Ministry of Education | Analysis of variance reporting
Analysis of variance reporting
Analysis of variance reporting
School name: NELSON COLLEGE School number: 294
Focus: Academic Excellence
Broad Aim: Students will achieve their intellectual potential by striving for and attaining the highest standards of academic excellence
Targets:
A measurable increase in student achievement for all target groups.
Increase student independence and accountability.
Develop independent and motivated students who take responsibility for their learning.
Establish a process that identifies student potential and tracks their achievement against that potential and therefore the value we add as a College.
Set professional development targets that impact on student achievement as well as developing leadership capacity.
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Baseline data – Nelson College – Maori Students (Roll Based)
Year Level 1 Level 2 Level 3 UE
2009 71.4 63.2 41.7 33.3
2010 67.6 79.4 56.5 34.8
2011 60 70 34.4 31.3
2012 82.8 67.9 45.5 36.4
2013 51.6 60 50 32.1
2014 38.5 54.2 33.3 20.8
2015 34.8 53.1 66.7 22.2
2016 54.5 57.1 52.4 28.6
Baseline data – Nelson College – Pasifika Students (Roll Based)
Year Level 1 Level 2 Level 3 UE
2009 60.0 166.7 33.3 33.3
2010 66.7 83.8 75.0 100.0
2011 75.0 100.0 14.3 14.3
2012 75.0 25.0 60.0 40.0
2013 28.6 60.0 - -
2014 33.3 40.0 40.0 20.0
2015 40.0 133.3 33.3 -
2016 60.7 80.0 - -
Ministry of Education | Analysis of variance reporting
Analysis of variance reporting
Analysis of variance reporting Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why
did it happen?)
Evaluation (where to next?)
Department reports identify
strategies developed for
students at all levels of
ability.
continued resource
needs including facilities
continued Staff PD in
the differentiation in
course content and
delivery
aim for more curriculum
integration across
subjects particularly in
the core aspects of
numeracy and literacy.
Continued whole staff PD on
Maori & Pasifika learning and
support systems.
An increase in average achievement
of 1.0% within all groups.
Shift 2015 pass rates of 69.0% (L1),
75.7 (L2), 68.3 (L3) and 45.9 (UE) to
71%, 77%, 70% and 50% (roll based-
minimum)
Actual 2016 pass rates were 70%
(L1), 79%(L2), 65%(L3) and
45.5%(UE) (roll based-minimum)
% of Maori and Pasifika school
leavers leaving with a minimum of
Level Two NCEA to 85% did
increase in 2016
2016 year 13 group showed a
cumulative L2 rate of 87% for Maori
and 100% for Pasifika students
Departmental reports are
consistently focussed on student
outcomes and data analysis being
used to inform pedagogical
change.
Greater level of analysis and
reporting of priority learners is
needed to lift the base pass rates.
Maths curriculum/pathways at
Level One have been reviewed
Successful implementation of the
mentoring programme for senior
Maori and Pasifika students.
This programme has matched
students with staff mentors to
support students with pastoral care
and academic goals and targeting.
Greater level of scrutiny of
department reports by the Board of
trustees.
An implemented review on how
student achievement outcomes are
reported and analysed to include
student retention rates and exit
qualifications.
Analysis of roll based level one
results is of limited value in terms
of genuine student achievement
outcomes and according this single
qualification too much credence of
predicted overall educative success
carries the danger of soft credit
targeting.
Maths initiative to be put in place
re an additional maths programme
for all 2018 year 12s who fail to
gain numeracy in 2017 as year 11s
Expansion and deepening of the
programme with improved human
and physical resources. E.g.
involvement of whanau and
community groups.
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Reference – processes/targets
related to Strategic Objective -
Personal Development related
to individual and group
mentoring of students and
academic goal setting
Y8 pre-screening process in
place with the feeder
Intermediates.
Identified Y8 into Y9 students
tested more formally with
testing software.
Y9 syndicate meetings are
briefed by the GATMO
coordinator & provided with
resources.
GATMO cross subject group of
teachers are trained and
developed to provide support
for subject class teachers.
LS Coordinator screens
incoming students for specific
special needs.
Appropriate software and tests
are used.
Individual students who are being
identified as exceptionally gifted are
having their needs met with teachers
well briefed and supported with
resources.
2017 fifty Year 9s and 10s have
received full GATMO testing
evaluation, analysis and interventions
proposed in place.
Cross subject group of teachers
formed into the GATMO support
group. Regular meetings occurred,
GATMO teachers involved in
departmental support and the support
of individual teachers in intervention
strategies for GATMO students.
