Charter 2020 2022 - Fordell School
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Fordell School Charter
1
‘Fortiter et Recte’ – Strongly and Rightly
Established 1883
Charter 2020 - 2022
Our Values
Respect, Responsibility, Compassion, Confidence
Our Learning Muscles – 4Rs
Resilience, Reciprocity, Resourcefulness, Reflectiveness
Our Mission
Quality Education, Confident Students
Our Vision
“Community partnership creating confident, connected, life-long learners.”
Fordell School Charter
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Contents Page
Contents Page 2
Fordell School Charter: 1 Page Overview 3
Fordell School Cultural Statement 4
Fordell School Vision 5
Fordell School Principles 5
Fordell School Values 6
Fordell School Learning Muscles: The 4Rs 7
Fordell School Priorities 8
Fordell School Graduate Profile 9
Fordell School Consultation 10
Fordell School Board of Trustees undertakes to take all reasonable steps to achieve the vision, aims, goals and actions in this Charter, which has been
approved by the Board of Trustees following consultation with the community, and to take full account of the National Education Guidelines and all
statutory obligations.
Fordell School Charter
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Our Mission: Quality Education, Confident Students
Our Vision: Community partnership creating confident, connected life-long learners.
Our School Values – Fordell GRIT
couraGe Respect compassIon responsibiliTy
Fordell School
Charter Our Learning Muscles: The 4Rs
Fordell School Profile 2020 – 2022
Reciprocity
Fordell School is a rural primary ‘Fortiter et Recte’ – Strongly and Rightly
Resilience
school located 15km east of
Wanganui. Fordell School opened in Resourcefulness
1883 and delivers rich educational
Fordell School Strategic Goals Reflectiveness
programmes to students from Years 1 Strategic Goal 1: Rich Curriculum
Fordell School will provide rich, child centered learning opportunities
– 8. We have an idyllic setting
through a curriculum founded on empowering students. (Rich literacy and
amongst established native trees and numeracy, integrated learning, sporting and cultural experiences). Fordell School Targets
wide-open spaces for sport and Nag 1: Curriculum, Nag2: Self Review.
Fordell School aims for the highest
activities. We have a special school Strategic Goal 2: Wellbeing education standards for all our students and
culture that is built around our school Fordell School will provide an environment where every learner/ākonga expects students to achieve in all curriculum
feels safe (physically and emotionally), appreciated and included for who
values and supportive community areas. We will focus on our target groups
they are, including their identity, language and culture, and learning needs.
partnerships. We provide quality Nag 1: Curriculum, Nag2: Self Review, Nag 3: Personnel, Nag 5 Health and Safety.
while maintaining these high standards.
teaching and learning for all our Strategic Goal 3: Stewardship
students to ensure they leave Fordell Fordell School provides a physically and
Fordell School will be effectively and strategically governed by a Board of
Trustees who support student achievement and wellbeing for the school emotionally safe environment for all
School with the confidence, skills and
community. students so that they can experience
knowledge to progress in their next
Nag 2: Self Review, Nag 3: Personnel, Nag 4: Finance, Nag 5: Health and Safety, Nag 6: success in all that they do.
school/learning journey and beyond. Legislation, Nag 7: Annual Report, Nag 8: Annual Plan.
Fordell School Charter
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Fordell School Cultural Statement
Recognising New Zealand’s Cultural Diversity
• All cultures within the school will be valued and accepted.
• Staff members will ensure that students from all cultures are treated with respect and dignity and will actively work towards maximising the
potential of each student.
Te Tiriti o Waitangi/The Treaty of Waitangi
Fordell School will develop practices that reflect New Zealand’s cultural diversity and the unique position of Māori. In recognising the unique position of
Māori, Fordell School will actively value diversity and reflect an inclusive school culture. Staff will be culturally responsive in practice and will actively
maximise all learners’ capabilities. The cultural diversity of New Zealand is recognised and developed through classroom programmes and experiences,
where students will learn about their own heritage.
