The Treaty of Waitangi is one of eight principles in the New Zealand Curriculum that provide a foundation for schools’ decision making. The Treaty of Waitangi principle puts students at the centre of teaching and learning, where students experience a curriculum that engages and challenges them, is forward-looking and inclusive and affirms New Zealand‘s unique identity.

Every child is unique and has their own story. So we take the time to learn that story and find out what’s special about your child – and what matters to them. Our teachers listen carefully to the students when they talk about their rich life experiences and the wondrous world around them. These special interests are noted, carefully discussed and linked to the New Zealand Curriculum to provide an integrated learning unit that essentially plugs into the students’ world and interests.

Our quest is to motivate, stimulate and inspire our students to be truly great Kiwis. We work hard every day to prepare our children for tomorrow’s world and we’re constantly evaluating current practice and adapting to reflect the latest teaching philosophies. By investing in the most recent thinking and innovation, we arm our kids with the confidence to seek a bright future.

To become vital citizens in the new world, it’s important that our kids feel valued and connected to their environment, and recognise their role in it. With warmth, support and positivity, our kids are encouraged to safely step out of their comfort zones, embrace failure (as vital to learning!) and ultimately, to shine.

–  AUTUMN’S RAINFALL BRINGS NUMEROUS FROGS TO THE SCHOOL FIELD. THIS REALLY EXCITED OUR STUDENTS, SO THE TEACHERS DESIGNED A LEARNING UNIT WHEREBY THE CHILDREN COLLECTED AND SET UP A HABITAT FOR THE FROGS. A GREAT LEARNING EXPERIENCE ON MANY COUNTS!

‟The essence of restorative practice is simple – human beings are happier, more productive, and more likely to make positive changes in behaviour when those in positions of authority do things WITH them, rather than TO them or FOR them.” – Adapted from Wachtel 2004

At Hobsonville School, we apply the principles of restorative practice. This means we put into action a belief that respectful relationships are at the heart of the educational experience. We promote positive behaviour through choice, reflection and elicited consequences – with the aim of developing responsible, reflective pupils who are proud of their own achievements as well as the achievements of others. The restorative process is a way of building, maintaining and respecting relationships through ‘REFLECT – REPAIR – RECONNECT’.

These ‘3Rs’:

• Are all about relationships and building connections,
• Are fair and respectful to the victim and the wrongdoer,
• Teach humility and empathy,
• Elicit consequences from the wrongdoer,
• Help develop a sense of social responsibility.

Alongside our school RRAP VALUES, our students use the ‘Eight Learning and Behaviour Layers’ to reflect and refer to on a daily basis. This helps support their learning and choices made both inside and outside the learning space. This is why we ask that our students arrive before the 8.50am bell, too get resourced and organised for their learning day. Here are the ‘Eight Learning and Behaviour Layers’ introduced by David Curtis and his ACTIV8 programme. This is displayed and referred to in every learning space at Hobsonville School.

PROBLEM SOLVING (when enquiring into a problem)

1. Getting Resourced – People, ideas and equipment.
2. Getting Organised – Organise your team / self with what you are about to do.
3. Getting On With It – Begin what you are doing!
4. Look Back / Look Forward – Reflect on what worked or didn’t work. How do we move forward from here?

MANAGING LEARNING & BEHAVIOUR (applies at all times)

5. Acting or Reacting – Acting in a positive manner (powerful). Reacting to others (powerless).
6. ME to WE – Thinking about others. Shifting our focus from ME to WE. We are more powerful as a team (WE).
7. STOP & GO – Stop myself (body), think, then go (when asked) OR if it’s safe or the right choice.
8. Looking for Certainty – Who am I certain will help me make the right choices (e.g. I’m certain the teacher will help me).

“Tell me and I forget. Teach me and I remember. Involve me and I learn.” – Benjamin Franklin 

Student agency is having the ‘power to act’. When a student feels in control of events happening around them, they realise they can also influence the outcome. When students take a more active role in their learning, it’s called having ‘agency’. At Hobsonville School, our teachers are encouraged to enable student agency, through offering them choices in learning environment, subject matter and approach. The goal is that, by the time our students leave, they have the inherent sense that if they act strategically, they can accomplish their goals.

We develop agency in our students through considered questioning by our teachers, who know that language is the most powerful tool to influence what our students learn and become. Authentic assessment, experiential learning and mastery-based learning all provide opportunities to increase student agency, which can create higher levels of engagement and commitment to the learning process from students. Students may be ready for varying degrees of agency at different times.

The steps towards student agency are:

• Stage 1 – Guided
• Stage 2 – Self-regulated
• Stage 3 – Self-directed
• Stage 4 – Agent

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