb to the heights of knowledge
Mate ururoa Never give in
Ekea te taumata kikokiko Ascend to the pinnacle of physicality
Manawa kaitūtae Pursue with fervour
Ekea te tāpuhipuhi takata Pursue and attain excellence

Oma mai koe ki konei, ki te tihi o Waiari You run here beneath the peak of Waiari
Hei aha? For what purpose?
I kīia ai he wehi tō te takata whai noa I ā hā hā! Perhaps you have heard others will not follow!

Mate atu he toa When one warrior falls

Ara mai rā he toa Another warrior takes his place

Raiona Kingsmen
Hī Hī
Raiona Kingsmen
Hī Hī
Raiona Kingsmen
Ake tonu atu Once a lion, always a lion
Hī Hī

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 Strategic Objectives: 2021 – 2023
Academic Personal Excellence

Strategic Goal Annual Targets

To be above and increasingly beyond national benchmarks for Merit and Excellence Each cohort increases M/E Certificate Endorsement levels in 2021 relative to
certificate endorsements 2020, while also being above national benchmarks

Raise Literacy and Numeracy in Years 9 and 10 in readiness for Year 11 and to The student literacy and numeracy medians for the two cohorts increase between
support continuing student access to the full breadth of the curriculum Term 1 to 4 using relevant and reliable metrics, and based on knowledge and skill
gained across the curriculum

Wellbeing

Strategic Goal Annual Targets

Develop and embed a shared language and understanding of wellbeing, including an Increase student recognition and understanding of key language and concepts
understanding of the different strands that collectively form our schoolwide from Terms 1 to 4 through accessing it widely.
wellbeing framework

Expand explicit teaching of the wellbeing programme throughout the school, All House Groups receive and successfully employ one activity per fortnight via
embedded in a context of high expectations of self and others senior House Group students

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Inclusive Practice

Strategic Goal Annual Targets

Create and foster relationships that build stronger bonds between school and One meeting/interaction with each distinct community group by the end of Term
community 3, with focus on developing recognition, celebration and belonging

Enhance the visual representation of other cultures around the school, with Substantial change is achieved in one room per subject area and in other
an emphasis on Te Reo Maori me nga tikanga spaces in the school, with a notable increase of Te Reo and tikanga
evident

Staff Capability

Strategic Goal Annual Targets

Develop and implement a cohesive PLD plan which explicitly develops junior and A relevant ‘fit for purpose’ plan is ready for use then acted on from Term 1 2021.
senior literacy and numeracy across the curriculum and prepares staff to deliver the
new NCEA for learner personal excellence.

Support for all staff, teaching and non-teaching, to grow their understanding of A relevant ‘fit for purpose’ plan is ready for use then acted on from Term 1 2021.
different cultures, languages, and the school’s wellbeing framework.

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 Annual Plan – 2021

Strategic Objective - Academic Personal Excellence

Strategic Goal:
To be above and increasingly beyond national benchmarks for Merit and Excellence Certificate Endorsements

Annual Goal: Annual Target:

Increase Course Endorsement levels at Merit and Excellence per course Each cohort increases Merit and Excellence certificate endorsement levels in
2021 relative to 2020, while also being above national benchmarks

Baseline Data:
2021 formative and 2020 summative NCEA achievement data, per cohort Y11 - 13

Key Improvement Strategies:

When: What: Who: Indicators of Progress:

Feb Term 1 Identify endorsement candidates HODs – Department goal setting Kamar lists of A/M/E
(14+ credits A/M/E)
Feb Term 1 Students self-nominate A/M/E Year 11 - 13 APs Named students added to subject
endorsement goals lists, tracked and mentored
March Term 1 Parents informed of endorsement Year 11 – 13 APs Letter sent informing parents of
goals son’s goals
Term 1 Assessment practices – evidence Principal’s Nominee with Staff PLD session held
gathering and assessment NZQA at a Staff PLD session Staff understanding of assessment
opportunities practices surveyed
Term 1 Y9 and 10 Certificate adjustments Deputy Rector and Year 10 AP Scoring system for Certificate
reflect personal excellence goals updated and all staff notified
Term 1 3 Signage – quotes and role models Positive Education Steering Group New inspirational signage installed
for Academic Excellence displayed
Terms 1 - 4 Markbooks updated and monitored HODs Information is regularly updated and
by HODs Year level APs to monitor available for tracking and reports

