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2016 Allenton Literacy Action Plan

Curriculum Area:

Literacy

Allenton Goals: To raise achievement in Literacy.


Our Beliefs: We believe in providing quality reading and writing
programmes which cater for individual and group needs,
including the Gifted and Talented.
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Children:

Where are we at now?

Reading
National Standard Data for 2015.

Data at the end of 2015 shows that the percentage of students achieving At or Above has
remained at 85% across the school. Particular areas of high achievement have been students
at the End of Year 3 (91.1% At or Above) and students at the End of Year 4 (89% At or Above).
Data shows that the Maori cohort has risen from 67.5% in 2014 to 70.7% in 2015. A particular
focus group was Maori boys who have improved from 54% to 61% in 2015 - two years ago
achievement for Maori boys sat at 40%
An influx of Pasifika students in 2015 (from 11 students to 29 students, an increase of 172%)
has only resulted in a 6% reduction in the number of students achieving At or Above.

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Students are taught reading


daily as well as it being an
intergral part of most other
lessons.

2015 Outline.

Teachers:

Literacy folders updated and now contain programme outlines, assessment schedules
and planning guidelines.
Have copies of The NZ Curriculum, Literacy Learning Progressions, Teaching Reading
Comprehension, Effective Literacy Practice and Teaching Comprehension Strategies.
Use of running records, e AsTTle and PAT as assessment tools to form OTJ.
Have opportunities to up skill through PD with courses, Rit Lit and /or colleagues.

Systems:School

Junior Area (Year 1& 2) involved in syndicate wide interchange for reading.
Sunshine on line subscription purchased for whole school use.
Continued updating and replacing of all PM books for Junior Area so there are 12
copies of each.
Replacement and update of books at Silver and Gold levels.
Use of Google Docs, Chrome Books, Blogs, Weebly, Blogspot and Quad-Blogging.

Children
2016

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2017

2018

2015 School PD.


Regular sharing of ideas,
successes, concerns and
new resources at syndicate
meetings
4 Teachers attended a
school based ELLP course
for 2 days in September.
2 Teachers attended a
Reading Assessment
presentation in October.
Aspects of all of these
courses were shared at
syndicate meetings.

11 children have completed


reading recovery
successfully.
35 Children in Years 4, 5 & 6
took part in ICAS English

Target 1: To raise school wide achievement


from 85% to 90%.
Indicators: Students running records,
e Asttle PAT and OTJ results will improve.
Actions: Focus on Acclerated Literacy
Learning (ALL) and using assessment data
to identify areas of need.

Target 1: To raise school wide achievement


from 90% to 95%.
Indicators: Students running records,
e Asttle PAT and OTJ results will improve.
Actions: Use Accelerating Literacy
Learning (ALL) findings to address needs
of those whose reading is not progressing.

Target 1: To raise school wide achievement


from 95% to 100%
Indicators: Students running records,
e Asttle PAT and OTJ results will improve.
Actions: Increased use of websites and
Apps to engage students whose reading is
not progressing satisfactorally.

Target 2: To raise male Maori achievement


from 61% At or Above to 66%.
Indicators: Students running records,
e Asttle PAT and OTJ results will improve.
Actions: Raise the achievement of a target
group of Year 5/6 students including 5
Maori and 3 Pasifika students.
Monitor targetted students closely, to
address learning needs using termly
projected levels and backward planning
teaching focus.
Group children together in home classes
who have similar needs and are working at
similar levels.
Y6 group 12 students
Y5 group 5 students

Target 2: To raise male Maori achievement


from 66% At or Above to 73%
Indicators: Students running records,
e Asttle PAT and OTJ results will improve.
Actions: Monitor targetted students closely,
to address learning needs. Use authentic
settings related to Maori culture.
Revisit examples of good practice for Maori
students eg shared reading.
Develop partnership model with parents.

Target 2: To raise male Maori achievement


from 73% At or Above to 80 %
Indicators: Students running records,
e Asttle PAT and OTJ results will improve.
Actions: Monitor targetted students closely,
to address learning needs. Use authentic
settings related to Maori culture. Continued
use of good practice for Maori students.
Develop partnership model with
community.

http://englishonline.tki.org.nz/EnglishOnline/Learning-about-my-studentsneeds/Knowledge-of-the-learner/SupportingMaori-learners

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What do we want to change for children?

