While I am taking action, how do
I address the context of
I address the context of
different audiences in the
wider community and value their
perspectives?
perspectives?
March 2019
Our school learning design values personalised learning but the purpose of this action plan was for
both ākonga and whānau to understand the reason why we have the project based approach in our
hāpori, Tuakana (year 7 to 13). Our school community is beginning to get more information about this.
The Board of Trustees is working in collaboration with Senior Leadership Team and they beginning to
explore ways of informing new parents. In their recent Board meeting they discussed that the language
in the brochures was still too technical and the majority of parents and whānau in Aranui, and other
Eastern Suburbs of Ōtautahi/Christchurch are unlikely to want to or be able to read it. The idea was
suggested that we get existing parents to write it. When a colleague, from the junior school, Teina,
discussed it with me this idea grew. My colleague decided to make a video showing new and existing
parents what learning looks like as she thought this would be more accessible. We also discussed inviting
parents in to discuss how students are learning through play.
both ākonga and whānau to understand the reason why we have the project based approach in our
hāpori, Tuakana (year 7 to 13). Our school community is beginning to get more information about this.
The Board of Trustees is working in collaboration with Senior Leadership Team and they beginning to
explore ways of informing new parents. In their recent Board meeting they discussed that the language
in the brochures was still too technical and the majority of parents and whānau in Aranui, and other
Eastern Suburbs of Ōtautahi/Christchurch are unlikely to want to or be able to read it. The idea was
suggested that we get existing parents to write it. When a colleague, from the junior school, Teina,
discussed it with me this idea grew. My colleague decided to make a video showing new and existing
parents what learning looks like as she thought this would be more accessible. We also discussed inviting
parents in to discuss how students are learning through play.
The Establishment Board are highly educated Ministry appointed people who also have a strong
connection with the area. A few parent board members have been co-opted. Eventually Haeata
Community Campus will have an election for more parent representatives on a new Board of Trustees.
The Ministry of Education is also involved in meeting with Senior Leaders at Haeata Community Campus
as our school is in a low decile area and there is historically low achievement and attendance at school.
From the Ministry's perspective they want our younger students to be working towards the appropriate
level of the NZ Curriculum and our oldest students to be achieving success with NCEA. However there
is a clash of beliefs. Literacy and Numeracy are the main areas that the Ministry of Education are
focussing on for our junior school. Dispositional learning continues to be the driving force for our school
learning design but for the beginning of the year we are focussing on developing our Communication
Fluency.
connection with the area. A few parent board members have been co-opted. Eventually Haeata
Community Campus will have an election for more parent representatives on a new Board of Trustees.
The Ministry of Education is also involved in meeting with Senior Leaders at Haeata Community Campus
as our school is in a low decile area and there is historically low achievement and attendance at school.
From the Ministry's perspective they want our younger students to be working towards the appropriate
level of the NZ Curriculum and our oldest students to be achieving success with NCEA. However there
is a clash of beliefs. Literacy and Numeracy are the main areas that the Ministry of Education are
focussing on for our junior school. Dispositional learning continues to be the driving force for our school
learning design but for the beginning of the year we are focussing on developing our Communication
Fluency.
My main thought for the week is SUCCESS. It was discussed last Monday and today I read an article
about Māori achieving success as Māori. Having a personalised program is related to the issues of equity,
diversity and inclusivity. What is defined as success is going to be different for a year 7 Pākehā student
with autism compared to a year 13 Māori student with their own business. However having the
dispositions for learning (like the key competencies) means that learning how to learn, learning
knowledge by creating and problem solving are future proof capabilities. The key message to my
audience: learning is a journey. Students who are actively engaged in their learning learn deeper
and it is more meaningful for them. Personalised and authentic learning is our learning design at
Haeata Community Campus and we are working on ways to share this learning with the wider
community.
about Māori achieving success as Māori. Having a personalised program is related to the issues of equity,
diversity and inclusivity. What is defined as success is going to be different for a year 7 Pākehā student
with autism compared to a year 13 Māori student with their own business. However having the
dispositions for learning (like the key competencies) means that learning how to learn, learning
knowledge by creating and problem solving are future proof capabilities. The key message to my
audience: learning is a journey. Students who are actively engaged in their learning learn deeper
and it is more meaningful for them. Personalised and authentic learning is our learning design at
Haeata Community Campus and we are working on ways to share this learning with the wider
community.
This action plan was about using technology to increase parent and student engagement with our
Student Management System. The initial survey has had low responses from whānau, I will send it out
again but I will try a different approach. Now that I know the students better and some of the whānau
I believe there will be a different response, "Additionally, technology can be leveraged to reach out to
parents and students more effectively." (OECD, 2018, P.9).
Student Management System. The initial survey has had low responses from whānau, I will send it out
again but I will try a different approach. Now that I know the students better and some of the whānau
I believe there will be a different response, "Additionally, technology can be leveraged to reach out to
parents and students more effectively." (OECD, 2018, P.9).
My next topic to research may be around student's use of technology. OECD (2018) states that pedagogy is the most important aspect but students have to develop self control to manage themselves with devices. Using devices is about grasping opportunities and resisting the distraction, "It is the pedagogy of technology application rather than technology itself that makes a difference." (OECD, 2018, P.8).
At Haeata Community Campus my purpose was to connect with whānau and engage with them
about their perspective of how we plan and provide our learn design. By doing this I had hoped that
they would feel valued for their perspective.
about their perspective of how we plan and provide our learn design. By doing this I had hoped that
they would feel valued for their perspective.
Trends shaping education spotlight (OECD, 2018)
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S. & R Hipkins, R. New Zealand Council for
Educational Research. 2012. Supporting future-oriented learning & teaching — a New Zealand
perspective. Wellington: Ministry of Education
Educational Research. 2012. Supporting future-oriented learning & teaching — a New Zealand
perspective. Wellington: Ministry of Education
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