Auckland Normal Intermediate

Term Two, Week 1 2016

Principal’s News

Welcome to a new term, we trust all students enjoyed the break, had time to recharge the batteries and are now ready for the exciting opportunities that lie ahead in term two.

Camp and EOTC Thanks
At the end of last term our Year 7 students were involved in EOTC activities and Year 8’s went to camp. Neither of these activities would have been possible without the awesome parent support we received.  Whether you took part for a day or a week, your involvement was very much appreciated. Many schools cannot offer EOTC programmes as they just don’t get parental support but at ANI we are so lucky to have keen parents who love getting involved. Thank you all very, very much.

New Staff
This term we welcome two new teachers to our staff, Khine McCann (Room 14 teacher), Melissa Lee (Music Specialist). We look forward to sharing the many talents they bring to ANI.

Public Achievement Information
The Ministry of Education has an excellent site called Education Counts (www.educationcounts.govt.nz). On this site a range of quality information is shared with the public from achievement and progress via National Standards to how many students gain NCEA qualifications by the time they leave school. Information is published at the individual school level, regional level and national level.

Current data shows our 2014 results. The data for 2015 data submitted in March so should be available shortly.

Community of Learning (CoL) or Community of Schools (CoS)
Eleven local schools are working collaboratively and taking collective responsibility for students learning through our Community of Learning. We want to ensure there is a connected pathway of learning for students that transition from one school to another. To do this we have set a number of joint achievement challenges. These challenges and how we plan to work together to achieve them and are now published on the Investing in Educational Success (IES) section on the Ministry’s website. As the leader of our CoL it’s a great privilege for me to be able to work alongside colleagues and students to improve levels of achievement. At ANI we have identified three lead teachers who are working with teachers to identify those students whose learning will be accelerated. This is done through the use of data, evidence and individualized learning plans (ILPs).

If you would like more information about community of learners and how we are addressing the challenges please don’t hesitate to ask.

And finally a word from a couple of students who are working with our school lead teachers:

‘Learning is critical because the knowledge learnt is very important for future challenges and circumstances. Making sure students are engaged in their learning is a key priority for us all. Being creative and providing motivating opportunities while teaching, engages students into being more curious and encourages them to succeed in their learning.’ – Alex, Room 15

‘I am helping other students at ANI by encouraging them to go that little bit further with their academic learning and successes. We are giving them a chance to see and understanding how they learn best, what they like to learn, the area they learn best in, the people who teach them and who they teach. The way we will do this is by using learning maps. This will help them discover themselves and learn better. We will mentor target kids of different ethnicities. Our main goal is to raise the academic successes in reading, writing and maths at ANI. These groups of student leaders help put in place the goals of achievement at ANI.’ – Amelie, Room 15

The Future of Work
Over the break I caught up on some professional reading – one article I came across was in an Australian publication ‘The New Work Order’ from the Foundation for Young Australians. While the report has an Australian context the message is equally valid and very real for students in New Zealand. You may have read similar information in other forums so this may not be new, however given the significance of what tomorrows careers look like for our children I felt it worth sharing.

The Future of Work
More than half of all our students are training for jobs that will not exist in the future or that will be transformed by automation, according to a new report by the Foundation for Young Australians.

  • 44% of jobs will be automated in the next 10 years.
  • 60% of students are chasing careers that won’t exist.
  • Young people will have an average of 17 different jobs during their working life.

Young people need to be prepared for a working life that could include five career changes and an average of 17 different jobs.

Many jobs and careers are disappearing because of automation, even in fast food places like McDonalds. Positions that are most likely to go are those that entail repetitive processing, clerical duties and support services and in sectors such as administration, sales, transportation, construction, mining, energy and production. The ‘safest’ jobs include those in computing, engineering and science as people are needed to develop and service the technologies taking over from humans. Also expected to resist the advance are roles which need creative thought or interpersonal skills, such as positions in skilled management, arts and media, law, education, healthcare and financial services. Many lower paid, less skilled jobs will also survive.

The proportion of positions expected to disappear is so large, has technology already started to wipe out jobs? Here’s one example. In London alone, since 2001, 65% of librarians have gone and almost half of all PAs and secretaries. However, as well as jobs being eliminated, new jobs will be created as new industries and positions spring up, along with jobs requiring the skills that machines are unable to match.

Making sure new jobs outnumber those being eliminated requires creating a workforce able to service the high-skilled positions that technology is unlikely to take over.