Target 3: To raise all Pasifika achievement


to 80%.
Indicators: Students running records,
e Asttle PAT and OTJ results will improve.
Actions: Monitor targetted students
closely, using backwards planning
methods, to address learning needs. Use
authentic settings related to Pasifika
culture and revisit examples of good
practice for Pasifika students eg shared
reading.
Close liaison with ESOL lead teacher and
Teacher Aides to ensure students needs
are being met.
Use the ESOL (English for Speakers of
Other Languages) resource English
Language Learning in Primary Schools
http://englishonline.tki.org.nz/EnglishOnline/Learning-about-my-studentsneeds/Knowledge-of-thelearner/Supporting-Pasifika-learners

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Target 3: To raise all Pasifika achievement


to 85%.
Indicators: Students running records,
e Asttle PAT and OTJ results will improve.
Actions: Monitor targetted students
closely, using backwards planning
methods, to address learning needs. Use
authentic settings related to Pasifika
culture and use examples of good practice
for Pasifika students eg shared reading.
Close liaison with ESOL lead teacher and
Teacher Aides to ensure students needs
are being met.
Use the ESOL (English for Speakers of
Other Languages) resource English
Language Learning in Primary Schools

Target 3: To raise all Pasifika achievement


to 90%.
Indicators: Students running records,
e Asttle PAT and OTJ results will improve.
Actions: Monitor targetted students closely,
using backwards planning methods, to
address learning needs. Use authentic
settings related to Pasifika culture and use
examples of good practice for Pasifika
students eg shared reading.
Close liaison with ESOL lead teacher and
Teacher Aides to ensure students needs
are being met.

What do we want to change as teachers?

Teachers:
2016
Target 1: To ensure that our reading
programmes reflect the needs of our
students.
Indicators: Teachers practice and planning
will demonstrate an awareness of students
expected levels and barriers that exist to
achieving these.
Actions: Use Accelerated Literacy
Learning model to track targetted children.
Use of school wide coaching buddies to
support each other with teaching of
tagetted pupils.
Target 2: To ensure that our assessment
data is accurate, analysed and reacted to.
Indicators: Accurate data will be gathered,
using effective assessment tools.
Actions: Time will be spent sharing
assessments and their results at area level
and actions formed.
All data entries correctly onto Assembly by
due dates.
Target 3: To ensure that our teachers
remain updated on current best practice in
reading
Indicators: Teachers are supported with
their PD.
Actions: Collegial sharing during syndicate
meetings. Teaching as inquiry focus as part
of teacher appraisal process. Opportunities
to attend courses. Teachers reflect on their
practice and determine areas for
development and next steps.

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2017
Target 1: To ensure that our reading
programmes reflect the needs of our
students.
Indicators: Teachers practice and planning
will demonstrate an awareness of students
expected levels and barriers that exist to
achieving these.
Actions: Use Accelerated Literacy
Learning model to track targetted children.
Use of school wide coaching buddies to
support each other with teaching of
tagetted pupils.
Target 2: To ensure that our assessment
data is accurate, analysed and reacted to.
Indicators: Accurate data will be used as
the basis for change in programmes in
reading.
Actions: Time will be spent sharing
assessments and their results at area level
and shared between levels, actions being
formed from the findings.
Target 3: To ensure that our teachers
remain updated on current best practice in
reading
Indicators: Teachers are supported with
their PD.
Actions: Collegial sharing during syndicate
meetings. Teaching as inquiry focus as part
of teacher appraisal process. Opportunities
to attend courses. Teachers reflect on their
practice and determine areas for
development and next steps.