Individual students identified with
special learning needs and/or refugees
have clear and effective IEPs and
reports which show a clear pathway
to achieving literacy and numeracy
targets and Level 1 and 2 NCEA
(where appropriate to their ability).
The GATMO programme is now
full-fledged with a new policy and
a new job description for the
coordinator’s role.
Clear evidence in the 2016 ERO
report detailing the Learning needs
reports IEP programme and its
effectiveness in meeting the needs
of special needs students.
Increased awareness of GATMO
students to be extended into the
feeder intermediates.
Increased training and involvement
of the GATMO group in
supporting teachers and
departments in meeting the needs
of GATMO students.
Review of the current staffing and
funding levels and agency
involvement in the learning needs
programme.
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Individual support for students
is in pace with teacher aides,
mentors and briefing of teachers
at syndicate meetings.
Review of our current systems
and investigation of alternatives
which would allow for:
the use of data to
monitor student
achievement more
effectively and the
progress that they make.
Procedures, processes
and resourcing needed to
efficiently track students
& intervene effectively.
Review and refinement of the
department report template to
better reflect evaluation of
teaching and assessment
practice based on data based
departmental goals.
Models, procedures and processes,
investigations were initiated.
A review of all reporting was not
fully completed.
Alternative reporting models were
investigated but changes weren’t
proposed.
Use of technological improvements to
allow movement away from the
conventional ‘twice a year’ formal
written reports to students/parents.
Departmental reports and individual
staff mentoring folders show a clear
focus on improving achievement both
within individual class and across
classes within the same department.
A report on the potential models for
change was discussed but a plan was
not formulated and presented to
LTeam/BOT/Staff
Reporting both cumulative and
continuous throughout a year
remain in need of reform and
parent / stakeholder involvement
in that reform.
Effective intervention with whole
school and departmental PD.
ERO reports supports the greater
consistent in professional learning
folders.
This remains a priority into
2017/2018
See above re BOT involvement
and review and data analysis.
Remains a priority leading into
2017/2018
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SPG to investigate current
student grouping and placement
into academic programmes.
Including looking at other
models for non-core class
placements of junior students.
This process to result in a set of
guidelines which will
potentially be used in the
development of the 2017
timetable
Formation of a cross-subject
working group.
Ensure subject areas of the
resources and PD opportunities
to research how they might
develop new units
Guidelines were not produced
Sport in Education (SIE) principles
were not utilised into new courses
/units across several subject areas for
2017
Continued debate philosophically
and logistically amongst the staff
and leadership with respect to
ability grouping v mainstream
schooling.
This has been put on hold as
departments consider their overall
curriculum pathways and ‘gap
analysis’
Review of the Year 9/10
enrichment programme and
classes, the place of IGCSE
courses in science and social
studies.
Planning for next year:
Details in 2017 Charter
Ministry of Education | Analysis of variance reporting
School name: NELSON COLLEGE School number: 294
Focus: Personal Development
Strategic Aims:
Will demonstrate respectful and caring attitudes at school and in the community, as well as the courage to stand up for what is right.
Students will develop the skills they need to form genuine relationships in our diverse society and to make contributions to our community.
Broad Aims:
Boys will develop a strong work ethic.
Boys will develop the knowledge, skills and attitude to stand up for what is right.
Boys will develop the skills necessary to demonstrate a respectful and caring attitude at school and the community
Targets:
Respect 360 reviewed and modified for introduction in Term One 2016 by English with new themes for Y9 classes each week.
Elements of the Respect 360 programme from Y9 to be introduced at Y10 level (PE/SocStds/Maths depts. to be involved)
Measure the programme’s effectiveness using the Year 9 climate survey results 2015 & 2016
Consolidate the Senior Maori student/teacher mentoring programme
Academic effort to be used as a criterion for prefects.
Attitude and effort in the classroom and beyond.
Expand the community service elements present in the Leadership Programme.
Community Service for a selected specific charity to be associated with Nelson College is in place.
The College to decide on a charity and then run their own event(s) or campaign.
Extend the ‘RunaThon’ of the campaign to include a relay team run from CHCH to Nelson.
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Baseline data: see sample analysis graphs.
Sample analysis graph
Trends confirmed for 2016
0
5
10
15
20
25
30
35
40
2008 2009 2010 2011 2012 2013 2014 2015 2016
Discipline Incidents (Raw Data)
Total Incidents European Maori Other
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Sample analysis discipline incidents students
Confirmed 2016 Trend
0
5
10
15
20
25
30
35
40
2008 2009 2010 2011 2012 2013 2014 2015 2016
Students Disciplined (Raw Data)
Students Disciplined European Maori Other
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0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
2008 2009 2010 2011 2012 2013 2014 2015 2016
European and Maori, Total Incidents and Number of Students as Proportion of Year 9 Roll
European Students European Incidents Maori Students Maori Incidents
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Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it
happen?)
