Term 1, Week 1 — School news, upcoming dates and notices
|WAITANGI DAY||Thu, 6 Feb|
|Weet Bix Tryathlon||Sun, 9 Feb|
|PTA Meeting||Mon, 10 Feb|
|Year 7/8 - Maritime Museum||Thu, 13 Feb - Fri, 14 Feb|
|Netball Trials||Tue, 18 Feb|
|Meet the Teacher||Wed, 19 Feb|
|Basketball Trials||Fri, 21 Feb|
|Yr 6 - Water Safety Panmure Pools||Mon, 24 Feb - Tue, 25 Feb|
|Yr7/8 Globe Trip||Fri, 28 Feb|
|Top Schools||Sun, 1 Mar|
|ESOL Parent Meeting - 2pm & 7pm||Mon, 2 Mar|
|Orakei Local Board Consultation - Yr8/7||Mon, 2 Mar|
|Kapa Haka 7.50-8.40||Wed, 4 Mar|
|Swimming Sports||Thu, 5 Mar|
|Snell Year 6 - Auckland Museum||Tue, 10 Mar|
|Hillary Year 4 - Auckland Museum||Tue, 10 Mar|
|Kapa Haka 7.50-8.40||Wed, 11 Mar|
|Kapa Haka||Wed, 18 Mar|
|Cowley Exploration Day||Wed, 25 Mar|
|Kapa Haka||Wed, 25 Mar|
|Student Fundraiser||Fri, 27 Mar|
|SCHOOL HOLIDAYS||Mon, 30 Mar - Tue, 14 Apr|
|GOOD FRIDAY||Fri, 10 Apr|
|Admin mtg||Fri, 10 Apr, 8:00am|
|START TERM 2||Wed, 15 Apr|
|ANZAC DAY||Mon, 27 Apr|
A Message from the Principal
Dear Parents and Caregivers
Welcome to Kohimarama School for the 2020 academic year. Welcome to our new families. We look forward to getting to know you and to have you become part of our school community.
It has been great to visit classes on day one. Our students, working alongside our great Kohimarama teachers, have started with energy and enthusiasm and are reconnecting and developing friendships. Commitment is the Kohimarama Value that we are focusing on in Term 1. This is a good driver for our learning this year.
Staff have had a positive start to the year with two days of professional learning and development to set us up for success. We continue to work on our learner agency (Students at the Centre of the Learning), the new technology curriculum and the tools that we have to maximise the learning opportunities.
New staff at Kohimarama School in 2020
Welcome to our new staff members:
L-R : Sheridan Read [Teacher Year 5}, Lucy Eskrigge [Teacher Year 5}, Sally Macky [Learning Assistant], Bana Grabenhorst [Learning Assistant]
Our starting roll in 2020 is 527 pupils. In 2019 we started with 505 students. This continues the upward trend of families seeking to be members of our Kohimarama School learning community. The increased roll presents us with an opportunity to find ways of solving our accommodation needs at Kohimarama School. The Board is working with the Ministry of Education to provide the resources for our school. In the meantime we manage the shortfall as well as we can, always looking to the needs of the students and their learning in designing our way forward.
In any school there can be complaints, concerns or issues that need to be addressed. There is a process to follow in order to resolve the complaint. Dealing with things early and directly with those concerned prevents misinformation and the continuation of a problem that can be resolved early. Below is the process that we use at Kohimarama School;
School Docs is our portal for our schools policies and procedures.
We invite you to visit the site at http://kohimarama.schooldocs.co.nz/
I encourage you to search for the information here and on our website in the first instance.
This year our school is 99 years in existence, so in 2021 we will be celebrating our 100th Jubilee. We have some parents, Board and PTA members willing to be part of a planning group this year. If you would like to be a part of the planning team, please contact Karen Nathan, Principals PA by email firstname.lastname@example.org or phone 9309820. We would value your skills and contacts in event management. Thank you.
Learning at Kohimarama School
Kohimarama School has been developing its pedagogy for modern learners over the last three years. After a period of exploration and professional learning and development to ensure that our philosophy meets the needs of our students, in 2020 we are looking to embed this learning.
While the single biggest in-school influence on student outcomes is high-quality, learner-focused teaching, the second biggest is the quality and capability of school leadership (Leithwood et al, 2008). Our school leaders continue to inquire into learning and maximise the learning process to support learners here and beyond the school.
‘The School Leadership and Student Outcomes Best Evidence Synthesis (Robinson, Hōhepa, & Lloyd, 2009) stresses the importance of leaders building relational trust in their schools. Effective leaders also require the knowledge, skills and dispositions to ensure that school-wide decisions are based on sound research and evidence. Only then can they foster the levels of inquiry, risk taking, and collaborative effort that school improvement demands’.