2018
Target 1: To ensure that our reading
programmes reflect the needs of our
students.
Indicators: Teachers practice and planning
will demonstrate an awareness of students
expected levels and barriers that exist to
achieving these.
Actions: Use of English OnLine website
http://englishonline.tki.org.nz/EnglishOnline/Learning-about-my-studentsneeds/Knowledge-of-the-learner
Target 2: To ensure that our assessment
data is accurate, analysed and reacted to.
Indicators: Accurate data will be used as
the basis for change in programmes and
staff development in reading.
Actions: Time will be spent sharing
assessments and their results at area level,
identifying staff professional development
needs to be acted on.
Target 3: To ensure that our teachers
remain updated on current best practice in
reading
Indicators: Teachers are supported with
their PD.
Actions: Collegial sharing during syndicate
meetings. Teaching as inquiry focus as part
of teacher appraisal process. Opportunities
to attend courses. Teachers reflect on their
practice and determine areas for
development and next steps.

http://englishonline.tki.org.nz/EnglishOnline/Impact-of-changed-practices

School Systems:
2016
Target 1: To ensure that our reading
programmes focus on the development of
comprehension strategies once fluency is
achieved at Level 22
Indicators: 80% comprehension is
needed from Level 22 in order for a child
to progress.
Actions: Teachers become familiar with
comprehension strategies os outlined in
Effective Literacy Practice, Teaching
Reading Comprehension and Teaching
Comprehension Strategies.
At risk children will be identified.
Planning will indicate where, when and
how these strategies are being developed
and used.
Target 2: To increase the effective use of
IT in reading.
Indicators: I-pads and other computers
are used frequently in reading
programmes.
Actions: A Google doc will be created and
added to by staff sharing useful
programmes, apps and good practice
with IT in reading.
Target 3: To purchase effective reading
resources and cull where necessary.
Indicators: Where possible resources are
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2017
Target 1: To ensure that our reading
programmes focus on the development of
comprehension strategies once fluency is
achieved at Level 22
Indicators: 80% comprehension is
needed from Level 22 in order for a child
to progress.
Actions: Teachers will use comprehension
strategies os outlined in Effective Literacy
Practice, Teaching Reading
Comprehension and Teaching
Comprehension Strategies
Teachers will use a tracking sheet for
targetted children with termly projected
levels and backwards planning teaching
focus.
Target 2: To increase the effective use of
IT in reading.
Indicators: I-pads and other computers
are used to enhance reading
programmes.
Actions: Staff reflect on own practice and
use Google doc to continue to access
effective programmes and apps to
enhance reading programmes.
Target 3: To purchase effective reading
resources and cull where necessary.
Indicators: Where possible resources are

2018
Target 1: To ensure that our reading
programmes focus on the development
of comprehension strategies once
fluency is achieved at Level 22
Indicators: 80% comprehension is
needed from Level 22 in order for a child
to progress.
Actions: Teachers will maintain the use
comprehension strategies os outlined in
Effective Literacy Practice, Teaching
Reading Comprehension and Teaching
Comprehension Strategies
Use of school-wide buddies to support
each other with teaching of our targetted
pupils.
Target 2: To increase the effective use of
IT in reading.
Indicators: I-pads and other computers
are an essential aspect of reading
programmes.
Actions: Add space for IT planning on
reading plans. Investigate best IT
resources and purchase if necessary.
Target 3: To purchase effective reading
resources and cull where necessary.
Indicators: Where possible resources

What school systems do we want to change?

purchased early in the year to meet the


identified needs of the school straight
away.
Actions: Continue purchasing PM texts at
early levels to build up to 12 copies.
Cull of 2004 & 2005 School Journals,
retain 10 copies of each issue.
Continue update of Silver, Gold and
Purple titles.
Regular time taken at syndicate meetings
to introduce, share and demonstrate
reading resources.

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purchased early in the year to meet the


identified needs of the school straight
away.

are purchased early in the year to meet


the identified needs of the school straight
away.

Actions: Continue purchasing PM texts at


early levels to build up to 12 copies.
Regular time taken at syndicate meetings
to introduce, share and demonstrate
reading resources.
Evaluate online resources and apps.

Actions: Continue purchasing PM texts


at early levels to build up to 12 copies.
Cull of 2006 & 2007 School Journals,
retain 10 copies of each issue.
Regular time taken at syndicate
meetings to introduce, share and
demonstrate reading resources.

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Children:

Where are we at now?

Writing
National Standard Data for 2015.

