Programme Overview

NZ Curriculum

The Essential Learning Areas:

• English, the arts, health and physical education, learning languages, mathematics and statistics, science, social sciences, and technology

The Key Competencies

Values

Enhanced Curriculum Programme

• Camps; Outdoor Education; Environment Care; Waterwise
• Annual Production; Concerts; Talent Quest; Choir; Instrumental and Vocal Groups; Instrument Tuition; Music and Performing Arts Festivals; Cultural Festivals; Visual Art Exhibitions; Television & Film Productions
• Speech; Languages; Literature; Writing; Mathematics; Science; Visual Art; Technology; Environmental; International Competitions
• Inter Class & School Sports; Zone & All Auckland Sports Competitions
• New Zealand School Exchanges; Annual Hiroshima Junior High School (Japan) Home and Away Exchanges
• Socials/Dances; Community Service; Student Government

Learning Support

• Literacy; ESOL; Numeracy; Physical Skills; Social Skills

Extension

Classes / Modules / Contracts / Online

• English; Languages; Publishing; Mathematics; Information Literacy; Science; The Performing Arts; Visual Arts; Technology; Leadership

Classes

All classes at Pasadena are composite Year 7 and Year 8 homeroom classes and are of mixed abilities.

This organization:

• provides the emotional and social stability and security so vital for the maturing pre-adolescent child
• enables the incoming Year 7 students to integrate more naturally and easily into the school system
• provides the student, where appropriate, with the same homeroom Class Teacher and Syndicate Manager for their two years of intermediate schooling
• best suits the seamless design and structure of the New Zealand Curriculum
• enables teachers to make available to students, programmes geared to their specific needs and abilities
• enables the school to maximise staff expertise and knowledge and to make the best use of the facilities

Syndicates

The organization of Pasadena Intermediate School is structured on Syndicates. These three or four classroom management units have proved to be the most effective for both curriculum delivery and monitoring and for providing quality pastoral care for students.

Syndicate names at Pasadena Intermediate School commemorate names and places associated with the school and the local community - DIGNAN, GREY, NOBLE, TE TOKAROA

Education Review Office

Review Report, November 2005

'Students are positive about school programmes, display well developed social skills and are knowledgeable about learning processes. There are many opportunities for them to exercise leadership, take responsibility for their learning and have input into school decisions. They enjoy highly respectful relationships with adults and their peers.'

'Teachers are committed practitioners who embrace professional development opportunities enthusiastically. This has led to a culture of ongoing improvement in teaching practice. They work collegially to plan learning programmes that address the educational needs of students. Teachers share a corporate culture and support the leadership and educational direction of the school.'

'Planning and reporting targets are well formulated and innovative. They relate to children’s abilities in a range of independent learning skills and to national expectations in literacy and numeracy. The board receives detailed achievement information that is analysed to assist them in making relevant resourcing decisions.'

A well-informed and consultative Board of Trustees governs the school.

'TASK (School-wide curriculum learning approach). Integration of a range of curriculum areas enables students to learn new material in a context that emphasizes how problems or questions may be solved or developed in contexts relevant to their experiences. Through this trans-disciplinary approach, students develop a deeper understanding of concepts as a result of engagement with investigative tasks. Students often choose from a range of information processing options depending on the research they conduct. Many students are able to transfer these process skills to a range of other learning activities.'

'Essential skills such as numeracy, literacy, communication, social skills, competition and the use of information and communication technologies are emphasized as part of the approach. Students are taught to evaluate their efforts. They are generally able to reflect on their learning and to employ the use of cognitive organizers and maps to structure their investigations. Evidence in the classroom environments indicates that these skills are becoming embedded in children’s learning.'

'TASK effectively promotes the skills required for lifelong learning. This teaching and learning approach is enriched by the use of parents, experts, and resources outside of the school setting. Parents generally report that their children are enthusiastic about the approach and that children are applying what they learn in the home setting.'

Review Report, November 2008

'Students are proud of their school and enjoy being there. They spend class time on-task and engaged in learning. They demonstrate good self-management skills and behave responsibly and cooperatively. '

'Students are happy, articulate and respectful of one another and the staff. They take a keen interest in their own learning and know about their progress and achievement.'

'The Authentic Task approach to teaching and learning has a strong focus on students inquiring and solving problems. It involves students in developing and answering questions that are relevant to their lives. They consider, and sometimes take, social actions in response to what they learn.'

'The calm, busy and supportive tone of the school is conducive to learning. Relationships are positive and affirming with mutual respect for staff and students. Teachers and students expect that all students can and will learn. Teachers trust students and students demonstrate responsibility.'

'Students are motivated and are focused on learning. There is a minimal amount of lesson time where students are not engaged. Much of their learning is self-directed and tasks are co-constructed with their teachers and peers. Students see the tasks as being relevant now and that the learning is preparing them for the future. They enjoy the inquiry and the problem solving.'

'Students know about, and reflect on, their thinking and learning. They make regular reference to assessment rubrics to assess and to direct their own learning.'

'Students are very confident and competent at using the well organized and resourced information and communication technologies that the school provides. Appropriate hardware and software are available in classes and in other locations around the school. Students and teachers have good access to laptops and to the school’s wireless network. The on-line-learning environment provides access to, and sharing of, data around the school and at home. The assistant principal monitors and promotes the use of ICT and is accessible to students and teachers to provide on-going support.'

'The school communicates well with parents about student learning. The on-line learning environment allows parents to log into the school network and see how their child is learning. Students host three-way conferences with parents and their teacher where they explain their learning. This is one of the ways that students’ successes are celebrated. Parents can access information about school operations through the school website.'

Review Report, October 2011

Students are highly motivated and engage well in the learning process. Students display maturity of thinking and share a common language of learning. They appreciate the opportunities that the school provides for them to work co-operatively with their peers in the learning process. On-line learning tools enable ongoing conversations about learning between students and their teacher.

An inclusive and supportive culture is evident in the school. Students enjoy good relationships with each other and with teachers. They benefit from a wide range of initiatives to support their emotional and physical wellbeing and readiness for learning. The settled tone of the school supports good teaching and learning.

Since 2008 the principal and staff have built on earlier initiatives and the school’s curriculum is highly effective in promoting and supporting student learning. The board and staff have a clear vision for the 21st century learner focussed on students having an understanding of their own progress and achievement, and developing skills in self-management and independent learning.

Teachers are enthusiastic, receptive to new ideas and provide good quality teaching programmes. They share professional practice and display a sense of collegial responsibility for raising student achievement.

Overall, students are achieving at and above national averages in reading and mathematics, according to norm referenced test results.

Early identification of students at risk occurs, and effective programmes and interventions, that consider the holistic development of students, are put in place.

The teaching approach used to deliver the learning areas of social studies, science and health, known at the school as “Authentic Task” promotes an inquiry approach to learning that supports students to explore their interests and investigate their own questions within self selected contexts for learning.