1. We will prioritise a “whole child” approach by placing value on all aspects of the child’s well being:
- Te Taha Tinana (physical)
- Te Taha Hinengaro (emotional and intellectual)
- Te Taha Wairua (spiritual)
- Te Taha Whanau (social)
2. We will intentionally pursue the development of deep learning opportunities for children by focusing on:
- Learning Partnerships - cultivating learning partnerships between and among students, teachers, families and the wider environment
- Learning Environments - fostering 24/7 interactions in trusting environments where students take responsibility for the learning
- Pedagogical Practices - future focused approaches used to design, monitor and assess learning
- Leveraging Digital - accelerating access to knowledge beyond the classroom and cultivating student driven learning through use of powerful digital tools.
3. We will build a strong leadership culture and capacity within the school for both staff and students
4. We will use these “drivers” to enable and support powerful teaching and learning:
- Collaborative Teacher Efficacy - Building teacher efficacy in collaborative ways of working
- Culturally Responsive Pedagogy - Recognising, honouring and building wide cultural acceptance and appreciation.
- Learner Agency - Developing learner agency
- Powerful Learning Connections - Strengthening learning connections with parents, families, whānau, ākonga and teachers
- Powerful Community Connections - Developing a local curriculum utilising the context provided by the local community, and economic opportunities.
Our School Structure
We see our school as a learning community. Our approach will be school wide whilst providing and enabling high levels of autonomy for staff to build on the interests and needs of their children. Our school is focussed on building the collaborative capability of both staff and students. Teams are constructed around year-level groups to allow higher levels of support and interaction. Our school has opened the equivalent of 16 classrooms in a modern learning environment where children enjoy interactions and the support of more than one teacher. Our goal is powerful learning programmes assisted by empowered teaching staff and outworked through real life learning contexts.
Our school is part of the Positive Behaviour for Learning (PB4L) initiative. Through this we are very intentional in supporting children to develop positive learning habits and make positive decisions in managing their behaviour. We offer a number of strategies to “notice” children exhibiting and making good choices in managing their behaviour and focussing on giving their absolute best. Within our school you will see clear guides for children to follow in expected behaviour, lots of positive strategies to reinforce this, and staff intent on noticing our children positively.
EOTC (Education Outside the Classroom)
We intentionally pursue opportunities for our students to build the self confidence and the determination (“grit”) to approach life and learning positively. Getting our children outdoors is a key strategy. Our goal is to see every student participate in outdoor education experiences.
Overview - Dates
Below are the dates and details for our camps programme for 2018
Year 3 & 4
Location: Carey Park Henderson
Dates: 5th - 7th November (Monday - Wednesday)
Teacher in Charge: Traci Mihaljevich, SueAston
Location: MERC - Long Bay
Dates: 6th - 9th November (Tuesday - Friday)
Teacher in Charge: Joe Du Plooy, Tasha Gover
Location: Motutapu Island
Dates: 10th - 14th September (Monday - Friday)
Teacher in Charge: Anna Sephton, Sophie Wooding
Dates: Camp 1 5th - 9th November (Monday - Wednesday) Camp 2 12th - 16th November (Monday - Friday)
Teacher in Charge: Anna Sephton, Keryn Annan
Location: Tongariro National Park
Dates: 19th- 23rd November (Sunday - Friday)
Teacher in Charge: John Petrie, Stacey Wheeler
Year 7 & 8
Location: Sports Camp - Matamata
Dates: 24th - 28th September (Monday - Friday)
Teacher in Charge: Maree Lloyd, Anna Taione
All outdoor education opportunities incur different costs. These costs are dependent upon activities being offered, skill level of instructors, transportation, catering, accommodation, etc. We look at different options for camps and pursue the opportunities we see best fit. We aim to give at least three months notice to all camps. Payment options are available.
Parents are encouraged to make part payments within your child’s account in the school shop Kindo.
The school is coordinating the options for a student based fundraiser in Term 3. All proceeds that each participating student raises will go directly to reducing their camp fee. The opportunity remains for parents to work with the particular year groups to run year level based fundraisers.
Go my sons (and daughters), burn your books.
Buy yourselves stout shoes.
Get away to the mountains, the deserts
And the deepest recesses of the earth.
