When myself and my 3 DPs first met up to begin work at the start of 2013 we were presented with the following vision from the Establishment Board:
We picked apart every word as we were determined to bring life to it. All of us quickly identified that the last half of the Vision was describing our aspiration for our graduates; that they want to and know how to make the very rapidly changing world better.
This set us off on the pathway of settling on two pathways to Excellence:
We knew that we wouldn't be achieving our vision if our students were 'only' excellent in the field of academics. This did not necessarily mean that these students would be able to thrive in a changing world with a determination to make it better. We needed to ensure we had a curriculum that allowed us to promote the growth of certain dispositions.
This resulted in us settling on a curriculum model that included both academic and dispositional elements:
While we aspire to have the dispositions, listed on the right side of this visual and known as Hobsonville Habits, present throughout all 3 elements of our curriculum model we do locate them, purposefully, within the Learning Hub element.
Each child belongs to a Learning Hub of 16-17 students of mixed year levels and are mentored by a teacher, known as their Learning Coach, to achieve to their potential in both the Academic and Personal Excellence areas. Apart from a daily 10 minute Kitchen Table session at the start of each day which connects and build relationships, Learning Hubs have two 80 minute blocks a week where there is a focus on building the dispositions.
While focusing on a different Strand each term (Whanaungatanga, Huarahi Ako, Manaakitanga, Rangatiratanga), Learning Coaches focus on particular Hobsonville Habits to support the growth of each of their Hublings in these important dispositions.
More recently, once a term all teachers give time for students to make a reflection on their learning from all classes (modules and SPINs, Projects and Hub) and to tag them to the Hobsonville Habits. In this way students are collating a portfolio of evidence of development in the Habits and are able to share this growth when hosting their parents at their Individual Education Meeting. In this way our learners can see that the dispositions are part of everything they do at school.
Right from the beginning of our school's journey we were determined that Personal Excellence be as important as Academic Excellence. As a result, at our prizegiving we only acknowledge our Habits and Values. I've blogged about this earlier.
One of the things that the last almost 3 years of disruption has shown us is that those students who are strong in important dispositions (resilient, creative, adventurous, compassionate etc) were best able to cope and keep progressing. This experience now makes us believe that Personal Excellence is more important than Academic Excellence.
With disruption almost certainly continuing with further pandemics and climate disruption I suggest it is vital that all schools explore ways to bring a focus on such dispositions closer to "what we do around here".
1 comment:
Excellent words as always Maurie. I think it’s the certainty and rhythm of the Hubs and their caring mentors that can reduce so much of the stress of uncertainty that the pandemic has created. I think one of the secrets of resilience is the capacity to self-regulate. I am writing a bit with Joe Brummer about Trauma and RP, and have been immersing myself in Self-Directed Theory about intrinsic motivation. Fits well with your disposition model.
Post a Comment