Te Karaka Area School
All students achieving to their full potential through the delivery of an inclusive local curriculum promoting identity through innovative 21st Century teaching and learning practices
Anei ra nga uara ngahuru ma rua o te kura a rohe o Te Karaka.
Ko te Ahurea
Ko te Aroha
Ko te Hauora
Ko te Whakapapa
Ko te Rangatiratanga
Ko te Whakamanawa
Ko te Angitu
Ko te Taiao
Ko te Panekiretanga
Ko te Whanaungatanga
Ko te Manaakitanga
Ko te Whakaute
Hoki atu ki tu whakanoa ko te Tu Tangata kia rite.
Tuturu whakamaua kia tina, tina!
Haumi e, hui e ,taiki e
Modern Learning Environments
Te Karaka Area Schools Modern Learning Environment was completed at the beginning of 2014. This encompasses several rooms (in most cases four) joined together to create one pod. There are sliding doors between the rooms to enable all pods to be manipulated at any time. The school is made up of 5 pods which are used by different age groups at different times. As well as these classrooms, the school is also equipped with a recording studio, attached to a dance studio. It has a modern science learning facility, a space for hard and soft art activities and a learning centre equipped with books. It has a gym out the front of the school which is attached through sliding windows to the kitchen and cooking facilities. And also an astro turf located behind the gym. The gym is able to be booked by outside groups by contacting the school.
Modern learning environments enable students to experience many different ways of learning. It allows students and teachers to be flexible in terms of the spaces they need for certain types of practice.
Modern Learning Practices
Modern learning practice is about the teaching and learning that goes on inside the modern learning spaces. It is about encouraging teachers to plan and teach collaboratively, and to give students more choice on when and how they work. Do they want to work outside today? In a silent room? In a collaboration space? Or do they need to attend a workshop in the teaching space. Teachers are required to plan and use the space effectively to meet the needs of their learners and their tasks.
Restorative practice lends itself to the behaviour management side of the school. Teachers at Te Karaka Area School who work restoratively do not yell at students, they do not shame students, they instead compromise their management of students with a series of mini chats. When things break down between students and students, or students and teachers, restorative meetings are held with the parents to try and work out a way forward between the two parties. Restorative Practices aims to settle disputes effectively between people, with consequences for students that align directly to the problem they have caused, that they can see a point in, and that they can agree to take an ownership role of themselves. The research behind restorative practices has come out of studies in Aboriginal and Māori communities, and has been shown to make a huge difference in students and adults lives. It is now being adopted by the justice systems in New Zealand, Australia, and North America.
Learning to Learn
Learning to learn enables students to better achieve among a wide variety of disciplines. Learning to learn encourages teachers to teach about things like reflection, time and task management skills, questioning, use of students talents, creativity, goal setting and action, controlling their own thoughts, understanding how their memory works, managing time, to name a few. This approach aims to assist learners in understanding themselves, and their own learning, and how they need to manage themselves once they have left school.
Multi-year age bands
Transition periods are a hard time for a lot of learners. Moving into a new school, or changing classrooms can be very challenging. As a school, Te Karaka Area School has attempted to limit transitions as much as possible. In 2018 we have Three pods. The Early Years, ranging from years 1-6, The Middle Years ranging from years 7 - 10, The Senior Years ranging from years 11-13.
Our learners are not defined by the age they are, nor are they defined by what year they are in. Mixing the age groups helps us to blur these lines and to focus on the real attitudes, values, passions, and potential of our learners.