Fordell School’s commitment to the principles of the Treaty of Waitangi is reflected through:
Partnership
We recognise and value all cultures at our school, and acknowledge the special position of Māori in New Zealand society. We work together to achieve the
best environment for success for our students. We consult with our Māori community in creating and maintaining our Strategic Plan, which is the guiding
document for our school, and access cultural advice as appropriate.
Protection
We respect each person’s culture and their right to follow their cultural direction. We promote and value Te Reo (Māori language) and tikanga Māori (Māori
culture). Identity, language, and culture are important expressions of what it means to be a culturally located learner.
Participation
We promote Māori achievement and equal opportunities, aspirations of Māori whanau will be reflected in our school planning.
Fordell School Charter
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Fordell School Vision
“Community partnership creating confident, connected, life-long learners.”
Fordell School Principles
These principles are our beliefs about what is important and they will be seen in our teaching and learning practices. They will underpin all our school
decision making.
High Expectations
We empower all students to achieve personal excellence.
Treaty of Waitangi
We acknowledge the principles of the Treaty of Waitangi and actively nurture Te Reo, tikanga and our bicultural heritage.
Cultural Diversity
We embrace the diverse cultures, histories and traditions of our community.
Inclusion
As part of an inclusive learning environment we celebrate and encourage individual talents and identities.
Learning to Learn
We encourage our students to reflect on their own learning processes and learn how to learn.
Community Engagement
Our students’ learning has relevance in their world, and engages the support of families, whanau and community.
Coherence
Our students are given diverse opportunities that open up to future learning and encourage successful transitions.
Future Focus
Learning experiences are future focussed and therefore are relevant to the changing world in which we live.
Fordell School Charter
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Fordell School Values
(Fordell GRIT)
Values are deeply held beliefs about what is important or desirable. They are expressed through the ways in which people think and act. Every decision
relating to our curriculum and every interaction that takes place at Fordell School reflects the values of the individuals involved and the collective values of
our school.
Our school values are regularly discussed and displayed, they are the core of our beliefs in everything we do. Our students know and understand our
school values. Our values are expressed in everyday language, actions and interactions within the school – to self, to school and property, and to learning.
New Zealand
Fordell School’s Values What do our Values mean… Curriculum
Values
- Persevere.
COURAGE
Toa
- Make good and honest choices.
- Show confidence.
Excellence Diversity
- Speak with and show respect.
RESPECT Integrity Ecological
whakaute
- Let others learn.
- Caring for equipment and Sustainability Equity
property.
Participation
COMPASSION - Show empathy. Community
Aroha
- Pride for myself and school.
- Work as a team. Innovation Inquiry
Curiosity
RESPONSIBILITY - Ready to learn.
Kawenga
- Be committed.
- Take ownership for my choices.
Fordell School Charter
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Fordell School Learning Muscles (Key Competencies)
The Learning Muscles (KCs) are not stand alone but key to all learning at Fordell School. The Learning Muscles align with the New Zealand Curriculum’s
Key Competencies as set of core capabilities that people use to live, learn, work, and contribute as active members of their communities. Our students will
use and develop the Learning Muscles over time, creating successful learners who are confident, connected and life-long learners. The Learning Muscles
are both intellectual and relational. Our children will develop into successful learners who are motivated use them, recognising when and how to do so
and why.
Learning Muscles: What does this NZ Curriculum
The 4Rs look like: Key Competencies
Resilience
Refer to the Fordell School
- Managing Self
(Managing Self: Relational)
Graduate Profile
Resourcefulness - Using Language, Symbols, and
(Using language, symbols and Texts
texts: Intellectual)
Reciprocity - Relating to Others
- Participating and Contributing
(Relational)
Reflectiveness - Thinking
(Intellectual)Fordell School Charter
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Fordell School Priorities
New Zealand National Priorities
The proposed National priorities are currently determined to be:
Learners at the centre – learners with their whanau are at the centre of education.
• Make sure that every learner feels safe, appreciated and included for who they are, including their identity, language and culture, and learning
needs.
• Include family and whanau as partners central to the learning and achievement of every learner.
Barrier free access – great education opportunities and outcome are within reach for every learner.
• Have high expectations for every learner and eliminate practices that limit access across the curriculum.
• Support successful transitions into, within, and from places of learning.
