Familiarisation with Setting: 2

A wonderful single sex kura that was established in 1883, making it the 3rd oldest girls kura in the country. The kura has a rich history – as their first principle was the very first woman to graduate with a university degree in the British empire. The kura includes a prepatory (year 7-8) secondary (year 9-13) and boarder cohorts. It is my first impression that they truly value and pride themselves on female empowerment and success. 

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Advantages or ‘wow factors’ include a vast array of modern facilities within the kura. The first is a new modern learning environment (MLE) which is a combination of 5+ classrooms equipped with individualized and break out spaces for group work used by the English department. Additional facilities include one large modern gymnasium with two court spaces, another smaller gym, outdoor pool, turf courts, fitness room/gym, library, hall with stage, studios for art, music, and technologies. I was vastly impressed by the expansive opportunities on offer for its ākonga. 

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Overall, they present themselves as a values-based kura with a focus on ‘becoming your best’ or ‘be her best’. They structure the kura around their five PRIDE values; positivity, respect, integrity, diversity and empathy. 

Additional Meetings and Professional Learning Development 

• Before-school staff briefings – Monday's and Wednesday's 

• After-school learning area and department meetings - Tuesday's

• After-school Marking Moderation Meetings – 200HPE Biomechanics  

• During-school PLD ‘Personal Learning Development’ – Pornography and youth 

• NCEA Accord Day TOD – All HPE (Health and Physical Education) departments and schools within the region, to discuss new curriculum and achievement standards 

• STC weekly meetings

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School Activities  

• Full-school assembly – academic  

• Singing assembly – essentially a full-school disco  

 

Sporting and House Activities 

• Sports Week - lunchtime activities 

  • Nelson Boys vs Nelson Girls Netball – Girls won, watched, and supported 

  • Inflatable Castle and fat suits – watched and supported  

• House Sports Day 

  • Sports included; badminton, ultimate frisbee, unihoc, korf ball, indoor football and touch. 

  • Full day of competitions 

  • I facilitated, run and supported the ultimate frisbee section 

• House Performing Arts Competition – HPAC 

  • Watched and supported  

Through attending additional school meetings and personal learning development sessions - I was able to connect with other kaiako and staff throughout the school. This enabled me to form wider connections with staff and created a deeper sense of belonging/whanaungatanga within the school. This in turn helps my teaching practice as I will be able to build a wider network of experience and support – to help assist me on my teaching and learning journey.  

Professional/personal learning development is additionally beneficial as it helps to ensure my teaching practice is relevant and set to the right level for our current ākonga and their challenges. The information session on our youth and how to educate them on pornography, presented to us by the classification's office was enlighting and affirming of the knowledge I have and had taught to a year 10 cohort whist on placement. 

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Lastly as a HPE kaiako, attending and facilitating sports and house activities are of extra value to me and my teaching practice as they help to build connections/manakitanga with ākonga who are particularly passionate about my subject discipline. They also enable us as kaiako to see a wider range of ākonga who may not be in our classes and see students in a different light (outside of the classroom) which in turn helps us to build more meaningful relationships within a kura. 

Upon reflection the kura-wide pride values of positivity, respect, integrity, diversity and empathy were upheld. Ākonga were respectful of my presence in the classroom and were understanding and empathetic when needed. The overall feedback I received from staff and students was also overwhelmingly positive as they responded strongly to my teaching style and enthusiasm. Because the kura-wide values were upheld throughout my practicum, it enabled me to focus more on my content, and delivery as opposed to strictly behavioural management strategies.  

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In future, I know there will be more behavioural challenges to face – and I believe that I have learnt some of the necessary tools and skills to help. Including having clearly defined classroom routines for juniors such as lining up for role check, ensuring positive reinforcements are in place for those who are participating and succeeding within class and focusing largely on creating a positive classroom culture. 

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Overall, I thoroughly enjoyed my placement and have taken away many meaningful relationships with both staff and ākonga. Their love and support will continue to follow me through my learning and teaching journey.