We believe that empowering students to become self-directed learners, and helping staff and parents further develop these skills in their children, can significantly increase students’ motivation and achievement in school.
‘Learning to Learn’ is a principle from the New Zealand curriculum that is a cornerstone of Reporting and Assessment at the Rural Campus. This means students take control of and improve their own learning, and develop “learner identities”.
We communicate and collaborate on our boys’ progress, achievements and wellbeing in a variety of ways that allow whānau to be involved in their child’s learning:
Sharing of goals and next steps in learning and receiving feedback (from peers, teachers, parents, and from their own experience) that relates specifically to how the student can improve his performance.
A form of assessment that narrates and describes a student’s whole learning journey and is shared with whānau. It is on-going and gives a richer, holistic view of learning and development. Boys own and personalise these Learning Journeys with their own evidence of progress.
The Learning Journeys include rubrics, which are levelled learning goals for skills, knowledge or concepts that students have worked on during the year. Both students and staff assess, using the criteria on the rubric and evidence from their learning, and next steps are developed together.
Together with diagnostic testing and formative data (e-asttle data, noticing, responding, extending, communicating and reflecting with the learner) an overall curriculum level is communicated in a snapshot overview.
Two days during the year where boys share and present their new learning and successes with others.
Two days during the year where we come together as a community to create the conditions for our boys to be and learn at their best.