Our thinking
Wellbeing is fundamental to all activities in our kura, and central to the vision, values and principles of a NZ curriculum. Hauora encompasses four crucial inter-related elements taha tinana - physical wellbeing, taha hinengaro - mental and emotional wellbeing, taha whānau - social wellbeing, and taha wairua - spiritual wellbeing. If all of our young people are to be confident, connected and actively involved as lifelong learners, they need to be happy and secure, have equitable learning opportunities and have their culture, language and identity recognised. Optimal learner (staff and student) wellbeing is a sustainable state, characterised by positive feelings and attitudes, effective relationships at and with kura, inclusiveness, resilience, self optimism and a high level of satisfaction with learning experiences. This will be achieved through seamless transitions between and across our kura, tertiary and workplaces with the support of whānau and the wider community.
Key Elements
- Whānau
- Transition
- Learning Support
- Resilience/inclusiveness
- Reciprocal whānau partnerships
Just imagine if...
- Learning environments increasingly foster resilience, self-efficacy, belonging and a growth mindset.
- There were powerful partnerships between ākonga, whānau, kura and support services
- “Diversity” and “Difference” are recognised and celebrated.
- Powerful partnerships and consistency ensure seamless transitions for ākonga and whānau between and across all kura, tertiary and workplaces.
- Teachers are aware of the importance of resilience, self-efficacy, belonging and a growth mindset in relation to well-being and it’s impact on learning.
- Staff and ākonga wellbeing is supported by manaakitanga, whanaungatanga, āko and mahi tahi.
- Specific learning needs are supported across the Kāhui Ako guided by kura and support services.
- Māori students see themselves reflected in their environment [mentally, physically & spiritually
- There is a shared understanding of hauora across the Kāhui Ako.
Our thinking
Literacy is not limited to reading, writing and speaking but encompasses 21st Century principles, skills, and capabilities. When learners understand, enjoy, engage with, and use a range of literacies, they are better able to express their individual identity and become active participants in society. Literacy learning supports learners’ language development and their later achievement in all learning areas across the curriculum. Being able to communicate and articulate themselves in a range of settings, contexts, and environments, will allow our ākonga to pursue different pathways to success.
Key Elements
- Writing
- Reading
- Oral Language
- Numeracy
- Culturalcy
- Digital Literacy / fluencies
- Reciprocal whānau partnerships
Just imagine if...
- Learners’ literacy levels enabled them to flourish in all areas of Te Whāriki & The New Zealand Curriculum (NZC).
- Using a range of literacies, learners were confident to express themselves.
- All learners were achieving at and above their National Curriculum Level for reading, writing, numeracy, and digital literacy.
- Early literacy teaching and learning was child-initiated through play.
- Literacy learning reflected and valued all learners’ culture, identity and experiences.
- Whānau had the opportunity to contribute to learners’ literacy experiences in a reciprocal manner.
- Specific learning needs are supported across the Kāhui Ako guided by kura and support services.
- We had shared understanding of literacy teaching and learning with our kura and community.
- The delivery of literacy teaching is effective and consistent across the curriculum and the Kāhui Ako.
Our thinking
Reflective, responsive and relational teaching and learning is essential if our learners are to experience success in a rapidly changing world. Teachers need to be supported and empowered as learners to critically reflect, evaluate, plan and implement practices that encourage learner agency and future focused capabilities. Learning needs to reflect real world problem solving using authentic contexts that build on cross curricular links, engaging wider community groups, emphasizing collaboration and innovation.
Key Elements
- Cultural relationships for responsive pedagogy
- Whānau Engagement
- Future Focused principles, skills and capabilities
- Reciprocal whānau partnerships
Just imagine if...
- The needs of all of our ākonga are responded to, so that learning for all ākonga is personalised and results in equitable outcomes for all.
- Cultural Relationships for Responsive Pedagogy is practised and flourishing in all kura
- Learners are excited and engaged as a result of teaching practices that promote learner agency through a responsive, learner centred curriculum.
- All learners enjoyed an engaging, relevant and fulfilling educational experience.
- Effective pedagogy based on cycles of inquiry enabled learner agency.
- Pedagogy encourages learners to look towards their future by exploring significant future focussed issues using 21 Century skills and capabilities.
- Whānau feel valued, welcomed, and are able to contribute in and across all kura.
Our thinking
A responsive curriculum designs rich opportunities and coherent pathways for all ākonga. Being responsive to the needs, identity, language, culture, interests, strengths and aspirations of our learners and their whānau, will bring our curriculum to life. When designing our curriculum, a clear focus is on what supports the progress of our learners. It includes the articles of Te Tiriti o Waitangi, which are integrated into a range of learning contexts and in all kura. Learners will engage with the knowledge, values, and competencies so they can go on and be confident and connected lifelong learners.
Key Elements
- Tūwharetoa Strategic Plan
- Community Engagement
- Localised Curriculum
- National Curriculum
- Global Citizens / Perspective
- Reciprocal whānau partnerships
Just imagine if...
- All ākonga are confident, connected lifelong learners.
- All ākonga are engaged and enjoying education; participating, learning and achieving.
- A cohesive future focused curriculum is embedded across all kura.
- The articles of te Tiriti of Waitangi are reflected in classroom teaching.
- All Māori students see themselves reflected in their environment
- All schools could engage in future focussed and culturally responsive professional learning and development.