The skills employers most want from staff are digital know-how, management, creativity, entrepreneurship and problem-solving – all abilities unlikely to be replaced by developments in technology. Students must be in the vanguard of technology and exploit their knowledge-based skills or face being left behind. We need to be educating people five to 10 years away from the workplace with these skills, as well as with the basic broad-based skills of working hard and being able to work well with others.

The destruction and creation of jobs also means that the future workforce can expect to have several different careers, as positions are eliminated and new ones replace them, which means workers will need the ability to adapt to new challenges. The prediction is the development of the so-called ‘hourglass’ labour market with mid-level and semi-skilled jobs in decline, requiring employees to develop new skills that allow them to adapt to change.

Our future global competitiveness depends on our ability to renew our primary sources of competitive advantage – people and technology. This puts a challenging light on the next wave of change already being embraced by the most forward-thinking businesses.

Acknowledgement: ‘The New Work Order: Ensuring young Australians have skills and experience for jobs ’, report by the Foundation for Young Australians 2015;

Have a great month. Our next newsletter will be published on 1 June.

Jill Farquharson
Principal

 

Important Dates

Friday 6 May Year 8 Attitude Talk, 9:15am
  Year 8 Awards Assembly, 1:30pm
Monday 9 May IB Evaluation Visitors (external audit on IB programme), Mon – Wed
  PTA Meeting, 7:00pm
Tuesday 10 May CZ Boys Futsal
Wednesday 12 May CZ Girls Futsal

 

Team Newsletters

Team newsletters are now online, click here to view.

 

Assessment

Throughout term one your child completed a number of assessments, one of which was a Progress and Achievement Test (PAT). Continuing from the past two newsletters, I would like to share some useful information about PAT’s that will help inform you about your child’s learning.

What are PAT’s?
PAT’s are nationally normed multi-choice tests developed specifically for New Zealand schools, they are designed and marked by New Zealand Council for Educational Research (NZCER).

PAT’s are used to determine what curriculum level students are at, what progress they are making, and where they may need extra help. The tests also help teachers decide what kinds of teaching materials are needed and which methods or programmes are most suitable.

How are these tests associated with the curriculum?
The content of the tests is chosen to reflect the content of the New Zealand Curriculum. The results can be matched to curriculum levels, so teachers and parents can see what curriculum level students are working at.

How do PATS relate to the national standards?
PATs are one assessment tool that help teachers determine how students are achieving against the national standards. PATs provide a snapshot of a student’s performance in aspects of the curriculum on any one day. On its own, a PAT result should not determine whether or not a student reaches the national standard. That decision is made by teachers using a mix of other assessment information, knowledge of the student, and the teacher’s overall professional judgement.

What PAT’s test will my child do?
At ANI students complete PAT Maths and reading comprehension ;

PAT:Reading Comprehension assesses how well students understand the text they are reading. Each test is organised around several extended pieces of writing which include stories, poems, reports and explanations. This test was administered in term one.

PAT:Mathematics covers number knowledge, number strategies, algebra, geometry and measurement, and statistics. This test will be administered in Term 2.

What will the results tell me?
Stanines allow your child’s achievement to be compared with the performance of New Zealand students at the same year level. Scores are divided into nine stanines, one being the lowest performance and nine being the highest. The average stanine is around five. So the stanine gives you an idea of your child’s achievement level in the context of their year group nationally.

Individual student reports will be shared with you at the triadic interviews early in term three. If you wish to see you’re the results sooner please do not hesitate to contact your child’s teacher.

For more info – http://www.nzcer.org.nz/tests/understanding-pats-parents-and-community

Lucy Naylor
Deputy Principal

 

Room 17 – 22 Project Update (May)

The school has been working hard with Garry Cullen from Ardmore Architects to finalise plans for the refurbishment of Rooms 17 – 22.

Once the final plans are determined we will provide you with an update on start dates and how the process will unfold.

I know the teachers and students in these areas are looking forward to getting the project underway and moving into a learning space.

Shane Devery
Deputy Principal

 

Health and Safety (H&S)

With the H & S Act coming into effect on Monday 4 April the school is currently looking at what we have in place and have made the following changes or modifications to key areas of the school.  These include:

  • A review of our current H & S policy
  • The inclusion of several new procedures, such as:
  • Worker Engagement and Participation
  • Induction and Training
  • Personal Protective Equipment
  • Risk Management
  • A new form to record a notifiable (serious) injury of students or teachers
  • A new system to manage visitors/contractors to the school

With these new changes in place the school will continue to be a safe place for students and staff to have fun and learn.