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Terms 2 - 3 Promotion of Academic Excellence Marketing Committee Marketing information includes
and Endorsements – marketing and refences to academic excellence
to students - data and endorsements
Terms 1 - 4 Methods of reporting to parents
Term 1 and 2 Apply relevant Research and Curriculum Committee with SCT Staff PLD in effective strategies for
Strategy recommendations from improving motivation for
Boys’ Schools Association endorsement goals
Term 1 Investigate Department academic Sn Questions added to Department
personal excellence strategic Review template to audit processes
processes in Department Review being used
programme
Monitoring:

• Regular department grade growth tracking of individual students and sets each term with interventions as required
• Years 9-13 during student achievement reporting scheduled and performance reviewing – Terms 1 - 4

Resourcing:

● Curriculum Resources. Staff expertise.

Strategic Goal:
Raise Literacy and numeracy in Years 9 – 10 in readiness for Year 11 and to support continuing student access to the full breadth of the curriculum

Annual Goal: Annual Target:

Raise student literacy and numeracy - based learning and prioritisation across Improve Y9 and 10 cohort literacy and numeracy scores from Term 1 to Term 4
junior courses

Baseline Data:
Reading PAT, asTTle Writing, [Maths normed test TBA]

Progress and Consistency Tool (PaCT) for Reading, Writing and Mathematics (recommended)

Key Improvement Strategies:

When: What: Who: Indicators of Progress:

Term 1 PaCT Training Literacy & Numeracy Working Group Key staff are trained and proficient in
use of PaCT

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Term 1 and Term 4 PaCT testing MY Year 9 and 10 Reading, Writing and
Mathematics PaCT data is recorded
and disseminated

Term 1 Identify hierarchy of needs in Literacy and Numeracy Working Data evaluated and plan made for
Reading, Writing and Mathematics Group development programme to improve
and plan programme literacy and numeracy in Y9 – 10
cohorts
Terms 1, 2,3 Strategies for cross-curricula Literacy and Numeracy Working Resource base of strategies for
teaching of literacy and numeracy Group improving literacy and numeracy
are identified, collated and shared have been shared at staff PLD
with staff
Terms 1 - 3 Common school strategies for Literacy and Numeracy Working Survey of key literacy and numeracy
literacy & numeracy – vocabulary, Group strategies and skills from
writing frames, agreed numeracy Departments collated
strategies such as graphing,
measuring, etc. are identified from Draft list of strategies and skills
cross-curricular sources and agreed determined and consulted across
on school
School-wide strategies agreed,
shared and used.
Term 4 Availability of Year 8 PaCT data Deputy Rector New enrolments PaCT data is
from contributing school identified downloaded and available for start of
and accessed via ENROL year processes for Year 9s
Term 2-3 Visit contributing schools to have Literacy and Numeracy Committee Members have visited some
knowledge of strategies and contributing schools and key
practices strategies identified and collated

Term 1 - 4 Promotion of reading culture in the Librarian, in conjunction with English Reading Culture fostered in Year
school, with departments, Year level and other Departments, and level assemblies, King’s Week,
assemblies, King’s Week, social Marketing Committee social media, signage and learning
media and other opportunities programmes

Terms 1 - 4 Promotion of numeracy culture in the Mathematics and other departments, Numeracy Culture fostered in Year
school with departments, Year level and Marketing Committee level assemblies, King’s Week,
assemblies, King’s Week, social social media, signage and learning
media and other opportunities programmes

Terms 1 - 4 Promotion of writing culture in the All departments Writing Culture fostered in Year level
school, with departments, Year level assemblies, King’s Week, social

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 assemblies, King’s Week, social media, signage and learning
media and other opportunities programmes
Monitoring: Literacy and Numeracy Working Group, Line Managers, Marketing Committee

Resourcing:

● Learning Progressions Framework and Progress and Consistency Tool (PaCT) – training for use of these tools for Reading, Writing and Mathematics.
Relief days for key staff in English, Mathematics, Social Sciences and Science.