Evaluation (where to next?)
Respect 360
To be continued in all
y9 English classes in
week 2-9 of term 1
To be continued as
part of the Year 13
introduction to
Leadership, Week 1
2016
Mentoring Record of
session to list target
statements for 360
Continue to
incorporate “Respect
360” themes into
Weds 5 sessions for
Leadership
SLT to work with
PE/Soc Stds and
Maths departments
Use 360 themes in
whole school
assemblies
Respect 360 programme
imbedded into the Y9 English
curriculum for term one 2016.
Reinforced by the student
leadership team through themes
during student led assemblies
throughout the term.
Justin Coulson whole staff PD
on TOD at the start of the year
– link to Feedback Survey
below:
Introduction into Y10 Health
trialled.
Cultural interventions and initiatives
have been very successful in enhancing
and improving positive school climate.
Survey of students within
departments to ascertain
fixed/open mindsets.
Intro into Y10 Health 2017
Embed Respect 360 into the
Y10 Health Programme
Assembly reinforcement by
student leaders, student
council, CoL group
Continue to monitor and
compare Y9 and 10
disciplinary statistics - Stand
down, attendance, transfers,
detentions.
Work with the Student
Leadership group to set
Respect 360 goals early in term
1 2017 and map out a clear
pathway of student led
assemblies.
Ensure all classrooms have
Respect 360 posters up.
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Survey all Y9
students before the
beginning of T2
Results comparison
with 2014 and 2015.
Mentoring folder updated and
republished. Mentoring folder
given to each volunteer staff
member.
Y13 Maori students to select
a staff member from the list.
Boys set goals,
academic and
personal for 2016, set
weekly meeting
timeslot.
Consolidate at Leadership
training the new criterion
“Good attitude and effort in
class and beyond”
Successful with positive trends
reinforced with data from Year
9 general and class specific
surveys.
All actions were completed
“The Proportion of those
students in Year 13 who have
qualified with at least Level 2
NCEA”
Average Qualification Rate
2006 – 2015
(mean average rates of the data)
Nelson College 88%
National 84%
National Female 87%
National Male 82%
Maori and Pasifika outcomes both
academic and pastoral
(retention/discipline/attendance) have all
improved since the programme was
introduced in 2015.
All feedback data indicates the
programme is valued by students and the
programme has been modified in
response to identified student needs.
Consolidate/continue to
support all Y13 Maori Whanau
students with a one on one
mentor for 2017.
Build in regular meetings for
all staff mentors to compare
strategies and discuss progress
Survey of student attitude in
the Maori/Pacifica student
population.
Continue to set and record
academic and personal goals
for all Y13 Whanau
to inform whanau of the
mentoring programme and
introduce mentors to whanau.
Goals to be revisited with all
leaders at the end of terms 2
and 3 as reinforcement or
resetting of goals
Build into Thursday morning
PD sessions time for all year
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Feedback each term
as to this criterion.
Leadership
programme presented
to all staff -How the
programme works,
what criteria leaders
are required to fulfil,
basic philosophy
underpinning the
leadership
programme.
Continue with
Leaders compiling
goals at the start of
year Leadership
training.
List of steps required
to achieve the goals
also completed.
Variety of activities trialled
and put into place, to include
Clean up a local
beach.
Criteria incorporated in the
Leadership/mentoring/prefect
programme.
Continuous review cycle of the
programme in place
All action items completed and
analysed
Charity selected (Child Cancer)
and a fundraising event
All feedback data indicates the
programme is valued and understood by
staff.
Year 13 goals are well developed and
they have input from careers and
guidance specialists.
Leadership student group continues to
evolve and expand their influence into
whole school development.
level deans to discuss pastoral
and academic issues with the
Homeroom teachers of their
level.
Leadership programme
presented/explained to all staff
at a Thursday morning PD
session.
Use of Wednesday Period 5
Leadership sessions in Term 1
to reinforce study skills.
Use of Wednesday Period 5
Leadership sessions in Term 1
to reinforce goal setting and
planning to achieve goals
Continue to expand the variety
of community project and the
number of students involved.
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Clean up the school –
litter.
Work closely with
CCF families –
gardening, house
maintenance, more
families in-school
visits.
Volunteer training.
Student council to
select suitable local
charity/ies
Ensure Student
Council is working
early in term.
Head Student group to
form the basis of the
Student Council.
campaign successfully
completed.
