PHILOSOPHY
Fundamental to this philosophy is the belief that the common desire to provide for children's physical, social, emotional and academic needs cannot be met by the school alone and more can be achieved if the school works in close association with the home.
Before specific areas of the curriculum are considered, teachers must first make themselves aware of the children's needs and the various curriculum statements that set about in a more general way to meet these needs.
With this knowledge we can all work to assist the evolutionary process that is called learning.
The learning climate we seek to establish is based upon these principles;
1. Children grow and learn at different rates. The rate of development is not always linked to age.
2. Children are curious and eager to learn when their interests can be followed and stimulated.
3. Learning is something a child does, rather than something done to him/her.
4. Play is one way a child learns.
5. Children must learn how to learn and be actively involved in the learning process, which is as important, or more so, than the product.
6. A deliberately designed, rich learning environment is essential in helping children learn basic skills.
7. A variety of creative approaches to teaching and learning are essential in basic skill development.
8. Trust, challenge and structured freedom within the classroom and school encourage initiative, self-reliance and independence.
9. Each child is an Individual.
10. No one teacher or approach can meet all children's needs or problems.
First and foremost, we see each child in a holistic manner - as an individual to be nurtured and guided. Thus we must provide more than just an academic "quota" for each. We must encourage children to see that learning can be enjoyable, is never over and can take many forms.
No limit will be set on what may be attempted - other than the needs, capacities and interests of the child. A major goal is to foster self-motivated children with a quest for knowledge, a desire and will to succeed.
By making children aware of the objectives, perhaps setting the objectives with our pupils, we can involve them in both the planning and evaluation of learning experiences and encourage them to accept some responsibility for their own learning as well as making the purpose of school more meaningful. Thus our students need to know not only what they are learning but why.
The challenge we issue daily must be attainable - (though with some effort required) by all and will vary from child to child. We will encourage children to learn and develop at their own pace and over the widest range of learning experiences.
We accept that children learn rather than are "taught". This has implications for us in that we see the expository mode of standing in front of a class "talking" is not the most successful mode of teaching but perhaps the least successful.
We will be mindful of the Pace, Purpose, and Precision of the learning experiences we provide.
We recognise children do not learn or live in isolation and that by considered and guided interaction with others there are many social skills to master.
While the teacher's role is changing, (and will continue to change/evolve) and they find themselves carrying out tasks once exclusively that of parents, they must be aware that without a social and emotional climate being set learning will not be successful or enjoyable.
We know we must capitalise on social situations to explore and discover the sensitivity of others and a recognition of their needs. Children need a wide range of experiences and this is part of our philosophy - our classrooms are the "Learning Rooms" where experiences are built upon, followed up and shared.
We organise experiences to widen children's horizons both inside and outside the classroom - visits, visitors, clubs, parents and community involvement, electives, varied activities within our programmes and integrated timetables are all methods of achieving this. Our school family will mix well, seniors and juniors, boys and girls, pupils and adults.
Success is vital to our Philosophy for with success we help to build self esteem and self confidence, those feelings of well being so vital to a peaceful and tolerant society. The children in our charge must be guided to discover the merits of self discipline and self control, and demonstrate their willingness to take the initiative and show independence. Opportunities will be provided to pursue individual interest and independent learning skills.
Teachers acknowledge the Role Model they present and how it can influence our students. By demonstrating respect for others and dignity within ourselves they seek to foster these qualities, within the classroom and school where all can make a worthwhile contribution.
Many factors determine the wide ranging differences of those in our school yet somehow we must ensure equity for all - being aware of sexist or racist overtones and perhaps by being more that "equal" for some - those whose needs are greatest. No one group of pupils within our school should be overlooked or disadvantaged.
The ethnic origins of our pupils will influence both their values and the way they look at life. We must be sensitive to those needs and differences, recognise and accept differences and try to give a sense of belonging, well being or aroha to all.
We believe that a high degree of physical fitness and ability are vital to a child's physical, emotional and academic growth. Thus regular fitness, sport and physical education is a feature of our programme.
Both as role models and as teachers, we seek to encourage the attainment of excellence, the striving for greater success and the recognition of effort and the giving of credit for this.
A high priority will be placed on developing creativity in our pupils. The Cultural Arts will be featured regularly in our programme as well developing an awareness of and love for the environment.
Through experience in all areas of the curriculum as laid down by Curriculum Documents and Policy Statements and with our monitoring of progress - both social and academic - we endeavour to encourage children to attain their potential as today's children and tomorrows citizens.
It is on this philosophy and the role we adopt as teachers that the Goals and Objectives for our school are set