The development of the Hobsonville Point Secondary School Dispositional Curriculum is an ongoing process. This process is responsive to the feedback, knowledge and understandings of the whole staff. We continue to revise how we are going implement this across the school community. As a team (Lea, Megan, Yas and I), we have reflected over time to what “Personal Excellence” may look like, feel like, sound like and how we can best put the structures in to support this. You will see by the above diagram that we have recognised that our model and was missing an important part of the “warm and demanding” I have talked to in the past. For this to occur, we have developed the concept of “Hauora” to sit at the centre of the model. A recognition of the work of Sir Mason Durie and his “Te Whare Tapa Whā” model. There have been challenges in the past to this model to include “whenua” and the land. However, we have seen that sitting in the supporting and surrounding concepts in the model.
The model of Hauora includes…
Taha tinana – Physcial well-being:
– the physical body, its growth, development, and ability to move, and ways of caring for it.
Taha hinengaro – Mental and emotional well-being:
– Coherent thinking processes, acknowledging and expressing thoughts and feelings and responding constructively.
Taha whānau – Social well-being:
– Family relationships, friendships, and other interpersonal relationships; feelings of belonging, compassion, and caring; and social support.
Taha wairua – Spiritual well-being:
– The values and beliefs that determine the way people live, the search for meaning and purpose in life, and personal identity and self-awareness.
This focuses on the learner and their being. We then look to the community, relationships and partnerships in the following concepts…
Manaakitanga: Moral Purpose
Awhinatanga: Guidance and Support
Pono: Having self-belief
Whenua: Relationship with land and place
We look to Hermann’s Brain to influence the quadrants that we focus on for coaching and rigour across the different aspects of the school curriculum.
Quadrants (Innovative, Strategic, Relational and Metacognitive) that identify learner preference and allow for learners to develop as a whole learner.
Our HPSS quadrants have been strongly influenced by the Hermann Brain Model and the work by Guy Claxton around Learning Power.
Each of the quadrants have strong links with each of the Key Competencies:
– Participating and Contributing
– Relating to Others
– Using language, symbols and text
– Managing self
Further more we have the Hobsonville Habits, these are the dispositions that we intend for learners to develop and use to help them to “flounder intelligently in anything life throws at them” (Claxton).
The Habits have been developed into “I-statements” to help the learners to explore and make sense of these.
Resilience: I don’t give up when times are tough.
Strives for Excellence: I set high standards and push beyond my boundaries.
Curiosity: I am inquisitive and playful. I explore in search of awe and wonder.
Creativity: I am imaginative and I explore the what if. I dream. I view things in new ways.
Reflective: I look back to look forward.
Passionate: I get in the zone, and love it when I’m there.
Integrity: I am ethical, honest and responsible. I do the right thing.
Entrepreneurial: I am willing to take risks and look for opportunities which may not yet exist.
Purposeful: I do things with intent and determination.
Contributive: I make a difference by using my skills, thoughts, and ideas when working with others.
Collaborative: I work with and learn from others.
Responsive: I am empathetic, compassionate, and flexible when making decisions and taking action.
Resourceful: I use my initiative to seek out resources and use them in different ways.
Critical: I analyse, question and use evidence.
To now put this into practice we are working on coaching the coaches, working in conjunction with the other teams in the school to sure cohesion of the school vision and shared understanding of Hubs, Specialised Learning Modules, Big Projects and ongoing Professional Learning.
With the hub model small groups of learners will have a coach and the coaches will work through the following types of processes with the learners (still a work in progress)…
I continue to be excited about the potential of all aspects of our school, I am loving the stimulating environment that is being developed by Maurie, Lea, Di and Claire and also the rest of our awesome team. We are doing things with the NZC that have never been done before and cannot wait to get started with it all when we first meet our learners in a few weeks, we connect with them and their whānau and we start to put the Hauora, Habits and Hoobsonville vision into action.