Academic Policy

Academic programmes: Over the last few years the staff have taken part in numerous contracts which have focused on improving children’s learning. The recent contracts the staff have been involved in have been

Numeracy – 3 years,
I.C.T. – 3 years,
Assessment To Learn (AtoL) – 2 years and
Reading – 1 year.

This has meant that the staff have been exposed to the latest teaching techniques, all curriculum
programmes and internal individual reporting profiles have been updated and the knowledge of how best to
 incorporate ICT into the curriculum.

We have summarised our key beliefs in the following areas:

OUR AIMS AND BELIEFS ON:

Inquiry Learning:

• Being able to find and use information is the key to successful learning

• Action Learning helps children structure their own project research work, enabling them to find out for themselves the power of being in charge of their own learning.

 Providing feedback and Feed Forward

• Providing focus feedback on selected achievement criteria and outcomes

• Provide feedback close to the learning

• Scaffolding next step(s) on selected criteria

 Using Self Assessment and peer Assessment

• That the process needs to be modelled

• It needs to provide clear indicators/criteria

• Students need to be aware and possess an appreciation of what quality work is

• Students therefore need to develop the evaluative skills necessary for them to co

 Learning Intentions and Success Criteria:

• Students need to know the learning outcome

• The Success Criteria will be displayed for all children to see in Numeracy and Literacy

• The achievement criteria/indicators may be designed with the children

• Through the process of learning the steps, we need to stop, discuss and review progress towards the intended outcomes.

 Using I.C.T.:

• E-learning can provide accessible, relevant, and high quality learning opportunities so that every student is better able to achieve their full potential.

• E learning can provide accessible, and high quality learning opportunities so that every student is better able to achieve their full potential.

 Formative Assessment:

• Is intended to promote further improvement of student attainment

• For students to improve, they must have the capacity to monitor the quality of their own work during actual production.

 Summative Assessment:

• Is intended to summarise student attainment at a particular time

Numeracy and Literacy: We place a lot of emphasis on Numeracy and Literacy. Over the last few years our staff have spent an enormous amount of time developing consistent programmes and curriculum delivery throughout the school. Our reporting will give parents a very detailed picture about where their child is in relation to their peers and to the national norms. Each area of the school has a detailed curriculum programme to follow which is available to parents to view at any time.

The Visual Arts:  At Ohoka, we place a high value on developing Visual Arts skills, as we recognise the importance they play in the development of the child. They provide an important means of communication and self- expression. From entry into school, the children have the opportunity to explore and practise  skills and  techniques. There is a two-year programme where a variety of processes are taught using a diverse range of media. We also employ a local artist as an Art Specialist who comes into the school to tutor the children at various levels.

Junior School

The Junior Department has a team of dedicated and professionally up-to-date teachers. One of our aims is to have small junior classes so the children's needs can be met more effectively while in their early years at school.

After six weeks, children are individually assessed to ascertain their skill level in numeracy and literacy. Each child is then carefully monitored to ensure they are progressing at their expected level

We offer specialised support in many areas:

Reading Recovery: This programme is available for 6-year-old children needing extra assistance in reading and writing.

Special Education:We have staff who take children for enrichment, extension and special needs activities according to their requirements.

Phonological Awareness: We are at present developing a specialised Phonological Awareness Programme that will support children at risk in spelling and reading.

     Perceptual Motor Programme (PMP): During term 2 and 3 all our classess in the junior school take part in the PMP programme for two 30min sessions per week. It is run by a trained facilitator.

Senior School

We place a great deal of emphasis on developing exciting and challenging programmes for the children in Year 7- 8.

Leadership: We strive to encourage children to undertake the many leadership opportunities that occur around the school. We see that taking on extra responsibilities is an important quality so  children can grow and be ready to take on new challenges at high school.

To help children develop holistically we try to offer a range of extra curricular activities:

Canta Maths: Year 6, 7 and 8 students compete in a local and the Canterbury Cantamaths problem solving competition.

Problem Solving: Year 6, 7 and 8 children take part in an individual problem solving exercises designed by Otago University.

Chess: We set up a lunch-time recreational pursuit so teams can enter the Press competition.

Choir:  Year 5-8 students are invited to join the  choir which takes part in the local or Christchurch Music Festival in the Town Hall.

