Teaching and Learning
The ‘Why’ we are here
Strategic Aims 2022
1. To provide a student-centred, future-focused curriculum.
2. To have two-way relationships with students, parents, whanau and community.
3. To have a learning environment that celebrates our school culture, values and people.
The ‘Who” we are as learners
We Value
Honesty
We value honesty by being truthful and trustworthy.
Respect
We value respect by showing consideration for self, others and the environment.
Co-operation
We value co-operation by working together to achieve success.
Excellence
We value excellence by aiming high and persevering.
Curiosity
We value curiosity by seeking information about the world around us.
Principles we uphold
High expectations, Treaty of Waitangi, Cultural Diversity, Inclusion, Learning to Learn, Future Focus (Sustainability Citizenship Enterprise Globalisation).
4 Elements of learning design for Akonga
Pedagogical Practices: Student Agency, Ako, Tuakana Teina (older and younger akonga working together), Place Based Learning, Inquiry Learning, Project and Problem-based learning.
Learning Partnerships: Students, Whanau, Teachers, Experts, Iwi and Hapu
Leveraging Digital: Personalisation, Digital Creativity, Connecting, Collaborating, Real-Time Feedback, Learning anywhere - anytime.
Learning Environments: Home, School, Marae, Global, Libraries, Virtual, Outdoors, Local Environment.
AS ACE Key Competencies
Aroha, Self Managing, Always Thinking, Communicating, Effort
NPDL Global Competencies
Creativity/ Auahatanga
Having an entrepreneurial eye for economic and social opportunities, asking the right inquiry questions to generate novel ideas and leadership to pursue those ideas and turn them into action.
Communication/ Whakawhitiwhiti kōrero
Communicating effectively with a variety of styles, modes, and tools (including digital tools), tailored for a range of audiences.
Citizenship/ Whanaungatanga
Thinking like global citizens, considering global issues based on a deep understanding of diverse values and worldviews, and with a genuine interest and ability to solve ambiguous and complex real-world problems that impact human and environmental sustainability.
Critical Thinking/ Kirirarautanga
Critically evaluating information and arguments, seeing patterns and connections, constructing meaningful knowledge, and applying it in the real world.
Collaboration/ Mahi Ngātahi
Work interdependently and synergistically in teams with strong interpersonal and team related skills including effective management of team dynamics, and challenges, making substantive decisions together, and learning from and contributing to the learning of others.
Character/ Mana āhuatanga
Learning to deep learn, armed with the essential character traits of grit, tenacity, perseverance, resilience; and the ability to make learning an integral part of living.
Big Transferable Ideas
Who we are - An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Where we are in place and time - An inquiry into orientation in place and time personal histories; homes and journey; the discoveries, explorations, and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
How the world works - An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
How we organize ourselves - Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment
Sharing the Planet - Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
How we express ourselves - An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
What we are doing here - 2022
- Allenton 125 year anniversary
Term 1 and 2
Who we are - An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Character / Mana āhuatanga
Learning to deep learn, armed with the essential character traits of grit, tenacity, perseverance, resilience; and the ability to make learning an integral part of living.
Term 3 and 4
Where we are in Place and Time - An inquiry into orientation in place and time personal histories; homes and journey; the discoveries, explorations, and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Creativity / Auahatanga
Having an entrepreneurial eye for economic and social opportunities, asking the right inquiry questions to generate novel ideas and leadership to pursue those ideas and turn them into action.
Links to Allenton School Curriculum Books - drive.google.com/drive/u/0/folders/0B79u0XatWzhybV9iendyd3RCNkE?resourcekey=0-Mo6sNK9WFlX5E62Nn8zkiA
Strategic Aims 2022
1. To provide a student-centred, future-focused curriculum.
2. To have two-way relationships with students, parents, whanau and community.
3. To have a learning environment that celebrates our school culture, values and people.
The ‘Who” we are as learners
We Value
Honesty
We value honesty by being truthful and trustworthy.
Respect
We value respect by showing consideration for self, others and the environment.
Co-operation
We value co-operation by working together to achieve success.
Excellence
We value excellence by aiming high and persevering.
Curiosity
We value curiosity by seeking information about the world around us.
Principles we uphold
High expectations, Treaty of Waitangi, Cultural Diversity, Inclusion, Learning to Learn, Future Focus (Sustainability Citizenship Enterprise Globalisation).
