Our Combined Vision

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All our schools are committed to preparing our students for success and developing confident, connected, actively involved, lifelong learners (NZC). As a collective and as individual schools, we are committed to guiding students to realise their individual potential and to be equipped with skills, learning dispositions and qualities that will enable them to respond to the complex and changing world with confidence.

In developing our vision we have discussed the importance of transitions over a wide range of contexts and points in time from early childhood through to secondary and beyond. The importance of providing connections with the past, present and future for students will assist in making transitions smooth so that we are able to respond to the needs of our learners.

As students journey from early childhood through secondary school and, in many cases, on to tertiary training or tertiary education in one of its various forms, they should find that each stage of the journey prepares them for and connects well with the next. Schools can design their curriculum so that students find the transitions positive and have a clear sense of continuity and direction. 

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Wellbeing

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Increase the percentage of students who report positively against the wellbeing indicators of:·   

• Taha hinengaro (mental and emotional wellbeing) Resilience, problem solving and decision making    

• Taha whanau (Social Wellbeing) Belonging, caring and sharing    

• Taha wairua (Spiritual) I have a purpose in life, plan for learning in my life and am in control of my learning    

• Taha Tinana (physical)

• Wellbeing programmes implemented, data is collected on the effectiveness of these programmes

• Wellbeing programmes are culturally responsive

• School charters/goals show evidence of inclusive programmes

• Transitions are less stressful for the learners, evidence of programmes to support seamless transitions 

• Overall sense of belonging and enjoyment improves - student survey 

• Programmes are in place that support the transition of Year 7 and 8 students to college, either in or beyond our Kāhui Ako

• Responding to student voice to inform deliberate actions to support wellbeing with ongoing progress check-ins and monitoring

• Wholistic, child-centred approach to teaching learning and reporting reflecting the coherent pathways

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Embrace language, culture and identity

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All students enjoy and achieve education success that embraces languages, culture and identities:    

• When broken down into ethnicities, all sub-groups report the same level of enjoyment of success as “all students”. 

• Patterns of inequity are narrowed so that disparities in the achievement of ethnic subgroups are closed. Learners of all ethnic subgroups make shifts to narrow the inequity gaps

• CRP Group work is used in schools

• School protocols are culturally responsive and continually evolving as understanding grows

• Whanau have been consulted around what they would like to see in schools and schools are responsive to this 

• Through student survey learners are able to indicate their culture is valued

• Evidence is visible in schools around cultures and languages

• A relationship between mana whenua and the kura of our Kāhui Ako are established, reciprocal and leading our local histories korero.

• Te reo and Tikanga Māori are normalised within our kura and Bilingual teaching and learning is occurring and progressing.

• Evidence of students making choices in how they engage in learning that reflects their language, culture and identity

• Increased engagement when learning contexts are authentic and relevant 

• Whānau are included in conversations and decisions that promote culturally responsive teaching and learning

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Student Agency

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Most students are agents of their own learning who can confidently express what, why and how they are learning.

 

Indicators:

• Motivated to learn

• Make decisions, resilience

• Growth mind-set

• Critical and innovative thinkers. Students feel there is purpose in their learning 

• Teachers support learners to make choices in their learning and adjust programmes as a direct result of student voice

• Regular korero between primary and secondary so that there is greater understanding of what students are capable of

• Evidence of a shift of teacher practice following on from Subject specific korero.

• Teachers have visited other schools and year levels to expand their idea of what student agency looks like

• Evidence of students making choices in how they engage in learning

• Clear pathway between ECE, primary and secondary that promotes students being increasingly agentic in their learning

• Gather student, teacher and whānau voice to monitor shifts