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I believe relationships are paramount in getting the students to engage in learning. Getting to know where the students have come from what motivates them and what their goals and desires are...

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St Joseph's School.I think learning is more to do with relationships, the relationship the learner has with themselves as well as the relationships between the participants than the content being shared.

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St Joseph's School.I think learning is more to do with relationships, the relationship the learner has with themselves as well as the relationships between the participants than the content being shared.

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Connections and relationships
Valuing what students bring with them - their background and experiences

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What is it not?
Collaboration
embracing challenge
diversity
removing barriers
seeking potential
relationship building
curiosity
is NOT one size fits all
lifelong process
active, reciprocal process
something that happens all of the time whether intentional or not

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exploring
collaboration
discussion
sharing/ groups
pathway/ building
relevance/ meaningful
making connections
inspirational
motivational
co-constructed
belief - teachers believe students are capable, students believe they are capable
smashing glass lids off expectations
relationships
transformative
individualised/ responsive
fun
engaging
culturally responsive
challenging (n+1)
risk taking (teachers and students)
knowing ourselves/ tapping into our strengths

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Valuing different career paths, not just academic paths. Getting students to buy into learning whatever area interests them.

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Collaborative
Relationship Based
Head and Heart Connected

Open Ended
Curious
Choices
Interest Led
Learning How to Learn
Lifelong Learning
Improvement - Growth Mindset
Problem Solvers
Whanau Involvement

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What is Learning
We are a bit uncertain about the word 'Learning' as it is very possible to learn negative things....
However,
Positive Learning is
-Connections
Valuing People and Valuing differences
Knowing the person - making relationships is really important
Risk taking - for teachers and students - increases choices
Collaboration - again teachers and students teacher/teacher  student/student
Learning itself opens up the potential for further learning
Learning is a state of mind, expectations of self and others
Curiosity in action
Capturing fascination
sensing an exciting future
forward thinking
Understanding the possibility of a future of possibilities

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working in groups
sharing info
understanding the language of learning
using peers to guide learning
student voice
flexibility
creativity
collaboration
inquiry
thinking
student led
sense of belonging
managing own learning environment
growth mindset
individualised succes
connections
passion - inspirations
being aware of own learning pathways
culturally responsive
whakapapa
meaningful
purposeful
a journey
fun

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Making education relevant

Becoming a well rounded person

Exploration oriented

Student centred, student initiated

resilient

Making safe and informed decisions

challenging

social

collaborative

fun, happy

relating to others

Trust

Problem solving

investigating the world around us

applying knowledge

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working in groups
sharing info

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Eco Literacy

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Nuturing talents and strengths
Acceptance of diversity
Play based learning
Stem and Genius hour
Ako - all learning more
Collaboration btwn students and staff

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Meaningful, collaborative exercise where teacher and student co-construct the learning experience and success criteria.

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Making education relevant

Becoming a well rounded person

Exploration oriented

Student centred, student initiated

resilient

Making safe and informed decisions

challenging

social

collaborative

fun, happy

relating to others

Trust

Problem solving

investigating the world around us

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Building resiliency, sustainability and innovation to create positive futures. Enabling children to face a changeable future in a multicultural society that may have a diverse range of issues and challenges to solve.

Building connections - children need to see themselves in the learning process and see the relevance of their learning.

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Real life learning
eco literacy

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Cohesion
Collaboration
Growth
Following a passion
Flexibility
Fostering belief
Belief in resilience
Holistic
Work that matters
Student agency
Being proud of your heritage
Using technology as a learning tool
Teaching students to learn
Being adaptable

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RELATIONSHIPS
Resilience
Connected
Collaborative
Risk
Relational Trust
Adaptable
Powerful Feedback
Community
Challenge
Synergy
High Expectations
Passion
Innovation
Action
Preparedness
Courage
Culturally connected and responsive
Potential
Manaakitanga
Ako
'disrupt' (whats always been done'
"The mighty kauri cam from the seed that stood it's ground'

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Making connections, fostering success/achievement.
Building trust between teachers and learners
Lighting the fire
Recognise potential,  becoming student acknowledge potential
-sustainable

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lifelong learner
Fun
Not ticking boxes but depth
transitions from establishments
Learning is messy and noisy
Connecting (social med, face to face communication)
individualised
owned by students
curiosity-fostering the curious mind
schema-urges, following your passions
pursuing what you're passionate about

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Empowering students
Collaboration
Making connections
GRIT - perseverance & passion
Question/ Challenge/ Wonder together - learning pit
Building relationships

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-collaboration
-connections between sectors : ECE and compulsory
-learning is change
-unleashing potential
-learning is a bumpy road - resilience
-great transitions that value prior learning
-strong reciprocal relationships
-education superhighway
-whakamana between sectors
-seeing / enacting the bigger picture
-whanaungatanga
-dispositional learning - split screen learning
-lifting lids
-connections to real life

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Building relationships with students as individuals - getting to know them as individuals and ensuring that they know  they have unlimited potential ... or that you see potential within them.
Learning requires thinking/struggle to enable them to ask questions ... for learning to be enriching.

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Student lead
Foster curiosity
Hands on - creative
Partnership
Innovative---__

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Making education relevant

Becoming a well rounded person

Exploration oriented

Student centred, student initiated

resilient

Making safe and informed decisions

challenging

social

collaborative

fun

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Not wanting to give up. Determined to find the answer, work through a problem. Get help from peers. RESILENCE!!!!!!!

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Working in collaboration to identify barriers and provide best practice to achieve success for our students. Acknowledging and understanding the backgrounds the children bring to support their learning journey.

