Our Learning Environment

Thursday Enrichment Programmes year 3 to 6

The Thursday and other school wide enrichment programmes are an important part of our  Broad Curriculum. Children select from a huge range of options of interest.  Unfortunately some children can be disappointed because things as simple as space, tutor availability, numbers and age appropriateness can act as preventers.  Some activities are auditioned, some are based on capability and others are scheduled over a year.  The school’s committment to the children in Puriri and Kowhai is that every child is in some form of enrichment from year 3 up.

Student Learning Core Expectations

Click on the link to see the school’s Charter learning goals – Learning Goals, Targets and Annual Plan for learning development 

• Students achieve well
• Student learning is closely monitored
• Differentiated learning across the curriculum well considered
• The school embraces effective evidence based practices
• Students at risk are identified early on and provided with support to meet needs
• The Pegasus Learning Centre and Gifted and Talented Centre two examples of student needs being well supported.
• High levels of engagement from students
• Children can explain the purpose of their learning and set future thinking goals
• Maori students achieve well and have many opportunities to success as Maori- Referenced through Kapa Haka, new implementation documents and resources.
• The staff and school culture demonstrates that high expectations are actioned- children are expected to do well
• Children demonstrate high level metacognitive skills.
• Thinking and creativity are explicit in the curriculum.

Curriculum Delivery

The school offers a broad Curriculum which serves the children well. The curriculum strongly caters for and develops children’s strengths and interests.

In particular

• Teachers grow students independent inquiry which allow students to ‘fly’
• A formative approach to learning and assessment- children share their work with family and peers.
• Classrooms demonstrate a celebration of children’s work and classroom environment and relationships support learning.
• Children are able to use resources to plan their next steps in learning.
• Curriculum documents identify staff sharing good practice.
• Curriculum delivery makes explicit the formative practices

Three large developments have occured since ERO’s 2008 review:

• Formative practices embedded across the school. Three way conferences demonstrate children’s reflections about their own learning.
• ICT development through active-boards, Knowledgenet. mini laptops, and touch screens. The school trialling in 2012 senior children bringing their own devices to school( BYOD). 2012 the Samsung Trial in Room 3 using tablets.
• Inquiry learning – 3 years of development providing clear direction.
• Children on an exponential growth journey building their capability in reflecting on their work. The Knowledgenet providing a good vehicle for this development.

Sustainability

Overall judgment

• The school has strong teacher and leadership practices.
• The Board is a strength- providing complimentary skills, expertise and a strong focus on achievement.
• Well set up to sustain.
• Performance management is soaked in the principles of learning practices.
• Performance management is linked to student achievement

To view our School Curriculum click the link 
To View the Maori Implementation Document click the link