● Relief hours/days for visits to contributing schools

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Strategic Objective – Well Being

Strategic Goal:
Develop and embed a shared language and understanding of wellbeing, including an understanding of the different strands that collectively form our schoolwide
wellbeing framework

Annual Goal: Annual Target:

Key wellbeing terms and concepts are integrated into courses and instruction via Increase student recognition and understanding of key language and concepts from Terms
departments 1 to 4 through accessing it widely

Baseline Data: NZIWR/NZCER surveying of the state of student wellbeing, King’s surveying/testing of wellbeing language/concept uptake

Key Improvement Strategies:

When: What: Who: Indicators of Progress:

Start of Term 1, 2020 Display in every classroom 10 key words HOD’s to discuss with teachers in their Student’s start to use the language in
that are intrinsic to Pos Ed. Departments conversation

Integrated into subject area goals and

associated actions.

Modules rotating throughout year KMS - main driver for Juniors. All teachers of KMS Class engagement

2 x per Term Seniors will do 6 x specific Units of work eg. Rs, My to make up the Units. Classroom Class engagement
A “how to study” unit teachers to teach

Monitoring: Each Subject look to use the 10 key words in context within their own subject areas ie. what could / does “resilience” look like in your subject area? What strategies could you
use / be applied to assist with this learning?

Resourcing:

● Photocopying and laminating the 10 key words for every classroom

● Photocopying Units of work for the Senior School

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Strategic Goal:
Expand explicit teaching of the wellbeing programme throughout the school, embedded in a context of high expectations of self and others

Annual Goal: Annual Target:

Group time wellbeing tasks are rolled out via House activity All House Groups receive and successfully employ one activity every two weeks via senior
House Group students.

Baseline Data:

NZIWR/NZCER surveying of student wellbeing state, King’s surveying/testing of wellbeing language/concept uptake.

Key Improvement Strategies:

When: What: Who: Indicators of Progress:

Term 1 Week 1 or 2: dependent on House Worksheets – small groups, peer Yr 12 and 13s act as peer mentors / Relationship building through conversations
Assembly day interaction. facilitators for Yr 9 -11. with peer mentors

Monitoring: Seniors (Yr12 / 13s) in each Group to drive the activities.

Strategic Goal:
Expand explicit teaching of the wellbeing programme throughout the school, embedded in a context of high expectations of self and others

Annual Goal: Annual Target:

Using Year Level Assembly time: Use of motivational speakers, Old Boys eg past Prefects Unpack one of our school Values every month and walk through what it looks like in a King’s
etc. to help reinforce the Rector’s message. context.

Baseline Data:

NZIWR/NZCER surveying of the state of student wellbeing, King’s surveying/testing of wellbeing language/concept uptake

Key Improvement Strategies:

When: What: Who: Indicators of Progress:

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Assembly Time each week. Our 7 Values of Excellence, Respect, The Rector, prominent Old Boys, ex- Work through one Value per month.
Integrity, Compassion, Participation, Prefects, motivational speakers
Fairness, and Responsibility Student Voice.

Monitoring: Tie in the work in Value from Assemblies into the Group time and class setting.

Resourcing:

• Good people who will help spread our message eg Motivational Speakers. Tap into the Old Boy network. Student Leaders and ‘Influencers’.

