When meeting and talking to our students for the first time, many visitors to our school often comment on how confident, articulate and respectful they are towards others. These same observations are made by our students of their teachers:
“My teacher talks with me about my learning” • “My teacher wants my parents to have a say and makes it possible” • “She listens to my views and those of my friends” • “He shares his views with me and my mates” • “They care about what we think” • “She shares good news (and the not so good) with my parents and whānau” • “My teacher hears what my parents say, expect and want.”
Modelling as adults how we want our students to be as a collective is captured in our whakatauki:
Our school’s physical environment is attractive and provides pleasant learning spaces for students, staff and parents; with our extensive shaded areas (provided by our beautiful well established trees), an expansive playing field and neighboring park, two adventure playgrounds, a large astroturf courtyard area, kitchen garden complete with chooks and a wood-fired pizza oven, and attractive native and exotic plantings (numbering in excess of 1000); we are totally committed to continue protecting, sustaining and enhancing our learning environments.
Last year (2017) we introduced to our local curriculum the concept of S.T.E.M. (Science, Technology, Engineering and Mathematics). STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications.