At Arahoe School ‘empowering our akonga to access their future’ is our core focus. Our tamariki are the heart of our school and are the centre of our attention. We strive for our tamariki to be effective communicators, thinkers and self managers and to have a strong sense of being contributors to our community. The focus of our actions is to ensure the the ambition of growing learners for life is a day to day reality for our students. We are proud of our tamariki and of the things that they achieve, academically, on the sports fields and socially. Our school culture is underpinned by our values of respect, excellence, integrity and resilience with our students interactions with each other and us, and ours with them, being guided by these values.
Our tamariki benefit from having access to advanced digital tools to enhance their learning and to ensure that they have access to their curriculum from anywhere at anytime. Our curriculum and school facilities have been designed to offer all of our akonga access to a high levels of resourcing and to reflect the opportunities that the future will hold for them.
Being part of the Kotuitui Community of Learning will ensure that the strong relationships that have existed between our schools in the past can be further developed for the benefit of all of our akonga and that our students will have an identifiable school’s pathway to follow throughout their time with us. It is a unique opportunity for all of us as a community of learners to share our expertise for the benefit of all of our tamariki.
This is my Arahoe in-school Community of Learning team:
My Inquiry: To what extent does the Arahoe Pedagogical Framework lead to shifts in teacher practice and improved outcomes for Maori and Pasifika learners? I am currently the lead teacher for TLIF. I believe education is the door to the world for every child. We create significant landmarks to empower each child to chart their own map.
The inquiry I am pursuing is 'How do I reduce separation and learning anxiety to ensure a successful transition for students starting Primary School?'
Tena Koutou Katoa, the focus of my inquiry will examine in what ways Te Ara Whakamana supports learning and behaviour in a large mainstream urban school when the majority of teaching staff in the school are non-Maori. In addition, I am particularly focused on whether Te Ara Whakamana supports the school's tier system and can inform teachers and myself as the SENCO in ways to support student, whanau and teacher/s re: intervention.
The focus question for my Inquiry is how does collaborative planning of an integrated, culturally responsive learning programme meet the needs of the students in Maths and ICT? What does matter is teachers collaborating and seeing it as their role to evaluate their effect on learning. This results in us making calculated interventions such as mixed ability problem solving, visible learning platforms and providing students with multiple opportunities and alternatives to learn like a flipped classroom by using Digital technology and ensuring maths is contextual and challenging.