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Learning is....
unlimited expectations, students and ourselves
-students having ownership, making decisions, having control, empowered
individualised, personalised
teaching as facilitation
student lead
multifaceted
reflects students not teacher
inclusive -whanau, differences
courag

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Students ownership and decision making

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Relationships, Ako reciprocal learning
Manaakitangi - mutual respectful relationship in learning
Trustful environment
Connections - knowing your student and helping them to know themselves - their place in the world and therefore their widening perspective.
Passionate teachers breeding passion in students

Differentiation for each student
Recognise student interests
Deeper learning and learning to learn
Intentional learning - purposeful - evaluative, applying and synthesizing their learning.
Recognising the needs and strengths of the student and the best way to show their learning and progress - differentiation of time and work.
Modelling

These things should help produce . . .
life long learners who are engaged and passionate about what they are learning and can problem solve and adapt to change. Learners who have the skills and desire to learn, have grit, fabulous struggle, challenges that are achievable but require hard work. Individual

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Relationships, Ako reciprocal learning
Manaakitangi - mutual respect

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Making education relevant

Becoming a well rounded person

Exploration oriented

Student centred, student initiated

resilient

Making safe and informed decisions

challenging

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Learning is ...
... in frame of reference
... connected
... building on existing knowledge and skills to develop new
... growth
... expanding horizons
... always occurring (conscious and sub conscious)
... giving people choices
... doesn't stop
... crosses year levels and curricula areas

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Skills
Self belief
Recognising talents and strengths
Whole child/person
Making choices
Being connected
Fun and engaging
Child centred
Mānakitanga
Empowerment
Nga here/mutually beneficial
Nurturing
open to instinct
Puku feeling
Building resilience
Culturally responsive
Inclusivity
collaborative
GRIT
Perseverance
COL collaboration
Empowerment of teachers and leaders
Passion
globally aware/responsible
Outward focus
Social connection
Divergent thinking
Authentic
Meaningful
Lasting
Life-long

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Taking something new and using it

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Relationships and trust, connections.
Whakapapa
Being a positive presence in our children's lives.
Helping our children find their passions and supporting them.
Smashing glass lids.
Believing in them even when they doubt themselves.
Voicing effective positive reinforcement - constantly. Help our students to believe.
Encouraging and enabling - giving our children the support they need.
Recognising and celebrating diversity.
Unity isn't uniformity.
Exploring potential.
Cultural capital.
Challenging ourselves to make a change.
Ensuring our students feel safe - physical, cultural, emotional safety.

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shared knowledge, unity, student centered teaching & learning, focus on challenging old modes of delivery/insular & competitive versus open & collaborative; creativity & communication

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students at the centre of learning
focus on learning to learn

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Making connections

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TABLE 32 Learning is taking risks, relationships, growth mindset, collaborative, making mistakes, success, fulfilling potential, self-belief, taking on challenges, ako, teachers are not the fountain of knowledge, curiosity, passion, relevant, lifelong, holistic, finding your pathway in life, empowering, fun, self-driven, unlimited potential, nuturing, igniting a spark

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TABLE 32 Learning is taking risks, relationships, growth mindset, collaborative, making mistakes, success, fulfilling potential, self-belief, taking on challenges, ako, teachers are not the fountain of knowledge, curiosity, passion, relevant, lifelong, holistic, finding your pathway in life, empowering, fun, self-driven, unlimited potential, nuturing, igniting a spark

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child centred,
relationships, expectations, authentic experiences, resilience, FUN,

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Learning is growing and becoming

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Collaborative, relational, connections, responsive, feedback, evaluation, engaging, diverse, sense of ownership, differentiation, dynamic, community based, student centred, incomplete - ongoing, progressive, reflective, knowing yourself and how you learn, challenging, rewarding - satisfying, a journey, adaptable, transition between schools - educational pathways, communication, fun

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Collaborative, relational, connections, responsive, feedback, evaluation, engaging, diverse, sense of ownership, differentiation, dynamic, community based, student centred, incomplete - ongoing, progressive, reflective, knowing yourself and how you learn, challenging, rewarding - satisf,

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Understanding and overcoming perceived barriers, therefore empowering students to be all that they can be

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Collaborative, relational, connections, responsive, feedback, evaluation,

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Passion , collaboration , connection, innovation, creativity, thinking and communication.
Seeing the potential in individuals. Taking risks- trying new approaches.

Lifting the lids- high expectations.

Wider community links- see a holistic view of a child.

Personal identification- self esteem and self belief.

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•Relationships are central
•Learning takes place when: connections between students and teachers.
•Process that happens with the learner.
•Learning is happening everywhere not just school.
•Power of connection to people and place.
•To grow we need to be challenged to take on new things
•High levels of trust needed
•Learning involving giving and getting
•Learners need to see come connectin to self in the environment
•Have high expectaitons of all learners
•Acknowledge potential
•Smash the glass lids
•Learning often required both partners to make some changes
•Give plenty of positive feedback
•Celebrate successes
•Allow innovation
•Trust people to innovate to enable changes
•Requires motivation and engagement
•Happens in authentic contexts learners feel connected with/to
•is active

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1. Across School Lead Teachers (ASLT) will collate your thoughts into themes.
2. These will be sent to all our schools to inform a further deeper discussion about our beliefs about learning. In a staff hui you will co-construct a few sentences to summarise your thinking that will be sent back to the ASLT who will craft all the statements into a draft CoL wide belief statement.
3. The draft CoL wide belief statement will be sent back out to our schools for final editing and agreement.
4. This belief statement will form the foundation for our CoL work going forward.