Data at the end of 2015 shows that the percentage of students achieving At or Above has
increased to 79.1% across the school. This is an increase of 1.1% from 2014. Particular
areas of high achievement have been students at the End of Year 3 (85.3% At or Above) and
girls (88.8% At or Above).
The 2015 specific target was to raise the achievement in Writing of boys from the 2014 levels
of 68.8% to 75% and also accelerate the progress in writing of a target group of Maori and
Pasifika boys across the school from 37% and 50% respectively, to the level achieved by

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Students are taught writng daily


as well as it being an intergral
part of most other lessons.

2015 Outline.

Teachers:

Literacy folders updated and now contain programme outlines, assessment schedules
and planning guidelines.
Have copies of The NZ Curriculum, Literacy Learning Progressions, Effective Literacy
Practice and The Writing Book.
Use e AsTTle and PAT as assessment tools to form OTJ.
Have opportunities to up skill through PD with course, Rit Lit and /or colleagues.
Spelling and Word Study Programme updated and included in Literacy Folder.
Punctution and Grammar Programme completed and included in Literacy Folder.

Systems:School

In the Senior and Middle Syndicates Writing Assessment prior to Interim Reports was
based around a persuasive writing sample marked and moderated according to the e
AsTTle writing rubrics. The second persuasive writing sample was completed Week 2
Term 4. Results were entered into the data base.
Junior classes were marked using e AsTTle rubric with writing samples taken in the
term of the school start anniversary date. E Asttle samples were also written by every

Children
2016

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2017

2018

2015 School PD.


Regular sharing of ideas,
successes, concerns and
new resources at syndicate
meetings
4 Teachers attended a
school based ELLP course
for 2 days in September.
2 Teachers attended a
Reading Assessment
presentation in October.
4 teachers attended The
Writing Book course in April
2 teachers atteneded a Word
Lab presentation and
workshop in October.
Aspects of all of these
courses were shared at
35 Children in Years 4, 5 & 6
took part in ICAS English
Test with the following
results
High Distinction
2

Target 1: To raise school wide achievement


from 79% to 84%.
Indicators: Students e Asttle, PAT and OTJ
results will improve.
Actions: Focus on Acclerated Literacy
Learning (ALL) and using assessment data
to identify areas of need.
Target 2: To raise male Maori achievement
from 54% At or Above to 60%.
Indicators: Students e Asttle, PAT and OTJ
results will improve.
Actions: Raise the achievement of a target
group of Year 3/4 students including 5
Maori and 2 Pasifika students.
Monitor targetted students closely, to
address learning needs using termly
projected levels and backward planning
teaching focus.
Group children together in home classes
who have similar needs and are working at
similar levels.
Y4 group 10 students
Y3 group 10 students
http://englishonline.tki.org.nz/EnglishOnline/Learning-about-my-studentsneeds/Knowledge-of-the-learner/SupportingMaori-learners

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Target 1: To raise school wide achievement


from 84% to 89%.
Indicators: Students e Asttle, PAT and OTJ
results will improve.
Actions: Use Accelerating Literacy
Learning (ALL) findings to address needs
of those whose writing is not progressing
satisfactorally.
Target 2: To raise male Maori achievement
from 60% At or Above to 65%
Indicators: Students e Asttle, PAT and OTJ
results will improve.
Actions: Monitor targetted students closely,
to address learning needs. Use authentic
settings related to Maori culture.
Revisit examples of good practice for Maori
students eg shared writing.
Develop partnership model with parents.

Target 1: To raise school wide achievement


from 89 to 94%
Indicators: Students e Asttle, PAT and OTJ
results will improve.
Actions: Increased use of websites and
Apps to engage students whose writing is
not progressing satisfactorally.
Target 2: To raise male Maori achievement
from 65% At or Above to 70%
Indicators: Students e Asttle, PAT and OTJ
results will improve.
Actions: Monitor targetted students closely,
to address learning needs. Use authentic
settings related to Maori culture. Continued
use of good practice for Maori students.
Develop partnership model with
community.

What do we want to change for children?

