Our local education system will provide a seamless transition for our children, from early childhood education, in to primary and secondary schooling, and on to a range of quality tertiary and vocational learning pathways.
We aim to establish a culture of learning, and a passion for reading; normalising for our children that life is a continued learning journey.
There are learning opportunities both within and outside of the classroom and they should take every advantage of them. With support from community members, parents, iwi, kaumātua and schools, we want to create more learning opportunities amongst the vast natural resources that surround our beautiful rohe. This will help to contextualise learning that will endorse the identity and culture, of descendants and citizens of this area. Education must be meaningful and equip our learners with knowledge and skills to engage confidently in the world around them.
Increase the literacy and numeracy attainment
We need to be literate and numerate to engage in the world around us and contribute to its progression. This is a key area of opportunity; if we can increase our attainment in this area, we will set our community and our future generations up for long-term success in whatever they choose to pursue.
There is an opportunity to increase the literacy and numeracy attainment levels of our community, with an emphasis on supporting primary aged children and their whānau.
Increase NCEA Level 2 attainment for school leavers
In recent years, research has shown that those who leave school having at least an NCEA Level 2 qualification have a much higher chance of being employed, creating a career and increasing their earning potential. We have an opportunity for learners and their whānau to understand that NCEA Level 2 must be the minimum qualification attained by rangatahi before leaving the compulsory schooling sector. This will help to increase NCEA Level 2 attainment for school leavers.
These are the education solutions, set by local whānau, to provide the first stepping-stones towards capitalising on the areas of opportunity above.
Ruapehu Learning Journal
Every child in Raetihi, Ohakune and Waiouru will be given a Ruapehu Learning Journal. It will be a book that connects every learner, their whānau and their education provider and so award very real importance to the learning journey of each individual child in the rohe.
It aims to ensure the rohe produces whole learners, who are academically astute, confident in who they are and where they come from, respectful of their environment and aware of the empowerment provided by information.
The Ruapehu Learning Journal will be designed and informed by local expertise. The content will include, but is not limited to:
• history and knowledge about Koro Ruapehu and the surrounding natural resources and environment
• iwi goals/standards for learners
• community goals/standards for learners
• pages for whānau to periodically discuss and enter their aspirations
• pages for learners to periodically enter their own aspirations and/or current learning interests, in their own words
• ages and stages of learning (similar to Plunket book), to support parents understand what the child should be able to know and do by certain ages in order to prepare for their educational journey
• sections to record real-time data in order for the school and whānau to identify early where extra support to enable education success for the learner is required
• sections to prompt and record communication between ECE centres, schools and whānau, providing a clear picture of a learner for each new education provider as they transition from ECE to secondary school
• an open section for whānau and learners to insert their newly learned knowledge about the local environment that may include: when and how to grow foods; when and what to gather or hunt; how to prepare local foods; how to keep safe in the environment and on Koro Ruapehu during the different seasons. The iwi and community will create opportunities for this.
THIS SOLUTION WILL BEGIN IN 2015/2016.
Whānau Reading, Literacy & Numeracy Programmes
Provide free reading, literacy and numeracy programmes all whānau can use together and within their homes across Raetihi, Ohakune and Waiouru.
Whānau will be able to explore the different options and decide which will work best for their needs and households. There may be suitable options that are already available or we may have to create our own, with the possibility of producing an ‘app’ for whānau to access the programmes anywhere, anytime.
THIS SOLUTION BEGAN IN 2014.
Community ‘Tagging’ Project
A project to celebrate the importance of reading and literacy, by posting signs, written in both English and te reo Māori around Raetihi, Ohakune and Waiouru. The signs will name the landmark or item where they are posted and all have a standard, encouraging message about reading and literacy, denoting how much it is valued in our community. The project will require: mapping out of all landmarks/items and the required words in both languages; researching the local dialect for te reo Māori words; and proposing a plan to the Ruapehu District Council for their support in getting the signs made and posted.
THIS SOLUTION BEGAN IN 2014.
NCEA & Whānau Events
• help whānau and the community, including local business owners and employers from all around Raetihi, Ohakune and Waiouru understand NCEA
• raise awareness of other useful sources of information for whānau including on-line websites, to continue to build their knowledge of NCEA and the importance of subject choices
• provide information to understand the many available qualification pathways, relevant locally and globally
• provide information and knowledge to give parents the confidence to have conversations with their child and/or with the school about NCEA and subject choices
• bring whānau and the school together periodically to discuss their learners progress against NCEA, and allow for any required action or intervention, as appropriate, from whānau, the community and the iwi, in support of the learner.
THIS SOLUTION BEGAN IN 2014.
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