All action items completed
successfully,
All action items completed
successfully
The student leadership group has been
expanded to include the BOT student
representative and a Pasifika Head
boy/deputy
Planning for next year:
Details in 2017 Charter
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School name: NELSON COLLEGE School number: 294
Focus: Sense of Belonging
Strategic Aims:
The College will provide a positive school climate which supports each boy in developing ownership of and active participation in the life of
the College.
The College will develop its partnership with all stakeholders, especially families and whanau, to support a shared culture of excellence in
every aspect of College life.
Broad Aims:
Improvement in the level and quality of support for all co curricula activities
Improved quality, involvement and frequency of links with the community.
Improved quality, reliability and responsiveness of our IT infrastructure
Staff IT expertise and knowledge shows a focus on and progression up the IT integration taxonomy.
IT leaders to be further embedded and expanded into a multilevel support and PD development group, development supported with the
appointment of staff to lead the group. Hardware offered to selected staff to support advanced IT use.
BYOD timeline and process for introduction clearly signposted.
IT support team restructured to better meet the IT support needs of staff and students.
Development of and detailed plans for a high-quality IT infrastructure and network.
Improve the use of the following avenues for enhanced and improved connection with our stake-holders.
- Social media, Newsletter, Ultranet, Website, Mobile App, & Email Communication.
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Sport
Strategic Plan (attached)
Music
Recruit a pool of skilled tutors.
More senior students tutoring.
More effective targeting talented students who don’t take option music.
Links with community groups
and improved opportunities boys to perform.
Course development and more opportunities in recording &
sound engineering.
Develop a plan for more physical space for teaching music.
Maori Performing Arts
More targeted resources available for the theory parts of the courses
Improved outcomes in the theory portions of the assessments.
Drama
To achieve national finals at the Shakespeare Fest.
Maintain a high level of theatre sports participation & success.
Vast dance to be run as a co-curricular activity.
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Baseline data:
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Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why
did it happen?)
Evaluation (where to next?)
Key professional learning area
continues as a theme for Thursday
Staff PD sessions and a focus at
TODs. Critical software to be
used for EOTC and for
Professional Learning folders.
External PD to broaden scope of
skills
Regular meetings of the IT
leaders.
JA appointed to lead and guide
the group.
Delegated leadership of Thurs PD
sessions / TOD sessions to the IT
leaders team.
Staff IT Integration surveys and
professional mentoring folders
showed a progression up the IT
integration taxonomy.
Active use of critical software was
evident. Staff were able to use a
variety of IT options to best suit
classroom and administrative needs
Staff had IT assistance available
tailored to their individual and
collective needs.
Staff were surveyed to identify and
refine their IT PD needs.
All expected outcomes achieved or
exceeded.
Staff IT expertise and knowledge
shows a focus on and progression
up the IT integration taxonomy.
IT leaders to be further embedded
and expanded into a multilevel
support and PD development
group, development supported
with the appointment of staff to
lead the group. Hardware offered
to selected staff to support
advanced IT use.
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BYOD introduced to Prep with
natural flow on to the main school
in 2018. Roadshow to be held to
inform parents of IT and BYOD
use at school. BYOD to be
strongly recommended and
strongly encouraged by staff.
Detailed grid of jobs and tasks in
IT support reviewed and
modified.
Full time non-teaching assistant to
be appointed to the team
Support roles delegated to all
individuals in IT support
Robust budget setting process for
each year based on rotation cycle
of hardware.
Annual needs analysis as part of
budget setting
Accommodation of changing
operational needs, and licence
purchases.
BYOD became increasingly
‘expected’ by staff of students.
Parents and stakeholder well
informed as to goals and aims for
BYOD introduction in 2017
IT support team’s tasks and areas of
responsibility were published to
staff.
Budgetary controls improved and
better informed future proofing of
the procurement processes
All expected outcomes achieved or
exceeded.
A continued challenge in a fast-
moving sector of education makes
goal setting difficult.
BYOD timeline and process for
introduction clearly signposted.
IT support team restructured to
better meet the IT support needs of
staff and students
Development of and detailed plans
for a high-quality IT infrastructure
and network
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Engagement of social media
specialist to colonize all existing
illegitimate Facebook sites
relating to the school, to manage
the school and old boy’s pages
and assist with the architecture of
the sports page.
To review app usage and design
and consider best use in the
future.
Parent roadshow to showcase all
ways of hearing from and
communicating with the school
(newsletter)
Email used in conjunction with
the above to inform homes of
current and upcoming activities.
Plans in place and were articulated
to the BOT & to all other
stakeholders.
Students, their Parents and
community were well connected to
the school in the following ways
Website was used as first
port of call for information
by some stakeholders.
Short term urgent
messaging used on Website.
