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Despite being stretched, the team maintained strong integration of Aotearoa histories in the Digital Design and Mixed Media Art course.

This cultural grounding has not been diluted and will continue due to its positive impact—students have found their footing in this approach.

Year 13 Design assessments have become more rigorous.

The Ministry of Education attended a local meeting and is committed to raising standards annually.

Students are producing authentic, high-quality work that prepares them well for tertiary education.

The Art Award attracted 84 entries, indicating strong student engagement.

Many students pursue design-related university courses, and their high school work has been instrumental in their success.

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Visual Arts Success - Ringa Toi Whakaaturanga 2024

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Elisa Harley won the top award at YES Regionals after delivering her pitch. She will represent WGC at Young Enterprise Nationals for a second year.

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Elisa Harley came 3rd Nationally in Young Enterprise. Thanks to Commerce department and Julie Clement for support.

Year 12 group was a large cohort with outstanding performance. A total of 87% of students achieved Merit or Excellence, reflecting their dedication and the strength of the teaching programme.

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PHYSICAL EDUCATION & HEALTH HIGHS & STARS

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PHYSICAL EDUCATION & HEALTH HIGHS & STARS

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Last year saw a high number of job-share and part-time arrangements. This year, the department is benefiting from a more stable team, with an increase in full-time staff, a positive shift for consistency and programme delivery.

The introduction of the new PE uniform has been well received. It looks great and students have reported feeling comfortable and confident wearing it.

The addition of changing room cubicles has been a welcome improvement for students.

The Hauora course has been a huge success, receiving great feedback from both students and parents. Collaboration with the Careers Department has led to the development of a unit that is both relevant and practical. The introduction of a nutrition course has also been met with strong engagement and positive feedback.

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Dance numbers are up. Staff are amazing.

Connections with our community has grown, including COL who has been very supportive.

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The department had developed a curriculum aligned with the previous government's direction, which has now been removed by the new government. After significant time spent adapting and revising courses, the withdrawal of the curriculum has left schools in a state of uncertainty.

As a result, the department is now reviewing and adjusting courses on an ongoing basis, though much of the current content no longer aligns with the new proposed curriculum.

From next year, financial literacy will be included in the programme. However, there is currently no official documentation or guidance available, making planning and implementation difficult.

There is a strong and intentional focus on literacy and numeracy in Years 9 and 10.

There is a shared sense that education has become increasingly political. The removal of what was seen as a “beautiful curriculum” has been disheartening for educators.
The department remains committed to working in alignment with the school’s values.

Philosophy continues to attract good student numbers.

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A wide range of extracurricular activities continues to be offered across the school, and we are grateful for the support of COL for use of their space

The itinerant music programme is flourishing, with strong student participation and investment. The music rooms are removed from the rest of the school, we currently have quiet music rooms!!

The music department is become a welcoming space during lunchtimes. Plans are underway to develop a dedicated jam space, encouraging informal collaboration and creativity among students.

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There was initial concern regarding the CAA literacy results, given the outcomes from the pilot phase. However, the actual results were reassuring and exceeded expectations.

Staff were uncertain about how the assessments would be structured and whether they would require significant changes to the existing curriculum. Pleased to be able to keep programme status quo.

Focus on supporting the small number of students who did not meet the literacy standard. Targeted interventions and additional support strategies will be explored to ensure these students are not disadvantaged moving forward.

The new curriculum introduces significantly more demanding text requirements, particularly across Years 11 to 13. The increased prescriptiveness will require careful planning to ensure alignment with the new standards.

These changes are expected to have a substantial impact on programme design and resourcing. However, full details of the curriculum requirements will not be available until Term 4, leaving a very small window for implementation. Schools will need to respond quickly to ensure readiness for the following academic year.

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Scholarship Successes

Outstanding New Tech Teachers. Recruitment is difficult, but the quality of new hires are high.

Full-Time Staff - Having full-time staff contributes to team cohesion and program consistency.

