Tamariki School

Review Cycle

Tamariki School has the following self review cycle:

We review an aspect of either literacy or numeracy each year. Other learning areas of the New Zealand curriculum are scheduled on a review cycle.

Once the review has been conducted, it may highlight strengths within the school and also identify areas for development. These areas are defined and a plan of action is implemented.

Year

Focus

Focus Curriculum area

2015

Early Literacy

Science

2016

Digital learning in Math

The Arts

2017

How effective is the school being in accelerating learning and adding value for the 2017 writing target groups.

Health and PE

Draft working document 2017 Sexuality Education Review

2018

Either Literacy or Numeracy – focus question to be determined

Technology

2019

Either Literacy or Numeracy – focus question to be determined

Social sciences

For new teachers who haven't been through a self review (and current teachers - to remind us of the process)  the following questions might help you understand some of the kinds of questions which we might ask ourselves as  part of the review process: We define our question, we look outwards, we gather information, we drill deeper, we analyse. The inquiry process itself will often pose new and ongoing questions as we reflect.

Planned review schedule

•             What is our review focus?

•             What indicators will we use?

•             Who will be involved?

•             How long will we take?

•             When will we start?

•             What will we gather?

•             What resources will we use?

•             How will we document our review?

Plan for change

What did we learn?        

What decisions did we make and why? What changes do we need to make to our practice?       

What will be the impact of these changes on people, processes, resources, or the environment?            

How will these changes benefit children and their learning?       

Who will be responsible for initiating the changes?         

What is the time frame for implementation?     

How will we monitor the impact of these changes?         

What did we learn?        

What decisions did we make and why? What changes do we need to make to our practice?       

What will be the impact of these changes on people, processes, resources, or the environment?            

How will these changes benefit children and their learning?       

Who will be responsible for initiating the changes?         

What is the time frame for implementation?     

How will we monitor the impact of these changes?

An important aspect of the review process is to look outwards and gather ideas from outside of ourselves - to discover and review research, current articles, look at academic programmes/assessment tools used in other schools, etc.

This page was last modified on: 11 Oct 2017 19:54:13