Target 3: To raise male Pasifika


achievement to 80%.
Indicators: Students e Asttle, PAT and OTJ
results will improve.
Actions: Monitor targetted students
closely, using backwards planning
methods, to address learning needs. Use
authentic settings related to Pasifika
culture and revisit examples of good
practice for Pasifika students eg shared
writing.
Close liaison with ESOL lead teacher and
Teacher Aides to ensure students needs
are being met.
Use the ESOL (English for Speakers of
Other Languages) resource English
Language Learning in Primary Schools
http://englishonline.tki.org.nz/EnglishOnline/Learning-about-my-studentsneeds/Knowledge-of-thelearner/Supporting-Pasifika-learners

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Target 3: To raise male Pasifika


achievement to 85%.
Indicators: Students e Asttle, PAT and OTJ
results will improve.
Actions: Monitor targetted students
closely, using backwards planning
methods, to address learning needs. Use
authentic settings related to Pasifika
culture and use examples of good practice
for Pasifika students eg shared writing.
Close liaison with ESOL lead teacher and
Teacher Aides to ensure students needs
are being met.
Use the ESOL (English for Speakers of
Other Languages) resource English
Language Learning in Primary Schools

Target 3: To raise male Pasifika


achievement to 90%.
Indicators: Students e Asttle, PAT and OTJ
results will improve.
Actions: Monitor targetted students closely,
using backwards planning methods, to
address learning needs. Use authentic
settings related to Pasifika culture and use
examples of good practice for Pasifika
students eg shared writing.
Close liaison with ESOL lead teacher and
Teacher Aides to ensure students needs
are being met.

What do we want to change as teachers?

Teachers:
2016
Target 1: To ensure that our writing
programmes reflect the needs of our
students.
Indicators: Teachers practice and planning
will demonstrate an awareness of students
expected levels and barriers that exist to
achieving these.
Actions: Use Accelerated Literacy
Learning model to track targetted children.
Introduction og Word Lab programme in
Senior and Middle Syndicates.
Focus on oral language in Junior
Syndicate.
Target 2: To ensure that our assessment
data is accurate, analysed and reacted to.
Indicators: Accurate data will be gathered,
using effective assessment tools.
Actions: Time will be spent sharing
assessments and their results at syndicate
level and actions formed.
Whole school focus on recount to allow
greater moderation between syndicates.
All data entries correctly onto Assembly by
due dates.
Target 3: To ensure that our teachers
remain updated on current best practice in
writing.
Indicators: Teachers are supported with
their PD.
Actions: Collegial sharing during area
meetings. Teaching as inquiry focus as part
of teacher appraisal process. Opportunities

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2017
Target 1: To ensure that our writing
programmes reflect the needs of our
students.
Indicators: Teachers practice and planning
will demonstrate an awareness of students
expected levels and barriers that exist to
achieving these.
Actions: Use of school wide coaching
buddies to support each other with
teaching of tagetted pupils.
Word Lab programme used in Senior and
Middle Syndicates.

2018
Target 1: To ensure that our writing
programmes reflect the needs of our
students.
Indicators: Teachers practice and planning
will demonstrate an awareness of students
expected levels and barriers that exist to
achieving these.

Target 2: To ensure that our assessment


data is accurate, analysed and reacted to.
Indicators: Accurate data will be used as
the basis for change in programmes in
writing.
Actions: Time will be spent sharing
assessments and their results at syndicate
level and shared between levels, actions
being formed from the findings.
Continued moderation between syndicates.

Target 2: To ensure that our assessment


data is accurate, analysed and reacted to.
Indicators: Accurate data will be used as
the basis for change in programmes and
staff development in writing.
Actions: Time will be spent sharing
assessments and their results at syndicate
level, identifying staff professional
development needs to be acted on.
Moderation between syndicates in
embedded.
Target 3: To ensure that our teachers
remain updated on current best practice in
writing.
Indicators: Teachers are supported with
their PD.
Actions: Collegial sharing during area
meetings. Teaching as inquiry focus as part
of teacher appraisal process. Opportunities

Target 3: To ensure that our teachers


remain updated on current best practice in
writing.
Indicators: Teachers are supported with
their PD.
Actions: Collegial sharing during area
meetings. Teaching as inquiry focus as part
of teacher appraisal process. Opportunities

Actions: Use of English OnLine website


http://englishonline.tki.org.nz/EnglishOnline/Learning-about-my-studentsneeds/Knowledge-of-the-learner

to attend courses. Teachers reflect on their


practice and determine areas for
development and next steps.
Junior Syndicate involvement in Mini Lit
http://englishonline.tki.org.nz/EnglishOnline/Impact-of-changed-practices

to attend courses. Teachers reflect on their


practice and determine areas for
development and next steps.

to attend courses. Teachers reflect on their


practice and determine areas for
development and next steps.

