Creating connected, engaged lifelong learners through positive, productive partnerships and authentic learning experiences
Whangamata Area School is a co-educational school which offers a unique educational opportunity with schooling from Year 1 through to Year 13. With a roll of 480 students the school is large enough to have the advantages of a range of specialist teachers and facilities, yet small enough to retain the flexibility and pastoral support individual students need. We are able to offer small class sizes throughout the school.
Our four core values form the acronym KORU (Knowledge, Organisation, Respect and Unity). The school prides itself on offering excellent opportunities for academic success, and extension and growth of each student as citizen through a range of sporting, cultural, and club opportunities. Many of these are founded on partnerships with local clubs and organisations.
Area schools have a unique nature; our senior classes are small and provide opportunities for small group and individual support. Most year 11 classes are less than 20 students and many of our year 12 and 13 classes have less than 10 students. Attending an Area School, our students enjoy advantages not offered in other schools:
The Board of Trustees and senior management of the school are committed to fostering high expectations of student achievement, uniform and behaviour; student leadership opportunities; and positive, productive relationships with Whanau, parents and friends of the school.
(National averages in brackets).
KORU Groups established and academic tracking protocols and formal intervention dates set with Deans.
Underachievement or risk of under performance recognized at formally indicated intervention points. Home school contact established early in the year.
Mathematics progressions shared with staff and working across years 1-8.
PLD programme established within the COL driven by Culturally Responsive and Relational pedagogy.
Teachers continuing to improve pedagogy as indicated by Te Wananga measurement tools.
PLD Journal application submitted for PLD in Pause, prompt, praise literacy strategy.
Teachers undertaking professional development in research based improvement strategy. Teachers adopting a common pedagogy around this, particularly in years 7-10.
Semesterised curriculum in year 11 to cater for a broader and more engaging curriculum.
Student learning choices reflecting a broader curriculum offering and opening up further pathways to success.
Formal interventions in place for students at risk of not reaching their potential and those in positions to gain endorsement.
– Domain: Engagement
Careers education and advice formally offered through careers department and KORU Groups.
Student feedback reporting increased knowledge around career options and associated academic requirements.
Database of student participation in activities established. Targeted seeking of opportunities for non-engaged students.
Increase in student engagement in activities through school or club.
Term One – Four
PLD programme focused on play based early years curriculum established within COL.
Teachers embedding play based learning pedagogies over the course of the year.
Term One – Four
Relationships with ECE’s and feeder primary schools established. Regular visits by key staff and students to each provider.
Feedback from providers and Whanau indicating a positive transition process.
Term One – Four
Continued gathering and analysis of transition and destination data for school leavers. Facilitation of school – work transition through careers and Gateway programmes.
Alu, Careers Department
Students transitioning into further education, training, or employment based training.