The OECD ILE Project identified seven principles of learning that focus on developing skilful learners with adaptive expertise.
The seven principles are:
- Learners at the centre
- The social nature of learning
- Emotions are integral to learning
- Recognising individual differences
- Stretching all students
- Assessment for learning
- Building horizontal connections.
The OECD ILE project acknowledges that there is nothing original in its ideas. Indeed our own New Zealand Curriculum predates its work by five years.
The OECD ILE project asserts that the key to school effectiveness and improvement is to realise the seven principles as a whole rather than work on one or two at a time. How a school does this will depend on its particular context, leadership capacity and capability.
Developing student agency
The foremost of the ILE’s seven principles is ‘learners at the centre’:
The learning environment recognises the learners as its core participants, encourages their active engagement and develops in them an understanding of their own activity as learners.
For Green, Facer and Rudd (2005) this means that the education system … should be reshaped around the needs of the learner rather than the learner merely conforming to the system.
Learners need to be encouraged to become actively involved in decisions about their education and there must be appropriate ways for them to do so.
There are significant benefits for students when they have a say in what they learn, how they learn, and what help they need. Hargreaves (2004) notes that where their voice is sought and heard students are more likely to have enhanced learning partnerships with teachers, be more motivated to learn, think more deeply, and understand and develop their skills as learners. In other words, they take more responsibility for themselves as learners.
Teachers who engage with their students in this way come to understand them better, gaining insight into their aspirations and the communities to which they belong. This makes it easier for them to meet their students’ needs and ensure that learning is both relevant and challenging. When students are engaged in their learning, teachers are able to make the fullest use of their professional skills as educators.
By sharing power and the responsibility for learning, teachers set their students on a path to fulfilling the vision we have for them, with the ability ‘to secure a sustainable social, cultural, economic and environmental future for our country’. (Ministry of Education, 2007).
It is clear that there is no one-size-fits-all practice that can be considered current best practice in teaching and learning. Rather, schools need to adapt multiple practices to fit their unique context, utilise teacher capabilities, and – above all – respond to the needs, abilities and interests of each of their students. It is because The New Zealand Curriculum gives schools the flexibility to do this that it is the envy of educators in other countries
The New Zealand Curriculum describes teaching actions that have been shown to consistently have a positive effect on student learning. Students develop adaptive expertise and learn best when their teachers:
- create a supportive environment This includes building strong home–school partnerships so that parents and whānau are actively involved in their children’s learning.
- encourage reflective thought and action Inquiry-based approaches help students to be creative, engage in research, think critically about material they use, collaborate and reflect on outcomes.
- enhance the relevance of new learning
Authentic contexts for learning are especially powerful if they are locally based.
- facilitate shared learning. Students have opportunities to work with and support each other, and, as they do so, learn to work collaboratively and cooperatively.
- make connections to prior learning and experience
Knowledge and skills can be scaffolded.
- provide sufficient opportunities to learn. It is important to include learning with technology because, when used properly, it can empower students and enrich and extend their learning.
- inquire into the teaching–learning relationship
I look forward to meeting many of you during the term.
Paul Engles – Principal
The Kohimarama Way – Commitment
Activity Fees, Steam and Technology (Technology for year 7&8 only)
These payments were due in before the start of the school year. If you have not made payment please do so immediately.
Teacher Only Days
Please be aware of Teacher Only Days for this year. Tuesday 2nd June & Tuesday 27th October.
Road Patrol – Parent Monday morning Rawhitiroa Road
Are you able to support our students crossing Rawhitiroa Road safely on a Thursday morning 8.30 to 8.55 am? If you are interested in finding out more and think you can help, please contact Meegan Hill email@example.com
Road Patrollers 2020
Top Schools Year 3-6
Netball & Basketball Registration Year 3-8
From Friday registration forms will be available to complete on Kindo. All sporting forms will now be completed through Kindo. Please ensure you have signed up.
New Entrant Enrolments
Kindo – School payments online
Kindo has now been running through the holidays. Thank you to all the families who have made payment through the Kindo website.
The school office will no longer be accepting cash for school payments in 2020 (exception being school fundraisers such as mufti days). Eftpos payments will still be available at the school office.
If you need assistance in setting up your Kindo account please contact the Kindo helpdesk on free phone 0508 4 KINDO (0508 454 636).
Kindo helpdesk is open Monday to Friday 8am – 4pm.
Missing Walking School Bus Kiwis
Last year the WSB purchased 7 new kiwis for the WSB.
Three kiwis are now missing.
If you have one from last year could you please return it to the office ASAP so we have them back for assembly this year.