Strategic Goal:
Expand explicit teaching of the wellbeing programme throughout the school, embedded in a context of high expectations of self and others

Annual Goal: Annual Target:

Increase the Wellbeing of our students, staff and community Improve student and staff wellbeing

Raise awareness and understanding of wellbeing within the whole school community

Baseline Data:

NZIWR/NZCER surveying of the state of student wellbeing, King’s surveying/testing of wellbeing language/concept uptake

Key Improvement Strategies:

When: What: Who: Indicators of Progress:

Weekly – get article to Hf by the Wednesday Starting with Pos Ed introduction in King’s Rs, Hf Pos Ed articles in King’s Week aligned with
in time for publishing Friday each week. Week. Follow themes of our 7 school the information given at Assembly that
Values. week.

Have a wellbeing focus during school events Rs, Ds Parent feedback

such as Good Man evening etc.

Try to get PTSA representation on the Pos Rs, Te PTSA involvement will have a great ripple
Ed Steering Group. effect

Monitoring: - Access community voice from school events such as Good Man evening and Award ceremonies.

Resourcing: - Staff suggestions to foster staff wellbeing.

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Strategic Objective – Inclusive Practice

Strategic Goal:
Create and foster relationships that build stronger bonds between school and community

Annual Goal: Increase interaction with distinct community groups Annual Target: One meeting/interaction with each distinct community group by the end of
Term 3, with focus on developing recognition, celebration and belonging

Baseline Data: Staff and community feedback on the value of the meetings and the actions informed by them

Key Improvement Strategies:

When: What: Who: Indicators of Progress:

- Academic, Cultural/Music - Marae Trips - Modelled/promoted by all staff • Engagement with all stakeholders
and Sporting Celebrations - Field Trips - Prefects within our school community will
throughout the school year - Good Man Evening (Term 1) - Old Boys involve:
- Mother & Son Evening (Term 2) - Maori Advisory Board - Partnerships with school groups
- Cultural Week - Pasifika Advisory Group being developed.
(Term 3 – Week 5) - House Groups - Alumni
- Fundraising - Interhouse Competitions - Old Boys Assn
- Refugee Family meetings - Assemblies - PTSA
(Term 1 & 3) - Co-curricular (Lions Way) - Student Council
- Pasifika Performance Evenings - Assemblies - Sports Department
- Marketing Committee - King’s High School Charitable Trust

• The importance of our community

links and school links (including
student groups) working together
and not individually.

• Providing more leadership

opportunities for our staff to be
involved in groups:
- Deans
- Staff

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 - Numeracy and literacy group

• Providing more leadership

opportunities for our students to
be involved in groups/voice:
- Senior/Junior
- Maori/Pasifika
- Prefects/Peer Mentoring

Monitoring:

- BOT / SLT / Staff / School related community groups

- Onsite to promote existing buildings and structures – but, also new infrastructure. Visual aids given the high volume of foot-traffic we have, are to have in the future.
- Lifting areas of the school to guide our community when they come through the front gates.
- Signage is key.

Resourcing: School Funding streams / Marketing Budget

Strategic Goal:
Enhance the visual representation of other cultures around the school, with an emphasis on Te Reo Maori me nga tikanga

Annual Goal: Increase the quantity of static or audio-visual material in school with cultural Annual Target: Substantial visual change is achieved in one room per subject area and in
focus other spaces in the school, with a notable increase of Te Reo and tikanga evident

Baseline Data: Audit of new material added, student voice regarding impact/influence

Key Improvement Strategies:

When: What: Who: Indicators of Progress:

- A focussed approach to - Library area - Rector - Community Feedback

what/where we need to be - Gymnasium area - Staff Regular surveying
upgrading and improving our - Administration Block - Prefects/Student Voice Parents/KPAG/MAG
visual displays inside/outside the - Old Boys area - Maori Advisory Board
classroom - PAC Foyer area - Pasifika Advisory Group - Student Voice/Feedback
- Court-yard area - Property Committee Prefects
- BOT House Prefects
All these areas to have an increase of - PTSA Juniors (Liaison Classes)
positive visual aids added - Iwi
- Staff Feedback
HOD Meetings

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 Department Meetings
Line Manager Meetings

- Property Committee timeline on

when visual aids are to be
placed/implemented around
school

- Marketing Committee
Ideas feedback

- HOD’s ensuring classrooms and

Department areas are well
presented with clear messages.