The current space is appreciated but still not perfect with a lack of ventilation and oxygen.

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The Science Department continues to thrive with a strong, supportive team culture. Staff consistently demonstrate generosity and collaboration, particularly during lab swaps, where flexibility and teamwork have been essential. The department is described as “awesome” and is known for looking after one another.

A wide range of extracurricular activities is offered.. Highlights include the upcoming trip to Borneo and participation in the International Science Fair, where Isabel Aduna achieved an outstanding result—3rd place globally in Chemistry.

The Year 11 programme includes a traditional science course alongside a Project Science course, which allows students to explore areas of science they enjoy most. Feedback on this student-led approach has been very positive.

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I am in my second year as HOD and the team has been together for 2 years, feels like the learning support programme has gained consistency and momentum. There is a strong, positive culture within the team, with staff aligned around the shared motto of being “firm but kind.” This approach has contributed to a supportive and structured environment for students.

The department now has access to three trained relief teacher aides, providing flexibility and continuity when needed.

Additionally, a large number of junior SAC students are supported by Year 13 students. These senior students are being given leadership opportunities which also helps reduce the demand on staff resources.

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We are pleased to welcome a new Chinese teacher, Jade, who has made an outstanding start. She is highly regarded by students and has quickly become a popular and valued member of the department.

The Heritage Language course is very popular.

Anna Scadden, German teacher is using comprehensible input as a key teaching strategy. The department is exploring new pedagogical approaches, including the creation of immersive learning environments

The German programme has introduced a “village” concept, which fosters a vertical, community-based learning experience that students have enjoyed

While literacy has always been central to language learning, the department is now taking a more explicit approach to teaching literacy skills. Staff have benefited from a wide range of national professional learning and development (PLD) opportunities.

We will focus on:

Embedding the Heritage Language Course (HLC) more deeply into the curriculum.

Continuing to adapt to the evolving curriculum landscape, despite the lack of a confirmed national curriculum.

Responding to ongoing changes from the Ministry of Education, particularly around assessment conditions, which now require that students complete all work in class. If a student misses an assessment, catch-up sessions must be arranged under supervised conditions.

The department is looking forward to the trip to Germany in September.

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Our Year 11 team came FIRST in the Mathswell cup - such an impressive achievement! Our Year 9 and 10 students also did an outstanding job in their competitions.

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Strong co-requisite results. Year 10 and 11 students performed significantly above the national average, which is a testament to the dedication of both teaching staff and learners.

There is growing concern around staff change fatigue, as ongoing curriculum reforms and assessment changes continue to place pressure on teachers.

Feedback has been submitted to the MoE, highlighting that some of the proposed changes carry significant implications for schools.

The finalised curriculum will not be released until Term 4, yet schools are expected to have courses ready well before then. A transition year has been requested to allow schools time to adapt. Even experienced teachers are finding the current pace and scale of change challenging.

There is concern about how to effectively teach the full scope of the new curriculum within the time currently allocated. While the direction of the curriculum is seen as positive, it is pitched at a level that is higher than where many students currently are, which may widen achievement gaps if not addressed.

Class numbers remain high, particularly in Applied Mathematics. New mathematics courses have been introduced at both Year 10 and 11, including a course focused on mathematical literacy.

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The Ancient Worlds component has been successfully incorporated into the curriculum.

Greg Watson has provided valuable support to the programme, contributing a wealth of experience that has enhanced student engagement.

There has been consistent uptake of Classical Studies, with steady enrolment numbers, particularly at the Year 11 level. This reflects sustained interest and a strong foundation for future growth.

Instruction is geared toward preparing students for external assessments, with an emphasis on critical thinking and historical analysis.

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Despite the improvements, the department still only has access to two changing rooms. The addition of cubicles, while great for privacy, has reduced usable space—creating challenges when multiple classes need to share facilities.

Access to the turf remains outside the department’s control. Staff have had to be creative and adaptable in response to limited availability. Staff are excited about the turf and its potential for future use.