Ultranet
App
Further development of the
technology needed and surveys of
stakeholders needs and usage of
available communication tools are
required.
Improve the use of the following
avenues for enhanced and
improved connection with our
stakeholders:-
Social media
Newsletter
Ultranet
Website
Mobile App
Email Communication
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Sport
Music
Campaign to advertise and
actively recruit more tutors.
Employment of a second music
specialist will assist in developing
identification methods and time to
promote the subject more and link
with the community
Consultation with the Headmaster
with respect to overall College
and Commercial division building
plans.
Skilled tutors in place including
some Senior students.
More talented students involved in
co-curricular music.
New courses & opportunities were
put in place.
More links with community groups
in place.
Broad plan in place to improve the
number and size of music learning
spaces.
Greater ability to meet the needs of
more boys with an additional full
time music teacher employed.
More data required to be reported
in 2017 to substantiate the
described outcomes.
Concern over continuing low
numbers.
Focus on option structure in the
junior school to look at
infrastructure changes which can
support larger numbers.
Increasing and improving the
music teaching spaces is not
possible now re 5YY property
planning.
Sport
(attached report)
Music
(attached report)
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Maori Performing Arts
Consultation with the library re-
stocking text and video resources
with improved availability to
students.
Tighter essay timeframes
More research on the formatting
of assessments.
Better equipment resourcing –
rakau, poi sets, guitar accessories.
Performing Arts / Drama
Increased involvement of the
Drama HOD in directing the
pieces of work.
Use assemblies/newsletters to
promote the activities and the
success of the boys
More timely completion of the
theory components of the
assessments.
Improvement in the overall pass
rates resulted (see overall NCEA
analysis)
National / regional finals
appearances in both Shakespeare
festival and in Theatre Sports.
Vast dance successfully run as a co-
curricular group.
All expected outcomes achieved or
exceeded.
All expected outcomes achieved or
exceeded.
Maori Performing Arts
(attached report)
Drama
(attached report)
Planning for next year:
Details in 2017 Charter
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SPORT
4 areas from our strategic plan were the focus on in 2016
1. Coaching and volunteers-
We have 65 year 12 boys who have completed the Growing Coaches course run by Sport Tasman. In addition, these 65 boys will have received
sports specific coaching in either rugby, basketball or football. They have put their skills into practice taking the year 8 Prep School for a sports
programme in term 3. This was an outstanding success in 2016 with very favourable feedback from the coaches, year 8 students and the teachers.
The students have also completed an evaluative survey which is being shared with the coaches to further help their development.
We had several student coaches involved in coaching rugby, football and basketball over terms 2 and 3. Student coaches and volunteers is an
increasing trend for us now. Our census results confirm this positive trend. This strong group of student coaches give us a greater capability and we
must utilise them in 2017 as year13s.
We regularly assisted with intermediate and primary schools winter tournaments where we can draw from a large pool of student coaches and
volunteers. We get good support from school management to allow this to happen.
Our 8 teachers who volunteered to help with floor management at basketball on a Weds night did a fantastic job. This contributed significantly to
the organisation and behaviour of our 17 basketball teams. Basketball ran very smoothly in 2016 and this is a model we will continue in 2017.
Director of Sport thanked them at staff meeting and assembly and are invited to the supporters and co- curricular function this term. We had many
student coaches/managers assisting with basketball as well
We have still not developed a strategic plan to get more staff involved in coaching. We should e.g. incentives, recognition. Someone needs to take
ownership of this.
We have several outside coaches who help deliver sport at the college. We do rely on them to provide coaching expertise which sometimes comes
at a cost despite our codes of conduct and coach’s packs!
We have Marty Grant and a group of parents who are keen to get baseball/softball up and running at the college.
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We have appointed Greg Lautenslager to direct our athletics programme.
We still need to dovetail in with any generic coaching courses offered by Sport Tasman or create our own if there is a demonstrated need. Director
of Sport yet to liaise with Julie Price.
2. High Performance
We currently hold the Moascar cup (Ranfurly shield of school boy rugby) and our 1st XV rugby team made the semi-finals of the Press Cup and
finished 3rd, an improvement from last year’s 6th. They have only missed out on the semi-finals 3 times since 2001.
Our footballers qualified for Nationals in the top 16 again, though they finished 12th this year they drew with finalists St Kents and beat MAGs 6-0
and caught the eye of all opposition teams and coaches with their technical ability and strength. This compares with a 1st place finish in 2015 and 7th
in 2014. In addition, over the last 3 years the 1st 11 has won all major local competitions and trophies. This year they are the Tasman champs, the
only trophy they had not one previously.
