PROSPECTUS 2019 - TAKAPUNA NORMAL INTERMEDIATE - Takapuna Normal Intermediate School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
TAKAPUNA NORMAL
INTERMEDIATE
PROSPECTUS
2019
Welcome to Takapuna Normal Intermediate School Tēnā koutou e te whānau he mihi nui kia koutou katoa Takapuna Normal Intermediate School (TNIS) and contributors. Our learners and staff is a learner-centred environment. We are work collaboratively to achieve personal proud to be part of the International bests and make connections in their own Baccalaureate, Primary Years Programme and the global community. (PYP), nurturing and developing young students to be caring, active participants in a Our committed and talented staff ensure lifelong journey of learning, as well as have an that we offer a future focussed curriculum emphasis on fostering a positive community that is personalised, innovative and includes that is safe, collaborative and supportive. action. We are very proud of the high quality teaching We look forward to working together. and learning that we offer at our school with many opportunities for our learners to learn, achieve and succeed academically, socially, culturally and in sports. Being a diverse and inclusive community we offer both the New Zealand Curriculum and the International Baccalaureate Primary Years Programme (PYP) which are highly compatible in terms of learner intentions, themes, concepts, attitudes and values, with the PYP emphasising three more elements: inquiry, action and international-mindedness. TNIS provides opportunities for our adolescent learners to experience personal growth and develop the skills and attributes Wendy Sandifer, Principal they will need as communicators, creators M Ed Admin. B Ed
Our Mission
“To encourage our students to become Internationally minded,
active, compassionate and lifelong learners.”
Takapuna Normal Intermediate (TNIS) TNIS Is fully accredited to offer the
seeks excellence in the provision of quality International Baccalaureate PYP
programmes for all learners. High programme. By developing a global
expectations are set for learning within an perspective, students are better prepared
atmosphere of encouragement and to succeed in a modern world both locally
support to provide the emerging and internationally. TNIS is very proud that
adolescent with a quality learning it has students who represent many
experience. nationalities and speak a number of
different languages.
The school's link to Auckland University
and AUT as a provider of teacher education TNIS not only celebrates great success in
programmes ensures the school the academic curriculum but offers
continually seeks wise practice in all fields dynamic programmes in drama, dance,
of teaching and learning based on sound music, art and technology. The many
research. TNIS is seen as being very sporting options cater for beginners as well
innovative and regularly hosts educators as those seeking challenging competition.
from around the world who come to
observe New Zealand education in action.
Visitors often comment on the positive
peer culture and the focus and
engagement students have for their
learning.
The Emerging Adolescent
At TNIS we are committed to providing your A range of factors impact on how well
child with the safe and supportive students relate to and are engaged by what
environment they need to thrive in these they are learning at school. These include:
“middle years” of their education.
1. The nature of the relationships with
Every child’s development and learning is the teacher and other students in the
different. At TNIS, our learning programme class;
will address the needs of your child through 2. The perceived relevance of the
an engaging curriculum delivered by high learning material;
quaility, caring teachers. 3. The level of knowledge and skills that
students bring into each learning
What the research says: situation;
4. The intrinsic interest of the subject or
The period of emerging adolescence (10-14
activity;
years of age) is marked as a period of
5. The extent to which there is variety in
developmental change second only in
teaching approaches;
importance and intensity to the first two
6. The nature and extent of teacher
years of life.
(Stewart and Nolan, 1992; Carr Grieg, 2002; Nagel, 2007). feedback on students’ progress
7. The extent to which students are able
Early adolescence is the time when young to take responsibility for their own
people begin moving away from learning.
dependence on family to establishing Ministry of Education. (2012, June 18). NZ Curriculum
autonomous views and modes of operation. Online. Retrieved from
http://nzcurriculum.tki.org.nz/Middle-
At the same time, they need frequent schooling/Relationships
affirmation as well as love and acceptance
from adults.
“Middle Schooling in New Zealand: A Learning Pathway.”
New Zealand Association for Intermediate & Middle
Schooling.
International Baccalaureate:
Primary Years Programme
The IB Primary Years Programme (PYP) for children aged 3 – 12 nurtures and develops young
learners as caring, active participants in a lifelong journey of learning.