Manual: Year 7 - 8 children travel to Kaiapoi  Borough to take part in Workshop Technology, Graphics and Design, Textiles and Food Technology.

Languages: Children in Year 6-8 learn either French, Japanese, Spanish, or German.

Speech Contests: Children are able to take part in the school and the Canta Speech contests.

Achievement Award: Year 8 children work toward this award by participating, organising and leading a variety of activities. Children can either aim for a Gold, Silver or Bronze award. 

School Band: We have an outside music teacher who comes into school to tutor interested children in guitar, electric guitar, drums and keyboard.

Other Areas of Interest

Show Day:  Every second year, the school combines a craft morning with a pet afternoon. In the morning, the children are busy creating exhibits to be viewed and judged. In the afternoon, they bring along their pets, from budgies and mice to ponies and calves, to be judged and to take part in the ‘grand parade’.

School Production: In alternate years the school plans a major school production in which all children in the school will have a role to play.

International Competitions and Assessments for Schools: From Year 4 to Year 8 children enter into the Maths, English and Science competitions. Our school has consistently performed above the national average.

House Days: Once a term our school, from Year 1-8, come together in their house teams for a house afternoon. Children wear their very own house polo shirt, which is the same colour as their house. The year 8 children organise a wide variety of interesting activities for their team to take part in.  It is a very special afternoon, where our focus is on cooperation, tolerance, acceptance of others and to also have lots of fun together. 

Sport

We  promote fitness activities in our children. Children are encouraged to play a wide variety of sports. The school’s 2ha grounds include large playing fields, a tennis court, basketball court and 18m heated swimming pool.  All children swim  most days in summer. 

Ohoka children perform well at zone levels in a number of sports. There is also a keen interest in basketball at the school. As well as learning the skills of various sports in their Physical Education  lessons the children also take part in interschool competitions and the Rural School tournaments.

Clubs

Band – Senior children interested in music are able to join our school band. Instruments can be purchased or hired.

Chess – We set up a lunch-time recreational pursuit so teams can enter local competitions and also the Press competition.

Choir – Year 5-8 students are invited to join the choir which takes part

he Town Hall.

The Enviro Group – Meet regularly to discuss ways the school can improve its energy efficiency, to work in the school garden or to discuss new environmental initiatives the school can adopt towards their Silver as it works towards achieving an Environmental Silver award.

Community Newsletter – We have a very enthusiastic group of children that work with a parent to write articles, interview local residents and to assist with the publication of our community newsletter which goes to over 600 residents

Hunting and Fishing – The interested group of children meet regularly to hear guest speakers or to visit local attractions, including the local salmon Farm or the Groynes to practice their casting skills.

Education outside the classroom (EOTC)

Camps: From Year 5-8 all children experience an overnight camp.

Skiing: Children in Year 6-8 go skiing at Porters Height.

Class Excursions: All classes use the many attractions around Christchurch to integrate into their classroom programme. 

EOTC at Ohoka School

Introduction:

• Education outside the classroom (EOTC) provides opportunities for a vast array of opportunity. The safety of our children, teachers and volunteers during EOTC is paramount.

• EOTC is a generic term to describe curriculum-based learning that extends beyond the four walls of the classroom. This can range from a museum or marae visit to a sports trip, outdoor education camp, or a rocky shore field trip.

• EOTC crosses all essential learning areas in the New Zealand Curriculum language and languages; mathematics; science; technology; social sciences; the arts; health and physical well-being.

• While EOTC strengthens all curriculum areas, it has strong links to the statement Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) and Guidelines for Environmental Education in

New Zealand Schools (Ministry of Education,1999). For example, outdoor education is a key area of learning in the health and physical education curriculum. 

EOTC aims to:

• Provide students with opportunities to learn outside the classroom, in all curriculum areas;

• Promote appreciation of our heritages – local, national and global;

• Increase students’ awareness and understanding of the traditions and values of

• Their own, the tangata whenua and other cultural groups;

• Increase students’ understanding of different perspectives on land, natural resources and the environment, and of the need for conservation management;

• Provide students with opportunities for enjoyment, adventure and challenge, both close to home and far away;

• Provide students with opportunities to enhance spiritual, physical and mental well-being through uplifting experiences in a natural environment;

• Develop students’ skills so they can move with confidence and safety in urban, rural, and wilderness settings.