In this way and no other will you gain
A true knowledge of things and
Of their properties.
Peter Severinus 1571 AD
We know deep and powerful learning happens when it is authentic (Real Life), connected and carries creative opportunities. This means learning is
- Integrated enabling students to transfer understandings across curriculum areas.
- Meaningful and purposeful.
- Relevant and engaging for students.
- Development of understandings, curiosity and wonderment.
- About making connections to student own experiences and the wider world.
Our Inquiry model is based of the work of Lane Clark and titled Real Life Learning.
Developing strong literacy skills is a key feature of our class programmes and a core component of our school goals.
We are committed to developing:
- Competent readers who are able to understand, question, think critically and respond to texts.
- Students who have a love of reading and read for personal enjoyment.
- Students who are able to write to meet a wide range of purposes and for a variety of audiences.
- Students who can communicate effectively and confidently with others in a variety of situations.
Being numerate is really important. A variety of different approaches across the school are used depending on the age, stage and needs of the learners.
- teaching groups.
- workshops - compulsory and opt-in.
- problem solving.
- learning activities - practical and digital.
- teacher engaged with students.
- lots of learning talk, questioning and friendly arguing.
- critical thinking.
- practice activities.
Our vision for Huapai District Schools’ music and performing arts department is one that includes all children giving it a go, working together to create a beautiful sound, developing confidence as individuals, and learning new musical skills. We believe that every child should have the opportunity to shine and to grow personally during their musical journey.
Our music programme includes a wide range of musical activities. Classroom music involves every student and during each lesson we sing, play, listen and explore instruments, bands and cultural music.
Students also have the opportunity to take part in school bands, choirs, marimba group and we have a senior and junior musical every alternating year. Our school band performs at our local library and during end of term assemblies. The school senior choir performs Christmas carols each year for our local rest home, which has proven hugely successful for both the rest home residents and our students. Our school musicals are set at a high standard and students who take part in these shows really reach a new level of self-confidence and positive teamwork during the process.
We have an itinerant music department where students can learn piano, guitar, drums and ukulele. We are hoping to continue developing this department to include more instrument options in the future.
Building knowledge of science content and science processes are integral in the development of science capable students. At Huapai, our senior students (years 5 to 8) participate in weekly science lessons throughout the year. Our students need to be ready, willing and able to use their inquisitive science know how through thinking and questioning the science in the world around them.
The yearly programmes being offered build and extend on each other from year to year. In year 5 they are developing the essential building blocks, skills and knowledge needed as they progress through Primary School and into College. By Year 8 they will have developed an understanding of the five areas of science: Nature of Science, Living World, Material World, Physical World and Planet Earth and Beyond; using their knowledge to build upon learning and integrate it across other aspects of the curriculum, in particular leading into the STEM (Science, Technology, Engineering, Maths) learning areas.
Science in the Junior Classrooms is taught through integrated learning with other curriculum areas by classroom teachers.
We believe that a fit and healthy body helps maintain a fit and healthy mind. At Huapai, all children participate in PE and sport on a regular basis. We strongly believe in challenging children to strive for their own excellence in physical activity as these achievements act as anchor points for future learning. We start with the basic building blocks of physical movement and move through to adventure and risk. The PE year is full on with no sports off limits. As well as the typical summer and winter codes each year, the children also experience gymnastics, lifejackets in school, mud running, squash, ninja warrior course, bike riding, tackle rugby, bull rush, our own mowatt cup teeball, running, playball, pickleball, climbing trees, elastics, skipping, water slides, bike ramps and generally being kids! Mud, bare feet, sweat and laughter are all par for the course here.
Each year we hold swimming sports, athletics day, a mud run, triathlon, cross country and student sports events as a school.
For our elite sports students in years 5-8 they can apply to be part of the sports academy. The idea is to extend the athlete sideways, through the study of anatomy and physiology, biomechanics, sports psychology and nutrition. Students are taught the values of leaders, how to be positively noticed and excel in a team and skills to arm them for high school sporting success. There is an expectation to lead and to give back through coaching and service.
Te Reo Maori
He aha te mea nui o te ao, he tangata he tangata he tangata.
Learners are immersed.