Shane Devery
Deputy Principal

 

Special Learning Programmes

During term two students identified as having special learning needs will be provided with several options to support their learning. These include:

  • Differentiated learning opportunities in the class room
  • Teacher Aide support (in a group or one on one)
  • Learning support programmes (new initiative)
  • Learning support will be taken by classroom teachers (who will be released) to teach small groups of students who are identified from current math, reading or writing data.

I am looking forward to continuing to support our students learning and maintaining a culture of inclusive education.

Shane Devery
Deputy Principal

 

Gifted and Talented Programmes and Academies

In term one we offered a variety of extension programmes for the students, in sport, cultural and academic areas. Over 100 students were involved in these programmes.  Students were able to self-select for these groups or they were put forward by their teachers.  Some groups such as cricket were differentiated in that the elite players were catered for but also children with an interest had an opportunity to extend and grow their skills in a second tier programme.

In term two, in addition to what was offered in term one new groups will be available in: performing arts, soccer, fighting fit and body conditioning. With the cultural festival coming up at the end of term two there will be many opportunities for the students to become involved in a variety of cultural groups. Students need to keep an eye on the daily notices for sign up to the various groups.

Here is what some of the students thought of the term one G&T programme:

‘In PE extension we were taught how play games at a fast and intense pace’ – Henry

‘The student coaching student programme was really fun. What I really liked about it was that I got the hang of it really quickly, and from my opinion anyone can do it. It’s a lifelong skill and it’s also a very versatile skill. Meaning that it is adoptable by many subjects. By this year, the school is looking to turn everyone into a coach by the end of this year. ’- Huzefa

‘Robotics was as opportunity to develop students skills such as programming and building robots. Over the term we programmed and built Lego Mindstormrobots. It was fun and I recommend it to all students’ – Tejas, and Aran

Tracey Hughes
Associate Principal

 

Japanese Student Billets

As part of our sister school arrangements and our on-going commitment to global cultural exchanges in 2016 we have our sister school Wajiro Higashi School in Fukuoka, Japan  visiting New Zealand on Wednesday 17 August until Tuesday 23 August.

The group of 12 students and two teachers arrive in NZ on Wednesday 17 August and will require billeting (accommodation and food) for the first 4 nights of their trip (17-20 August). We are asking students and parents of ANI to become a host family for our Japanese students by providing a caring and safe environment in your home for them.

The billets do not need a separate room to themselves and can sleep on a mattress in the same room as your child or in another room. In the past this has been an amazing opportunity to have an international student integrated into a kiwi family environment.

Please contact me on (09) 630 1109 or email me at thughes@ani.school.nz if you are able to take a Japanese billet. I look forward to hearing from you soon.

Tracey Hughes
Associate Principal

 

Sports News

Click here to view sports news.

 

ANI PTA

Welcome back for another term.  We have completed our major fundraising for the year with another successful chocolate fundraiser.  This term there is the PTA social on Thursday 16 June, starting at 6:30pm in the hall.  We are continuing with a combined Year 7 and 8 social as this was extremely successful last term. The students will tell you what a great time was had by all with the added bonus of raising $2,000. The PTA mufti day this term will be held on Friday 24 June.

Last term the PTA agreed to donate the following to the school:

  • $1,000 for rubbish sorting bins for the food tech area
  • $350 for the chess club to run a competition across the school
  • $300 to the enviro group to create “living walls” of herbs and vege plants
  • $1500 donation towards Year 7 EOTC and Year 8 camp
  • $5000 to set up a Robotics Programme
  • $1355 for ANI staff sports jackets
  • $1300 to buy tents for this year and future year 8 camps
  • $1000 for bean bags and board games for the library
  • $3500 for two televisions on trolleys to be used around the school
  • $2000 for a skeleton and torso for the Science Department
  • $400 to purchase art books

As a committee we really appreciate the support of the parents and the school in our fundraising. Everything we raise goes directly back to the school to the benefit of all students.

The next meeting is on Monday 9 May at 7:00pm in the Library.  All welcome.

Sue Normanton
PTA Chairperson

 

Auckland Girls Grammar Open Day Tours

Thursday 2 June 9:30am – 2:30pm
Auckland Girls’ Grammar School welcomes enrolments from students throughout Auckland.  The Principal will give short talks at 10:00am, 11:00am and 12 noon.

Information Evening, Nga Tumanako o Kahurangi
Maori students and their families who are interested in our Maori Whanau Unit are invited to attend a meeting on Wednesday 1 June between 6:00pm and 8:00pm in the school’s Wharenui.

Parking at Gate 2, 16 Howe Street

Phone 307 4180 or email enrol@aggs.school.nz for more information, or check our website www.aggs.school.nz

 

Community News

Click here to view what’s going on in the community.

 

2016 Camp Photos