Through an inquiry-led, trans-disciplinary framework, the PYP challenges learners to think for
themselves and take responsibility for their learning, as they explore local and global issues and
opportunities in real-life contexts.
IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world through intercultural understanding
and respect.
To this end the organisation works with schools, governments and international organisations to
develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.
Our Staff
What the research says: • Culture that creates a caring
• Teachers need to form caring and environment of trust and belonging,
trusting relationships with their active engagement where authentic
students and get to know them as learning is valued, and healthy peer
individuals if they want them to be relationships are nurtured.
engaged learners. • Pedagogy that is responsive to the
• Students often have quite different needs and characteristics of
feelings about their various emerging adolescents, that is
teachers, which can have an effect challenging and demanding, and
on how engaged they feel in their provides effective differentiation of
classes. They like teachers to have a learning opportunities
good sense of humour, be patient, • Curriculum that is created from,
treat them consistently and fairly, responsive to, and frequently
and listen to what they have to say. reviewed through the use of student
• Students also enjoy classes more voice
when their teachers provide clear • Structure and organisation that is
instructions and explanations and responsive to the needs of emerging
give regular, constructive feedback adolescents.
to help them with their learning.
What TNIS learners say:
Ministry of Education. (2012, June 18). NZ Curriculum
Online. Retrieved from
“My teacher asks questions that deepen my
http://nzcurriculum.tki.org.nz/Middle- thinking.”
schooling/Relationships
“Teachers really care about us and often use
their free time to improve their teaching.”
Every endeavour is made at TNIS to engage
a diverse staff with a range of cultures, “They are always out supporting us at our sports
experience, strengths and interests. Many games.”
of our staff have been born outside of New
“My teacher knows me well and makes sure the
Zealand and are multilingual or have been
work is just right for me.”
members of the broader international
teaching community.
Staff at TNIS are committed to supporting
the needs of the adolescent learner. Their
teaching approach is underpinned by the
principles of middle schooling:
• Philosophy that puts the emerging
adolescent learner at the centre
Home Classes
Home classes are comprised of both Year 7 Learning in Reading, Writing, Maths and
and 8 learners. This provides opportunities Inquiry is included in home classes, allowing
for for Tuakana-Teina to take place. teachers to develop strong, positive
The tuakana-teina relationship, an integral relationships with their learners in addition
part of traditional Māori society, provides to understanding individual needs.
a model buddy system. An older or more
expert tuakana (originally a brother, sister The home room teacher is the first point of
or cousin) helps and guides a younger or contact for parents regarding learning and
less expert teina (originally a younger pastoral care. Communication via email is
sibling or cousin of the same gender). the best way to contact your child’s teacher.
We encourage you to make an appointment
Each home class belongs to a group of four to meet your child’s teacher if further
classes or team – Kowhai, Manuka, Rata, discussion is required.
Rimu, Totara. Your child will remain in the
same team during their two years at TNIS,
which helps to create a strong sense of
belonging and community.
Specialist Programmes
Specialist classes run alongside the home A commercial kitchen, a science lab, an
classroom programme and are provided art room, a materials workshop, a music
in the following areas: and drama room and a digital media lab
are all fully resourced and purpose-built
• Materials Technology to meet the requirements of each
• Science curriculum area.
• Food Technology
• Visual Art Learners rotate through each of the six
• Music/Drama specialist classes across the school year.
• Digital Media
Our specialist teachers teach to their
passion and deliver rich, exciting
programmes to inspire and motivate
learners to practise their creative skills.
Academic Opportunities
Alongside the classroom programme, there
are a number of academic opportunities
provided for learners to take part in each
year.
• Mathex
• Lit Quiz
• Future Problem Solving
• ICAS – English, Maths, Science
• Writing Competitions
• Writing Extension
• Otago Maths Competition
• Science Fair
• Future Problem Solvers
• Speech Competition
TNIS Future Problem Solvers – 2nd place for
• Epro8 Challenge
their “Action Plan” at the international
• Chef extension
competition.
• Science Badges
• Robotics
Arts & Cultural Opportunities
The Arts and Culture are highly valued at
TNIS, and there are numerous
opportunities for learners to take part in
arts and cultural pursuits including the
TNIS talent show.