EOTC outcomes

In the course of their EOTC experiences, students will gain new knowledge and understandings, skills and abilities, and attitudes, as well as building on those they already have.

Knowledge and understandings

These include:

• knowledge of the world;

• knowledge of culture and traditions;

• aesthetic awareness;

• awareness and understanding of issues for tangata whenua and other cultural groups;

• awareness of environmental issues;

• knowledge of how outdoor activities can benefit personal fitness, health and spiritual well-being;

• knowledge and understanding of safe practices in the outdoors;

• awareness of recreational opportunities;

• awareness that all aspects of learning are interrelated;

• specific new knowledge, for example, knowing the names of some animals after a zoo visit, or how to respond after being welcomed onto a marae.

Skills and abilities

These include the skills and abilities that enable students to:

• make decisions;

• solve problems;

• take responsibility for self and others;

• evaluate their own learning;

• apply learning to new situations;

• develop independence and interdependence;

• work as team members; and

• maintain good relationships with family, peers and others, as well as many more specific skills related to their particular EOTC experiences.

Attitudes

These include:

• enjoying the challenge and excitement of new experiences;

• having self-esteem and the confidence that goes with it;

• having the motivation to learn;

• being sensitive to, and positive about, issues or tangata whenua and other cultural groups;

• being sensitive to, and positive about, environmental issues;

• sensitivity to, and respect for, the strengths and weaknesses of self and others; and

• readiness for major steps – starting school, moving to a new school, starting tertiary

• education and starting work.

  Rationale for EOTC activities and safe practice

• It is recognised that safe and quality learning experiences are intrinsic to the teaching and learning process. Lessons and programmes should be based on the educational needs of students and the community, in conjunction with curriculum statements. All EOTC activities should, therefore, be appropriate to these needs and based on sound teaching and learning practices.
   

• Key pedagogical functions for a teacher are to:

  1. know their class’s individual and group needs;

  2. establish learning objectives and make decisions about the desired kind of learning;

Key Competency Delivery at Ohoka School

 Learning and using Key Competencies

In every learning area, students strengthen these key competencies and use them for further learning. Students need ongoing feedback as they develop and use the key competencies in increasingly complex and diverse situations.

A rich learning environment, including co-curricular learning, will offer students many opportunities to develop key competencies, within and beyond the classroom.

The key competencies are usually interdependent. For example, when producing a school newspaper, students need to share ideas and negotiate, interact with a range of people, set personal goals and deadlines, recognise others’ rights and responsibilities, access and evaluate information, and use language and symbols in creative and critical ways.

Thinking

Thinking is about using creative, critical and logical processes to make sense of and question information, experiences and ideas. Thinking includes researching, organising and evaluating to seek understanding, to inform decisions, to shape actions and to construct knowledge.

Students who have well-developed thinking skills can think about their own learning, draw on intuitions and personal knowledge, ask questions, and reflect on assumptions and perceptions.

Using languages, symbols and texts

Languages and symbols are systems for representing and communicating information, experiences and ideas; using languages and symbols, people understand and produce texts of all kinds: written, spoken and visual; imaginative and informative; mathematical, technological and scientific.

Students who are skilful in responding to and using languages and symbols can understand and create a wide range of texts. They can interpret and use words, number, images, movement, metaphor and technology in a range of contexts.

They can identify how the ways in which languages and symbols are used have an effect on understandings and responses.

Relating to others

Relating to others is about interacting with a diverse range of people in a variety of contexts. Relating to others includes listening, recognising different points of view, negotiating and sharing ideas.

Students who relate well to others can take different roles in different situations. They know when it is appropriate to compete and when it is appropriate to cooperate.

Managing self

Managing self is about choosing to act appropriately, conscious of the effects of what we do and say. Managing self requires a sense of personal identity, self-awareness, and the ability to reflect. Managing self includes setting personal goals, making plans, and striving for excellence.

Students who can manage themselves are resourceful and resilient. They have the strategies to overcome hurdles and they know when to make their own, well-informed choices rather than to accept choices made by others.

Participating and Contributing

Participating and contributing is about taking an active part in a range of local, national and global communities. Communities can be based on kinship, interest and culture and include places of learning, work and recreation.

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