Our Cultural Narrative flourishes

Our learning model is finalised thanks to Te Rongopai, Dawn and the folks at Graphic Detail.

The learning model aligns with our 4 learning values which are how we strive for our vision.  Our four vision beliefs are, in essence, our learning values.  In addition to our vision beliefs (guided by educational researcher Dr Julia Atkin’s From Values and Beliefs about Learning to Principles and Practice, 1996) our emerging curriculum is aligned with both the three pedagogies associated with adaptive expertise and the 7 Principles of learning (influenced by the OECD’s Nature of Learning, 2013).  We will unpack these further with our team once all are appointed.

Matua Ngaru learners will explore their curiosities through immersive and self-directed learning experiences that can extend outside of the school day which enables our young people to connect with and build community.  We believe in cultivating curiosity because it fosters engagement, contributes to the development of knowledge and deeper understandings, and is what ultimately, motivates us to learn.

~We value māhirahira

Matua Ngaru learners will discover, create and direct their learning anywhere, anytime and with anyone, connecting with whanau and experts in their pursuit to explore and celebrate our unique individual and collective identities.  We believe in fostering collaboration because it enables us to orchestrate our skills to amplify the learning.

~We value mahi tahi

Matua Ngaru learners will practise and develop skills for successful sharing of learning with all types of audiences and through all types of media.  We believe in developing communication because it empowers us to build connections and interpersonal relationships that flourish through the voices of our learners.      

~We value whakaaro

Matua Ngaru learners will use a variety of pathways (including Digital Technology), models, strategies and materials to make,build, construct and design.  We believe in nurturing creativity because it acts as a catalyst for innovation.

~ We value auaha

We have also refined out kainga names and rationale. (draft)

Kāinga Wheke- DISCOVERING: the Octopus is a curious creature who loves exploring  their environment by using the 5 senses. They are playful and interactive, spending time discovering by themselves and with others. The learners in this Kāiinga are learning to discover how their world works and exploring relationships within and outside our Kura.

**Wheke are kaitiaki - meaning they are guardians for Ngati Whatua o Kaipara

Kāinga Mangōpare - EXPLORING: the Hammerhead Shark is a resilient and feisty fish that gathers in groups during the day, whilst being a solitary hunter at night. The learners in this Kāinga are developing a growing sense of self, developing the confidence to go forward and explore on their own, while also seeking the support and social interactions that come from being part of a larger group.

**Mangōpare are an important food source for Ngati Whatua o Kaipara

Kāinga Pōpoto - GUIDING the Maui Dolphin is a highly social, communicative animal that is skilled at navigating. These animals display empathy for others and embody a collaborative spirit.  The learners in this Kāiinga will exemplify the teacher/guide element of tuakana-teina by caring for and helping the younger learners learn while they play and explore.

**Pōpoto are viewed as beacons of safety to Ngati Whatua o Kaipara

Kāinga Parāo - LEADING the Sperm whale is a nurturing mammal that is highly unique.  The learners in this kāiinga require freedom to explore and compassion while they: develop relationships with others, a strong sense of self and learn to belong (puberty!). Navigation using echolocation is symbolic of how these learners can learn/communicate with a global reach.

**Parāoa are a  very important, kindred, animal to Ngati Whatua o Kaipara

Making Connections with our iwi and HPPS

Lots to highlight in this post:

Iwi Consultation:

We have been so fortunate to have such high quality support and engagement from the local iwi Ngati Whatua O Kaipara.  It began with the gifting of our school name, alignment with our school vision and continues with support in aligning the cultural narrative to our school approach including our logo, branding and learning hub names.  Tracy Davis and Te Rongopai Morehu have been hugely instrumental and generous with their time and knowledge.  Tracy also connected us with Graeme Tipene who is a talented designer who worked with us to develop our logo, which will also begcome the framework for our learning model.  Te Rongopai and her colleague Dawn Piper have also gifted us PL time this term working with our SLT to ensure we are honouring the history of the local area, including appropriate tikanga in our process development and in selecting our whakatauki for our kainga (learning hubs).  They have also gifted us the names and stories of four animal with significance to the iwi to use symbolically for our kainga.  We'd also like to thank both Dawn and Te Rongopai for translating our mihi and planning ahead with us for Term 4 PL (we have applied for MOE PLD Funding to heighten our Te Reo and Tikanga knowledge- fingers crossed).

See all of our work in our Cultural Narrative document.

Growing our Team
I have been working with Alan Curtis to develop our process for recruiting our Office Administrator who will start in Term 3.  We have had a lot of interest and applications and interview our shorlist of candidates on Friday.

First Time Principal Support

My FTP support continues as well with meeting with Brian Gower who has provided me with essential advice and support with connecting at the MOE level.  Highlights from our March Hui included Appraisal with Dr Wendy Moore, Julien Le Sueur- Getting to Know Your Ministry, Carmel Riordon- Financial Mgmt and Patrick Ikiua from the NZSTA on Governance tips.

Here are my notes from the useful FTP Huis as well.


Immersion in our Current Context
Opportunities abound here at HPPS to learn from and with the team.  Kirstin and I joined in on a TOD session led by Daniel and Lisa that both inducted, grounded and guided their team into their approach to conceptual curriculum design.  So much goodness to borrow from their approach.  We also had an in depth tour of HPPS with Lisa who provided highlights of their leadership and learning journey as they have grown from 50 to 500 since opening.  She talked about how they are working to infuse more play based learning approaches to enhance their learner centred, dispositional approach to T&L.  There was also talk aout how they are focusing on HOW devices are being used in the school to maximise the impact of device use, while increasing exposure to and use of other media for learning.  We were also gifted some time with Kristyn, one of the DPS, who delved deeply with us into their coaching approach- including some very useful advice and some questions we can use to frame our MATEs (Mutually Agreed Team Expectations) which we will develop for the SLT in Term 2.  Kristyn is an absolute think tank and we will be hounding her for more insights along the way!