AI challenges, especially in the Level 3 Health unit, continue to be demanding. Significant time and energy are required to ensure accuracy and compliance, placing pressure on staff.

The new curriculum outline remains vague, with some promising elements but a lack of clarity overall. Compounding this, many previously available resources have been removed from online platforms, making planning more difficult.

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The current physical space limitations are making it increasingly difficult to run combined classes effectively. These constraints also place pressure on staffing and resourcing, impacting the quality and sustainability of programme delivery.

Given these challenges, a decision will need to be made regarding which programmes can realistically be offered within the available space and resources. This will require careful consideration of student needs, curriculum priorities, and long-term sustainability.

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Continuity - One year of stability in the department — a positive shift.

Capable and committed team, despite being under-resourced.

Clear feedback from whānau wanting expansion of Māori curriculum in mainstream settings.

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Concern that some Asian students are performing below curriculum expectations. The department is actively working to address this through targeted support and differentiated teaching strategies.

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HIGHS AND STARS

The number of students who attended careers opportunities increased by 1,518.

Increase in scholarships - $9 mil in 2024.

Gateway and transition Customer service assessment approved.

Having one reference writer for all scholarships has been great.

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Portacoms lack proper ventilation, raising health and safety concerns.

Frequent power failures, likely due to system overloads, disrupt learning and equipment use.

Current space is insufficient for specialist technology needs; lacks proper setup for equipment and storage.

The environment does not meet health and safety standards for a specialist subject like technology

Inadequate storage for materials and equipment.

Timetabling make it difficult to run scholarship programs effectively.

Use of 3D printers - health and safety issue and other equipment is being outsourced, due to lack of space.

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The new timetable structure, which allocates only 3 hours per week for science, presents challenges in covering the full curriculum. This may have implications for student readiness in Year 12.

Shared classes have been introduced to make the timetable work, requiring careful coordination.

General Science remains popular in Years 12 and 13.

Taking all three sciences is challenging due to scheduling and workload.

In Year 13, many students opt for Biology, which helps distribute the academic load.

Whether this helps or hinders university preparation depends on the specific course of study a student intends to pursue.

Subject selection advice is provided by both the Careers Department and the Science Department, particularly in Year 10. Guidance is tailored to students’ interests and the entry requirements of their chosen tertiary institutions.

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While the introduction of a new course has been a rewarding experience, it has also been demanding.

The future structure and delivery of financial literacy within the curriculum is still uncertain.

While there is growing concern around the use of AI in student work, there have been no significant issues identified to date. To maintain academic integrity, we will implement more in-class assessments.

Given current workloads, it is not feasible for staff to manually check every student submission for signs of AI use.

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A significant concern is the increasing number of students entering Year 9 with learning profiles—nearly 300 students across the school this year. This presents a major challenge in classroom settings, particularly without adequate external support.

Despite the high level of need, there has been no additional support from the Ministry of Education (MoE). Seven students in Year 9 are extremely low but not given any funding. ORS (Ongoing Resourcing Scheme) funding is limited to students with intellectual disabilities, excluding many others who require support.

Some students are able to meet literacy requirements through internal assessment options, but struggle with the online literacy assessments, which remain a barrier to qualification. This highlights the need for differentiated assessment pathways.

Junior students are being given opportunities to practice under SAC conditions, helping to prepare them for future assessments and build confidence in a supportive environment.

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Managing language courses within a half-year timetable structure continues to present challenges. Students are often at varying levels of proficiency, which makes it difficult to deliver a cohesive programme and adequately prepare them for Year 12. This requires ongoing adaptation and differentiated teaching strategies to meet diverse learning needs.

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The department has welcomed new ESOL teacher aides, all of whom have received specialised training in ESOL support. Their ability to provide one-on-one, expert assistance has been a valuable addition to the team.