Our cricketers have made the Gillette cup finals for the 2nd time in 3 years and are looking to go better than their 5th place finish in 2013.) They
toured Australia in October winning all 4 games and are in a great position to perform very well at Gillette in December.
Our senior basketballers qualified for the National finals for the first time in the last 3 years. They finished 5th and had only one loss by 1 point in
all their games. They are the only top of the south team to qualify. This is a special result. They finished 22nd at Nationals and were the 3rd best
South Island school.
Our senior under water hockey team finished 2nd in the country after a narrow loss, in extra time, in the final to overwhelming pre-tournament
favourites MAGs. They are our best performed team nationally at present and the bulk of the team is back next year.
One boy is the U17 SISS road cycling 2-day champ.
Our golf team finished 3rd in the teams event at the National Secondary Schools golf tournament. David Zorhab finished 2nd in the U17 individual
competition.
Hockey finished 10th at their tournament.
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Our Under 15 rugby team won the Sth island invitational tournament. An exceptional result.
Our junior basketballers performed well at the SISS champs. A 2-point loss to eventual tournament winners Rangiora in pool play saw them finish
9th.
3. Facilities development-
Through Sports Tasman, Jamie Delich (who has a national role in community sport) visited Nelson College in 2016 with a view to using us as a test
school to develop a facilities plan template, which other schools could then use. Unfortunately, we did not have the $5000-$10,000 to make this
happen. The intention is to use the facilities plan template created by the above process. Director of Sport has collated some data on our current
facilities, their history and usage hours of those facilities.
This needs to be a goal for 2017.
4. Capability/Insight
Director of Sport has a survey to be completed by all year 9 students at the end of 2016 as part of their P.E evaluations.
Rugby has completed a feedback survey to ensure coaches/volunteers, have had the opportunity to be part of the evaluation process. Sports
coordinator to report on this. A generic survey through “XL survey “can be developed by the sports coordinator reasonably simply. Sports
coordinator to report on. We will focus on basketball and rugby this year, cricket this season with volleyball and football targets in 2017. Sports
coordinator to work on with others to have ready for use by the end of the year.
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MUSIC
More classroom space for music
This is still an area which needs development but this is dependent on wider college input to gain any more space for the music department.
Running all classes on separate lines (except for the MAD classes) has facilitated being able to use both M1 and the music basement rooms for
teaching and student rehearsal during class time which is necessary.
Difficulties are experienced by senior students when they must share a room with an itinerant tutor teaching brass and saxophone, especially when
they are trying to create their own music. These teachers need a larger room than the small practice rooms because of the physical aspects of the
instrument and the space required for two/three students and tutor. The senior classes have increased in size so that each class needs to be taught in
M2 and M3 at the same time – hence the difficulty for some periods when the instrument teachers are in the college.
Having access to CS1 during the 9MAD classes has meant that a successful program can be run with two classes at the same time interchanging
rooms and units of work.
This lack of space will be further compounded when we teach music technology as well in the classes as this again requires space.
Specialist staffing
Appropriately skilled tutors
Senior students tutoring
Targeting talented students
Links with community groups
Evaluation
Skilled tutors in all instrument areas. These tutors work hard to upskill all students who enrol but some groups are large due to the lack of funding to
pay for extra hours for these students.
A fee of $100 per student per year has enabled the department to pay extra hours for the Jazz Band Tutor (many concerts and performances), the
saxophone tutor for his quartet tuition.
A string group was created this year with the HOD running this. We have string players of various abilities and find that several international students
play violin which gives them a platform to perform both for pleasure and for the Achievement Standards of group performance. It is planned in 2017
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to have a string group entered for the chamber music competition. A year 13 student was used to help lead this group but it will be reliant on the
HOD to run this in 2017.
The college had a choir this year entered the Big Sing competition which was run by both teachers. Having another teacher who had the skills and
desire to put the energy into this activity made a difference giving the boys their first experience at this competition. With the resignation of SY, and
the lack of students who remained in the choir after the competition, there is some doubt whether this will run in 2017 due to lack of time by ML and
involvement of other teachers.
Senior students were utilized both in teaching junior students again this year which works well. As music students are now asking for mentoring in
the music department, this is an area where both the senior students and the junior students receive the benefit of this pairing.
A lot of international students are arriving with skills in playing musical instruments (some basic / some advanced) which adds to the number of
students requiring lessons. Often this is during the year and all the hours have been allocated from the itinerant hours. In 2016 the extra tuition had
to be taken up by the HOD for piano and violin which increased her contact hours.