4 Elements of learning design for Akonga
Pedagogical Practices: Student Agency, Ako, Tuakana Teina (older and younger akonga working together), Place Based Learning, Inquiry Learning, Project and Problem-based learning.
Learning Partnerships: Students, Whanau, Teachers, Experts, Iwi and Hapu
Leveraging Digital: Personalisation, Digital Creativity, Connecting, Collaborating, Real-Time Feedback, Learning anywhere - anytime.
Learning Environments: Home, School, Marae, Global, Libraries, Virtual, Outdoors, Local Environment.
AS ACE Key Competencies
Aroha, Self Managing, Always Thinking, Communicating, Effort
NPDL Global Competencies
Creativity/ Auahatanga
Having an entrepreneurial eye for economic and social opportunities, asking the right inquiry questions to generate novel ideas and leadership to pursue those ideas and turn them into action.
Communication/ Whakawhitiwhiti kōrero
Communicating effectively with a variety of styles, modes, and tools (including digital tools), tailored for a range of audiences.
Citizenship/ Whanaungatanga
Thinking like global citizens, considering global issues based on a deep understanding of diverse values and worldviews, and with a genuine interest and ability to solve ambiguous and complex real-world problems that impact human and environmental sustainability.
Critical Thinking/ Kirirarautanga
Critically evaluating information and arguments, seeing patterns and connections, constructing meaningful knowledge, and applying it in the real world.
Collaboration/ Mahi Ngātahi
Work interdependently and synergistically in teams with strong interpersonal and team related skills including effective management of team dynamics, and challenges, making substantive decisions together, and learning from and contributing to the learning of others.
Character/ Mana āhuatanga
Learning to deep learn, armed with the essential character traits of grit, tenacity, perseverance, resilience; and the ability to make learning an integral part of living.
Big Transferable Ideas
Who we are - An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Where we are in place and time - An inquiry into orientation in place and time personal histories; homes and journey; the discoveries, explorations, and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
How the world works - An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
How we organize ourselves - Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment
Sharing the Planet - Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
How we express ourselves - An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
What we are doing here - 2022
- Allenton 125 year anniversary
Term 1 and 2
Who we are - An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Character / Mana āhuatanga
Learning to deep learn, armed with the essential character traits of grit, tenacity, perseverance, resilience; and the ability to make learning an integral part of living.
Term 3 and 4
Where we are in Place and Time - An inquiry into orientation in place and time personal histories; homes and journey; the discoveries, explorations, and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Creativity / Auahatanga
Having an entrepreneurial eye for economic and social opportunities, asking the right inquiry questions to generate novel ideas and leadership to pursue those ideas and turn them into action.
Links to Allenton School Curriculum Books - drive.google.com/drive/u/0/folders/0B79u0XatWzhybV9iendyd3RCNkE?resourcekey=0-Mo6sNK9WFlX5E62Nn8zkiA
When designing programmes of work and lessons for our students, the staff at Allenton School use the Teaching as Inquiry approach. This ensures we provide the best programmes for our students, based upon their needs and working to extend their understanding of concepts.
Reporting to Parents/Caregivers/Whanau
Student achievement is reported and celebrated with the community through the following;
- newsletters
- whole school and syndicate assemblies
- newspaper articles in the Ashburton Guardian or other local papers
- wall displays at school and community venues such as the Ashburton Art Gallery
- sports events such as swimming sports, athletic sports, cross country, Kiwisport days and events for other sporting codes
Families are given the opportunity to meet with staff at Three Way Conferences in Terms 1. When students are in Years 1-2, families receive a six monthly progress report and an achievement report at the end of their first, second years at school( and have interviews directly after the children receive the report). Families of Year 3-6 students receive Mid Year progress reports and an End of Year report.
Informal visits from parents are welcome and parents can make times throughout the year to discuss particular matters with their child's teacher.
Student achievement is reported and celebrated with the community through the following;
- newsletters
- whole school and syndicate assemblies
- newspaper articles in the Ashburton Guardian or other local papers
- wall displays at school and community venues such as the Ashburton Art Gallery
- sports events such as swimming sports, athletic sports, cross country, Kiwisport days and events for other sporting codes
Families are given the opportunity to meet with staff at Three Way Conferences in Terms 1. When students are in Years 1-2, families receive a six monthly progress report and an achievement report at the end of their first, second years at school( and have interviews directly after the children receive the report). Families of Year 3-6 students receive Mid Year progress reports and an End of Year report.
Informal visits from parents are welcome and parents can make times throughout the year to discuss particular matters with their child's teacher.