It is also encouraging to see student numbers increasing, allowing the department to return to two full-time ESOL teachers. Getting International House back, has been great although the department remains one classroom short of ideal capacity.

Maria Moran is now overseeing support for domestic ESOL students, a group with significant and growing needs. This has presented challenges for deans, and it has been beneficial to have a Deputy Principal actively involved in supporting students.

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There is a notable disparity in Ministry of Education support between primary and secondary levels. While Years 0–8 receive resourcing support, there is minimal to no support for Years 9–13, despite the increasing complexity and diversity of student needs at these levels.

Teachers are finding it increasingly difficult to plan effectively for the wide range of learners in their classrooms. The diversity of student needs requires more time and resources than are currently available, and this is compounded by the lack of external support.

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The draft curriculum that our year 11 course is based on, is no longer available online,

AI in digital exams /assessment

Great results overall but less excellent endorsement.

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The rowing machines, how many are broken and what space is used for them? Stored on the wall but at least 3 broken ones on the floors. Katie promised to follow up.

Design of changing rooms - What help is needed? Need someone with expertise to help with design.

With cover going on courts, will this help? Yes not solve but help. Currently can have up to 6 practical classes per period.

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Entire department currently Pākehā — need for Māori representation to reflect student backgrounds.

Difficulty finding the right kaiako for kura kaupapa students transitioning into mainstream.

Students from full immersion schools often need to jump two levels in te reo, which affects their overall timetable.

High burnout rate for Māori teachers is a national issue — often one person is responsible for:

Teaching all levels of te reo

Kapa haka

Pastoral care

Cultural leadership

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Congratulations on results. Can students repeat if they did not achieve first time? Yes there are two rounds a year and they can continue until they achieve but this becomes demoralising for students. They can't get any qualifications until they pass the CAA's.

The new course will be more prescriptive with text selection.

The growing presence of AI, requires more internal assessment.

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2TP class attended a Youth Responder Course run by PJ Solutions learning about practical evacuations scenarios that require them to carry out an evacuation, identification and use of different types of extinguishers that they may need to use in the workplace.

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More students to take up the opportunity in Trades. 83% go to university but that is not necessary the right pathway for all of the students.

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Is 'Managing Money' optional? Yes but very popular.

If assessment is in class time, does that take away teaching time? Yes, but also will support students with time management and learning not to write too much.

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how many students on the Germany trip?

Approximately 12 students from our school confirmed to attend. This cultural and linguistic immersion opportunity is expected to significantly enrich their language learning experience.

What is the Heritage Language programme?
Supporting students who have a connection to a language through family or cultural background, even if it is not actively spoken at home. A wide range of languages is being learned through this initiative, reflecting the school’s cultural diversity.

Students are pursuing multiple pathways, including NCEA and Te Kura (Correspondence School) options, to support their language learning. This flexible approach ensures that students can continue developing their language skills in ways that suit their individual contexts.

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A key concern remains the ability of ESOL students to meet the literacy and numeracy co-requisites required for NCEA. Many students face language barriers that make passing these assessments very difficult. Without these co-requisites, students are unable to achieve formal qualifications, which can be disheartening.

There is a pressing need to identify and develop alternative pathways for these students. This includes exploring tailored support strategies, differentiated assessment opportunities, and potentially modified programmes that still lead to meaningful outcomes. Ensuring these students are not left behind will require a coordinated, school-wide approach.

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Exhibition of Senior students work - the current space only allows for a short viewing window.

A more prominent, accessible space could increase community engagement and better showcase student work.

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While there is strong representation in classical music, there is a noticeable lack of Māori and Pacific students participating in the programme. Increasing diversity and inclusion in music is a key goal moving forward.

To foster greater engagement and creativity, the department is exploring pop-up performances around the school. These informal showcases aim to make the arts more visible and spark interest.

Showcasing student work and performances is essential for increasing uptake in the arts. Visibility not only celebrates student talent but also encourages wider participation and strengthens the cultural fabric of the school.