The difficulty arises when the best specialist teachers in the area, who are in high demand from all schools, have set hours from the itinerant allocation
at the beginning of the year due to demand. They then fill their day from other schools. All the hours have been used before the international students
come to the school creating difficulties in providing lessons for these students. This could be alleviated by having two/three extra hours which could
be allocated as the need arose at the discretion of the Director of Music. These hours could come from salary but in the way of self-employed
contractors who are paid for the hours they work – not allocated hours from the scheme. They could also come from international fees as they would
be used for international students.
Targeting talented students has worked very well this year. Four Year 10 students were identified and accelerated into the Year 11 class – many
thanks to the work by the Dean and the timetabling staff. These students have been very successful with one student gaining first place in the year
11 class. Again in 2016, year nine students who are talented and wish to take music as a subject are looked at to see if they could cope with NCEA
level one for 2017.
Some students in the 9 MAD classes are identified as having a music talent but may not have learnt an instrument. Students are encouraged to learn
an instrument and if cost is a factor, there are strategies put in place by the department to ensure students do not miss out on lessons and learning due
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to financial aspects. Boys are encouraged to participate in all co-curricular groups regardless of ability and our annual trip to Christchurch is viewed
as the highlight of the music calendar by boys. In 2016 we saw seals and whales on the way down and played in the snow on the way back.
Photographs line the music basement of the different bands from 2013 until present day which encourages students to participate.
Teachers are involved in community music groups as players themselves which helps links with the college
Relationship with the wider community
Linking students with music groups in community.
Linking students with other students in NZ
Justification:
Students at college can participate in many community music groups (brass band; jazz bands; orchestras). These links build their skill level through
tuition, develop relationships with other music members in the Nelson and wider Tasman area.
Annual trip to Jazz Quest occurred in 2016 with a jazz band and a jazz combo. Links were made with schools and Heads of Music in the wider
Christchurch area. These links are important for the students to take advantage of the opportunities in Christchurch.
One student was involved in the New Zealand Secondary School’s orchestra and one student in the New Zealand Secondary School’s Band.
Cashmere High School visited the college this year and bought an orchestra, jazz band, jazz combo, concert band, choir and chorale. Our students
had the opportunity of playing with these students which was delightful for all concerned. This was the beginning of a link and exchange with this
college. In 2017 our college will visit Cashmere in Christchurch to further forge links here.
Our chamber music group won the regional finals again this year (two years in a row) and went to Christchurch for the South Island competition
where they won a National Bronze Award. This also gave an opportunity for the students to meet and mingle with other top musicians from the
South Island. It also brings a reputation of quality musicians coming from the college.
Links are being forged with the new Director of Music at Nelson Cathedral between the college and the cathedral. One student has gained an organ
scholarship with the cathedral and other boys are learning from James Thomas, the Cathedral Music Director. This will be good for the college to
have an experienced international organist involved at the college, especially considering the money spent in having the college organ restored.
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MAORI PERFORMING ARTS
School Kapa Haka
We have continued with our lunch time practices to bring those Whānau students and others the opportunity to learn the waiata and haka to uphold
the tikanga (protocols and practices) of Nelson College when welcoming new students, visitors and distinguished guests to Nelson College.
In 2016 we have had the opportunity to welcome numerous visitors to Nelson College including Guest speakers, Old Boys, International students
and our yearly visit from the Waimea College International department to name a few.
We currently have few enthusiastic haka performers with the drive to perform at competitive levels although we have numerous Whānau members
with good skill and ability to cover other responsibilities at Nelson College.
Practices will continue with the possibility of putting in a competitive team in 2017 to the regional competitions.
Competitive Kapa Haka/Te Rourou Kura
We had 6 boys trial this year to perform at the National Secondary Schools Kapa Haka competitions. This is the lowest turnout in the 12 years that
Te Rourou Kura have operating. This is probably a reflection of the development and progress of kapa haka in our feeder schools. I am currently
building up the confidence of our juniors to ensure we have better representation in 2017/2018.
We are currently planning wānanga in 2017 to build interest and the skill levels required to perform on the National stage.
Our students that did perform were outstanding both on and off the stage. I am especially proud that our Head boy 2017 was our male leader this
year.
Ngā Manu Kōrero
Our school competition went well and selecting our representatives for the Regional competition was an easy process. Participation by seniors was
down this year and there will need to be some input by the homeroom teachers to ensure that this is not repeated in 2017.
This year we hosted the Regional speech competitions. I feel it was a huge success for Nelson College and again set the bench mark high in terms
of manaakitanga to our visitors. We are the most successful school in the history of Ngā Manu Kōrero in the Nelson/Marlborough region and we
are in a strong position to carry on with this. We had a first, second and fourth placing for our three competitors. A great showing.
At the National competition, we could take a contingent of 8 to Whāngarei in support of our representative. He competed with distinction which
was a good send off for him as this was his last time competing.