School Systems:
2016
Target 1: To ensure that our writing
programmes focus on the continued correct
use of punctuation and grammar once a range
of different text types are introduced.
Indicators: Correct punctuation and grammar is
established and maintained from Years 1-6.
Actions: Year 4-6 teachers will analise data
from PAT Punctuation and Grammar to identify
areas of need for focussed teaching.
Introduction of school wide plan for
Punctuation and Grammar.
Teachers will use a tracking sheet for targetted
children with termly projected levels and
backwards planning teaching focus.

2017
Target 1: To ensure that our writing
programmes focus on the continued
correct use of punctuation and grammar
once a range of different text types are
introduced.
Indicators: Correct punctuation and
grammar is established and maintained
from Years 1-6.
Actions: Teachers will use a tracking
sheet for targetted children with termly
projected levels and backwards planning
teaching focus.
Year 4-6 teachers will analise data from
PAT Punctuation and Grammar to identify
areas of need for focussed teaching.
Use of school wide plan for Punctuation
and Grammar.

Target 2: To increase the effective use of IT in


writing and spelling.
Indicators: I-pads and other computers are
used frequently in writing and spelling
programmes.
Actions: Implementation of Word Lab Spelling
Scheme. Purchase the programme.
Programme installed on server and introduced

Target 2: To increase the effective use of


IT in writing and spelling.
Indicators: I-pads and other computers
are used to enhance writing and spelling
programmes.
Actions: Use of Word Lab Spelling
Scheme. 20 minutes a day for learning of
list words and vocabulary development.

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2018
Target 1: To ensure that our writing
programmes focus on the continued
correct use of punctuation and grammar
once a range of different text types are
introduced.
Indicators: Correct punctuation and
grammar is established and maintained
from Years 1-6.
Actions: Teachers will use a tracking
sheet for targetted children with termly
projected levels and backwards planning
teaching focus.
Year 4-6 teachers will analise data from
PAT Punctuation and Grammar to
identify areas of need for focussed
teaching.
Review of school wide plan for
Punctuation and Grammar to ensure it is
meeting identified needs.
Target 2: To increase the effective use of
IT in writing and spelling.
Indicators: I-pads and other computers
are an essential aspect of writing and
spelling programmes.
Actions: Add space for IT planning on
writing and spelling plans. Review school
spelling programme and include IT

What school systems do we want to change?

to staff with follow-ups at Middle and Senior


Syndicate Level as necessary.
Target 3: To purchase effective writing
resources and cull where necessary.
Indicators: Where possible resources are
purchased early in the year to meet the
identified needs of the school straight away.
Actions: Ensure every room has a copy of
Learing Through Talk.
Regular time taken at syndicate meetings to
introduce, share and demonstrate writing
resources.
Review current writing resources.

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Investigate best IT resources and


purchase if necessary.
Target 3: To purchase effective writing
resources and cull where necessary.
Indicators: Where possible resources are
purchased early in the year to meet the
identified needs of the school straight
away.
Actions: Regular time taken at syndicate
meetings to introduce, share and
demonstrate writing resources.
Evaluate online resources and apps.

resources.
Target 3: To purchase effective writing
resources and cull where necessary.
Indicators: Where possible resources
are purchased early in the year to meet
the identified needs of the school straight
away.
Actions:
Regular time taken at syndicate
meetings to introduce, share and
demonstrate writing resources.

Budgets
2015

2016

Junior

$2200

$2500

Middle

$1000

$1000

Senior

$1000

$1000

Literacy

$1500

$1200

Library
Books
Materials

$4000

$4000

$1000

$1000

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