Analysis of variance reporting - Nelson CollegeMinistry of Education | Analysis of variance...

Ministry of Education | 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.

Ministry of Education | Tātaritanga raraunga

Tātaritanga raraunga

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 - -



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.



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.



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



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



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.



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



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



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



Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it

happen?)


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.



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



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.



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






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.



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.



Baseline data:



Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why

did it happen?)


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.



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


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



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



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)




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.


exceeded.


exceeded.


(attached report)

Drama

(attached report)





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.



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.



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.



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



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



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.



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.



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.



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.



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.

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