Monitoring:

- BOT / SLT / Staff / Students / School related community groups

Resourcing:

- School Funding streams

- Property

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Strategic Objective – Staff Capability

Strategic Goal:
Develop and implement a cohesive PLD plan which explicitly develops junior and senior literacy and numeracy across the curriculum and prepares staff to deliver the new NCEA for learner personal excellence.

Annual Goal: Annual Target:

Staff individual and collective need for added expertise is met by professional development A relevant ‘fit for purpose’ plan is ready for use then acted on from Term 1 2021
of teaching and non-teaching staff to implement strategic developments – all captured in a
plan

Baseline Data:

Staff attendance and feedback from PLD internal/external, desirable change evident in domains 1-3

Key Improvement Strategies:

When: What: Who: Indicators of Progress:

Term 4 – 2020 Literacy and numeracy baseline test PaCT SLT and Literacy and Numeracy Working Testing using this baseline test three times
for use in Junior school chosen and Group in the Junior school to track change in
investigated individual students literacy and numeracy
data

Term 1 - 2021 Introduce King’s High School Critical Path to AP Assessments and Pathways and AP Checkpoints on the Critical Path being met
Follow for NCEA Change Teaching and Learning to facilitate by all

Term 1 - 2021 Literacy and numeracy specific schoolwide AP Teaching and Learning to facilitate Strategies being explicitly incorporated into
PLD planning and teaching. Results lifting of
literacy and numeracy data

Term 2, 3 and 4 - 2021 NCEA Change Teacher Only Days 2, 3, 4 AP Assessments and Pathways, AP Teaching Staff feedback and planning towards its
and Learning, SCT, Literacy and Numeracy implementation
Working Group

Throughout 2021 Departments reviewing their subject specific APs/Line Managers and HODs/Assistant Development and then implementation of
literacy and numeracy HODs ‘Department Literacy and Numeracy
Strategy’ in their junior subjects first and
then the Senior subjects. Students correct

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 use of subject specific literacy and numeracy
is more prevalent

Monitoring:

• BOT
• Rector
• APs (Assessments and Pathways, Teaching and Learning and Curriculum and Technology)
• SCT
• HODs/Assistant HODs
• Literacy and Numeracy Working Group

Resourcing:

● PLD Budget

● NZQA Resources for the NCEA Changes

● Literacy and numeracy baseline test - PaCT

Strategic Goal:
Support for all staff, teaching and non-teaching, to grow their understanding of different cultures, languages, and the school’s wellbeing framework.

Annual Goal: Annual Target:

Staff individual and collective need for added expertise is met by professional development A relevant ‘fit for purpose’ plan is ready for use then acted on from Term 1 2021
of teaching and non-teaching staff to implement strategic developments – all captured in a
signal plan

Baseline Data:

Staff attendance and feedback from PLD internal/external, desirable change evident in domains 1-3

Key Improvement Strategies:

When: What: Who: Indicators of Progress:

Term 1 - 2021 Full staff PLD AP Teaching and Learning to facilitate with Feedback from staff survey on this PLD
outside agencies session and take aways from it

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Throughout 2021 Te Reo Māori Language Course at King’s Matua Pene Staff improving their Te Reo language skills
High School and utilising it in class and the wider school

Throughout 2021 Individual staff PLD Staff who have attended external PLD PLD Feedback Form

Term 2 - 2021 Te Reo Māori Language Course(s) Online AP Teaching and Learning to facilitate Wider use of Te Reo Māori in classroom and
across school. 2021 Māori student survey

Term 3 - 2021 King’s Culture Week All staff Staff involvement in Culture Week feedback
provided on the week – takeaways, ways to
improve

Monitoring:

• BOT
• Rector
• AP Teaching and Learning
• Professional Growth Cycle Supporters (Teaching Staff)
• Appraisers (Non-Teaching Staff)

Resourcing:

● Cultural Capabilities Centrally Funded PLD for 2021-2022

● PLD Budget

● Hauora/Wellbeing PLD

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