Charter and Strategic Plan

School Charter

Strategic and Annual Plan for

Lake Rerewhakaaitu School

 

2021 -23

Principals’ endorsement:

Board of Trustees’ endorsement:

Submission date to Ministry of Education:



Lake Rerewhakaaitu School  2021 - 23

Introductory Section - Strategic Intentions

 

Vision 

Preparing our students for the possibilities of tomorrow.

Kei te whakatakataka a matou akonga mo nga ahei a tona wa

Mission Statement

Lake Rerewhakaaitu School will empower students to reach their individual potential and develop the knowledge and skills they will need to make the most of life. They will stand tall in their cultures and as New Zealanders, seize opportunities, overcome obstacles, and make a positive contribution to society.

Values

Lake Rerewhakaaitu School students are encouraged to value:

  • excellence, by aiming high and by perseverance, resilience and courage,  in the face of difficulties;

  • innovation, enquiry, and curiosity, by thinking creatively, critically, and reflectively;

  • diversity, as found in our different cultures, languages and heritages;

  • respect for themselves, and the rights of others;

  • equity, fairness and social justice;

  • whanaungatanga - a sense of community and participation for the common good;

  • the environment (rural and local environments, Earth and its interrelated eco-systems);

  • integrity, which involves being honest, responsible, accountable and ethical.


Our community values are highlighted and expressed through the combined values of the New Zealand Curriculum

Principles

Our purpose is to ensure that:

  • Students have every opportunity to develop a thirst for learning, a curiosity and passion about the world around them, an ability to relate effectively to others, and have opportunities to engage in hands on opportunities and a rich range of experiences to explore their interests, develop their strengths and discover new capabilities.

  • Students develop life long learning skills through the development of  the Key Competencies of . managing self, thinking, relating to others, and participating and contributing. Learners have their identity, culture, language, talents and strengths recognised and affirmed through a curriculum that reflects New Zealand’s bicultural heritage and multicultural society.

  • Learner agency is developed. e.g. learners are actively involved in planning learning experiences, evaluating and reporting on the progress and next steps towards their educational goals - online and through regular parent conferences.

  • We develop an understanding of our role as kaitiaki (guardian) and the concept of sustainability, not only in regard to the environment but all precious resources. 

Māori Dimensions and Cultural Diversity

New Zealand’s cultural diversity

Children, from every culture, deserve the best education possible.

We will reflect NZ’s increasingly multicultural society through providing students with a range of opportunities to celebrate their own cultural identity and the diversity of other cultures.


The unique position of the Mäori culture

We understand, value and appreciate the values of Te Tiriti o Waitangi. We aim to uphold the articles  of Te Tiriti,o Waitangi, Kawanatanga, Tino Rangatiratanga and Oritetanga. Some of the ways we achieve these are through Te Reo and tikanga being integrated in classrooms and through cultural experiences such as: hangi, Marae visits, attendance at the Cluster Kapahaka Festival, to ensure that all children have the opportunity to experience Maori culture, protocol and language both in and out of the class. We aim for te reo Maori to be taught more formally as a language from years 0 to 8. 

Inclusive Education

At Lake Rerewhakaaitu School, children with special needs are; participating and engaged in class and out of class with their peers at all times, are learning and achieving success, being challenged, learning within the curriculum and enjoying the things they are interested in. 


We have high expectations of all learners. We are innovative and flexible and have processes to identify and support the needs and aspirations of all learners. 

 

                                                                                                                                                                                                                          

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