• Ensure financial and other barriers for learners and their family/whanau do not prevent equitable access to teaching, learning and participation in
the life of school.
Quality teaching and leadership – quality teaching and leadership make the difference for learners and their whanau.
• Grow our workforce to strengthen teaching and leadership and to contribute to a stronger profession.
• Incorporate Te Reo Maori and tikanga Maori in the everyday life of the place of learning.
Future of learning and work – learning that is relevant to the lives of New Zealanders today and throughout their lives.
• Ensure we offer learning that equips learners with an understanding of New Zealand’s cultural identities and history.
World class inclusive public education – New Zealand education is trusted and sustainable.
• Develop relationships with local iwi and hapu and communities to align aspirations and strategic direction setting.Fordell School Charter
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Fordell School Graduate Profile
Year 3 Learner Year 6 Learner Year 8 Learner
• I know what respect is. • I respect the views of others. • I value and respect the views of others.
• I share ideas. • I confidently share ideas. • I enthusiastically participate and contribute ideas to seek
Reciprocity
• I can work effectively independently, with a buddy or a small • I actively listen to others. solutions.
group. • I am able to work in a team environment and accept that • I am an active listener and learn from others.
• I can listen to others. others have different ideas and opinions. • I respect that others have a different culture, perspective and
• I can take turns • I am an independent self-manager. opinion.
• I follow instructions accurately. • I am responsible for my learning. • I use my initiative to meet deadlines.
• I make choices in my learning. • I am responsible for my learning.
• I can talk about my learning. • I reflect on my learning looking for ways to be BTB. • I understand learning and see myself as a lifelong learner.
Resourcefulness Resilience Reflectiveness
• I am curious about the world and ask questions. • I know how to seek answers to questions. • I think creatively and critically when answering questions.
• I can talk about my successes and next steps, with support. • I know my next steps. • I monitor and adapt my next steps.
• I can try another strategy to solve a problem. • I can try a number of strategies to solve a problem. • I identify others’ strengths and use these along with my own.
• I know my strengths and weaknesses and use them. • I am an active problem solver.
• I challenge myself to take risks.
• I can display a ‘can do’ attitude and persevere when giving • I have a growth mindset and I keep on going when things • I persevere when learning is hard, using my growth mindset.
things a go. get hard. • I accept challenges and failures are a part of learning and
• I know what to do when I am stuck. • I recover quickly when things don’t go my own way. use these to move forward.
• I am learning from my mistakes. • I understand that each mistake is something that I can learn • I look forward/ahead with ambition.
• I am becoming confident. from.
• I try new things. • I seek challenges and new learnings.
• I am developing a growth mind-set.
• I am creative • My creativity has meaning. • I present confidently and creatively.
• I know how to use some forms of digital technology as a tool • I can use digital technology to support my learning. • I confidently use digital technology to add value to my
for my learning. • I collect and use information from a range of sources. learning.
• I am learning to seek information and help from different • I am becoming confident in literacy and numeracy and • I make links between relevant information and use this in
sources. learning to apply these skills in everyday life. learning.
• I am developing confidence in literacy and numeracy. • I am literate and numerate; I confidently apply these skills in
everyday life.Fordell School Charter
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Fordell School Consultation
Our Consultation Process:
What follows is the process that we continue to undertake to review and develop our current 3-year strategic section of our Charter.
• We hold community meetings, surveys, feedback at different times and dates to accommodate the input of our parents.
• We invite suggestions and requests from our students about the type of school they wish to have.
• We consult with the wider community and local iwi about what part they value in education and their vision for learning.
Ongoing Consultation:
This includes:
• Information sharing through a fortnightly newsletter.
• Surveys for parents to provide feedback to the school.
• Informal meetings, discussions, phone contact.
• New Entrant conversations and induction.
• Three way conferences – student, whanau and school.
• Whole school gatherings and performances are planned and continuous.
• Whanau self-reviews and school self-reviews all contribute to developing programmes to
accelerate student performance/achievement.
2020 – 2022 Fordell School Charter was approved by the Fordell School Board of Trustees Term 1 Meeting 1 2020You can also read
