Post 1: My Inquiry Focus for 2019

I teach in a year 2/3 hub with 140 learners across 6 teachers. I plan to focus on achievement challenge 2: lift the achievement in writing for boys year 1-10.
At our school, we have identified that children are entering school with lower oral language capabilities than is expected. With this in mind, I would like to focus on increasing opportunities for learners to speak across all curriculum areas.
The 2018 writing data shows that only 17.48% of year 2s (my current year 3s) were working at or above.

This means that 82.52% are working below where they need to be for writing.

After completing our EasTTle writing sample in term one, we discovered these results:


1P is where these year 2 learners should be at as they have just completed year 1.


1A is where these year 3 learners should be at after completing year 2.
This data shows that 56% of year 2s are below national norms and 75% of year 3s.
When looking at the EasTTle scores I noticed that the scores for vocabulary and sentence structure were particularly low, where most learners were not using interesting adjectives, verbs or adverbs in their writing and often sentences did not make sense. 
It is also interesting to note that in my hub we have 39 ESOL learners. 30 of which are year 3.

Identified needs in my hub:
- High ESOL needs
- Low oral language capabilities
- Not all learners making expected progress in reading and writing (Maori and student support)

In order to target the above needs I have arrived at this focus question:
How might an increase in oral language opportunities support Maori/student support learners to develop agency in literacy?

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