Building Learning Relationships
Teachers and children spend time together getting to know each other each year. Each year begins with many opportunities to build relationships within the class, and to establish boundaries for behaviour in the classroom and in the playground.
The St Teresa’s School Curriculum is based on the individual needs of each child. Teachers spend time gathering information about learning needs through:
- Observations of your child’s learning strategies
- Observations of your child’s social strategies
- 1:1 conversations
- 1:1 assessments
- Written work samples
- Conversations with other the child’s parent(s)
- Conversations with other teachers
- Standardised assessments
- Teacher evaluations in relation to the New Zealand Curriculum
Once your child’s learning needs are assessed, their teacher plans activities that will help them to learn spiritually, intellectually, physically, socially and emotionally. The teachers often plan collaboratively with other teachers so that they can benefit from the experiences of others, and plan rich learning experiences. Planning follows requirements within the New Zealand Curriculum and the New Zealand Religious Education Curriculum. Supporting documents provide extra information for teachers to plan each child’s next learning steps.
Learning activities are responsive to your child’s cultural background, skills, needs and interests. Sometimes your child works 1:1 with a teacher, and at other times they work independently or collaboratively with other children. Learning activities cover Religious Education, and each of the eight learning areas within the New Zealand Curriculum: English, Mathematics and Statistics, Social Sciences, Sciences, Health and Physical Education, Technology.
The teachers continually carry out self-review of their teaching and learning programme. They share experiences and achievement data with other teachers, problem-solving learning challenges and innovating on practice. The learning programmes respond to this self-evaluation, with changes being made to the content and structure of teaching.
Parents / Caregivers are given at least two written reports each year, detailing your child’s achievement and progress. Opportunities are also provided for parents / caregivers to meet with the classroom teacher, alongside (or without) the child.
Teachers use the assessment procedures described previously to form Overall Teacher Judgments (OTJs) against the National Standards in Reading, Writing, and Mathematics. Each child’s progress and achievement against the Standards is reported at least twice each year. Whole school trends are reported to the community, the Board of Trustees, and the Ministry of Education.