Next year the Regional competition will be hosted by the Kura Kaupapa o Tuia te Matangi and our aim is to have four competitors covering the
four sections.
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Kī o Rahi
This year our senior team won the Regional TSS Kī o Rahi title for the third year in a row. Although we qualified we have not attended the National
competition. We are hoping this will change in 2017/2018.
A former Nelson College Māori Head boy Liam Doherty has volunteered to drive Kī o Rahi in our Nelson schools with the aim of holding a Junior
Secondary Schools competition. Although this never eventuated this year we could successfully introduce Kī o Rahi into the Junior Headmaster
Cup competition.
I am a member of a Kī o Rahi committee formed to support the growth and development of Kī o Rahi in the region at Secondary level.
Waka Ama
Nelson College is keen to form a team or teams to participate Regionally and Nationally. I am supportive of engaging our Whānau boys and boys
already with an interest in Waka Ama to form the basis of a competitive. We also require the services of a coach and manager. This is something
the Rūnanga Mātua could support with. It will be a big commitment by all but something worth engaging our students in as there are many ways of
them succeeding aside from the activities above.
Ideally, we would aim to medal at the National competitions as we did in 2010.
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DRAMA
2016 Review
1. Our main goal this year was to successfully participate and produce a high standard of performance work in the Drama Arts Festival.
This was achieved by combining school work and the co-curricular activities of: Shakespeare Fest, Theatre Sports and we also used
some Dance work. The overall night went well and there was a positive response by audience members. There has been no overall
group reflection on this event yet but the only concern was the event did not sell out. There were 70 tickets sold of 100 available. This
night had some clashes with other performance work but still should have sold out with Guy Williams headlining the show as an MC.
The boys performed very well.
2. Goals in progress were to establish co-curricular dance via Vast festival and to be involved in community dance activities. Students
were able participate successfully in this area via dance and local hip hop competitions.
3. No national finals were achieved this year in Theatre Sports, or Shakespeare Festival. This was partly due to absence and sickness at
crucial times and a higher level of competition throughout the region. Aims of achieving national finals for next year is a priority in
Shakespeare festival and scripts have already been decided upon. Also, a move from student directed work to myself directing maybe an
advantage to the boys as I will be able to offer advice and they will also be able to contribute to the overall concept without being
penalised. The boys will also be able to submit a student directed piece in the five-minute section so all possible award and National
final scenarios will be available.
4. The main goal next year will be to achieve national finals at the Shakespeare Fest. Support Girls College with the Major school
production and to maintain a high level of theatre sports participation for next year. Vast dance will also be run as a co-curricular
activity with no dance class available in 2016 with the second drama teacher absent. This will require extra time outside of class.
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2017 Goals
1. The senior theatre sports team placed sixth at the nationals and the junior team placed second at the regionals. Senior boys were selected
for auditions at the International theatre sports comp based off their performance at the nationals. These students must be college leavers to
enter this comp. Shakespeare festival boys won the history section but were not selected to represent at the Nationals. Vast Dance boys
successfully represented college. This is a non-competitive dance festival and Nelson College performed Hip hop and Tap dance. From
goal four we have achieved good results in these areas. For next year, the goal would be to maintain a high level of participation in
Shakespeare Festival, Theatre Sports and Vast Dance. These areas will be student lead for the first half of the year based on LW directing
and Nelson College hosting the major school production. These co-curricular activities do tend to suffer because of production being the
major focus. Student lead co-curricular groups have been successful and could be a mentoring focus for senior drama students.
2. To get more resources and space for rehearsal. The performance suite is too small for rehearsal now and there are overcrowding issues
when clashes with different co-curricular groups occur. An extra rehearsal such as a green room or rehearsal space needs to be considered
for clashes that have occurred regularly between dance and drama students.
3. Shakespeare Festival did not make National finals. It is of my belief that the concept and performance was of a very good standard. Judges
must choose what section goes through either history, tragedy or comedy from the cannon. Judges chose the comedy section this year. It
should be noted that every time College has entered the national festival they have won national awards. The comedy produced by Garin
College did not win any awards. I believe the regional judges made a wrong decision. Last year the aim was to be competitive, we won our
section but the section was not chosen. Next year the aim will be to create student focused leaderships roles to help with the HODs absence.
To include student lead performance pieces as a focus and increase participation in all performing art co-curricular activities.
4. A new goal for 2017 and the focus for the performing arts will be to successfully produce Macbeth. The major school production. Success
means student wide participation in a variety of areas including technology and design. A well-rehearsed and clear concept that show cases
the student’s talents in a collaborative way that is effectively communicated to the public.