Music
Orchestra, Jazz Band, Rock band, String
Group, Choir, Guitar Group, Percussion
Group, Music lessons.
Drama
Drama Club, Drama lessons.
Visual Art
Art extension, Fashion Club
Dance
Hip Hop, Contemporary, Jazz,
Ballroom/Latin, Cheerleading
Cultural
Kapa Haka, Languages and Culture Club.
Sport & Education Outside
the Classroom
A wide variety of sporting codes are
catered for at TNIS; football, netball,
rugby, touch rugby, basketball, hockey,
badminton, water polo, orienteering and
table tennis to name a few.
Three whole school events are held
throughout the year; swimming sports,
cross country and athletics. All learners are
encouraged to take part.
Learners that excel in sport have the
opportunity to trial for two exciting
sporting events; Sports Camp and The
AIMS Games.
Sports Camp involves a number of
intermediate schools and is a week long
event that occurs late in Term 2. Each
school sends a team to represent TNIS
across multiple sporting codes.
The AIMS Games is the largest
intermediate school sporting event in the
Southern hemisphere. Held in Tauranga, it
also runs for a whole week, with more
than 10,000 competitors across 20
sporting codes. In 2018, TNIS is sending a
football team, two basketball teams and a
water polo team. There are also some
learners representing TNIS in individual
sports.Leadership Opportunities
“Adolescence is an important time for Service Groups and Leaders
leadership growth. Increasing leadership Service groups develop leadership and
in adolescence can reinforce self-esteem benefit our school community and beyond.
and be a catalyst for flourishing
adulthood.” • Enviro Group – TNIS is a Silver
Enviro School. The Enviro group take
(Linden & Fertman, 1998 Linden, J. A. V., & Fertman, C. I.
action to improve and sustain the
(1998). Youth leadership: a guide to understanding
leadership development in adolescents. San Francisco, CA: TNIS environment and also take part
Jossey-Bass. in tree plantings.
• Chefs for Compassion – Plan and
TNIS is committed to encouraging and
prepare meals for families in need.
developing the leadership of all learners.
And there are many leadership • Health Committee – members take
opportunities on offer. action to ensure TNIS learners are
making healthy choices and staying
Student Council safe.
The student council is made up of 20 Year
Sport Leaders
8 student leaders, one from each class.
Each class also has a deputy student Displaying fair play along with sporting
leader. The student council is a voice for all talent, sport leaders act as excellent role
learners at TNIS and members also work models for their peers.
hard to organise charity fundraisers. This Cultural and Service Leaders
year the council is starting a new tradition. Cultural Leaders promote the Arts at TNIS
They will organise a legacy, something that and Service Leaders provide support for
will be left behind for future learners by all staff.
of Year 8 2018.Enrolment 2019
End Term 2 and early Term 3 – Deputy Principal and Student Visits to Year 6 Schools
Monday 23 July
2019 applications and prospectus available online from our website www.tnis.school.nz
Monday 30 July
Parent and learner information evening. School auditorium, 7pm
Wednesday 1 and Friday 3 August, Open Mornings
Open Morning for in zone and out of zone learners and parents, 9:15am and 11.00am
27 - 31 August, Enrolment Week
School office will have devices available and staff to witness documentation.
In Out of
Zone Zone
Friday 14 September
Final date for out of zone enrolments to be
completed and submitted.
Friday 14 September Thursday 27 September
Complete enrolment form online. Out of zone ballot. An email confirming the
An email confirming enrolment and ballot results will be sent by Friday 5
information about start dates, uniform and October. This will also include information
stationery will be sent by Friday 5 October. about start dates, uniform and stationery.
Friday 19 October
Final date to confirm acceptance.
Tuesday 23 October – Thursday 1 November, Uniform Fitting Days
Tuesday 23 October Boys 3:30pm – 5:00pm
Thursday 25 October Boys 3:30pm – 5:00pm
Saturday 27 October Girls & Boys 9:00am – 1:00pm
Tuesday 30 October Girls 3:30pm – 5:00pm
Thursday 1 November Girls 3:30pm – 5:00pm
Saturday 15 December Uniform Collection 9:00am – 12:00pm
Thursday 31 January
First day of school – teacher/learner/parent meetings and goal setting.You can also read
