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Brief

Ministry of Education EDUCATION INFRASTRUCTURE

PROJECT BRIEF TEMPLATE

Sumner School 3546

©Copyright2015MinistryofEducation

ProjectBrief SumnerSchoolEducationBrief

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Document Control Thetablebelowisarecordofthedocumentcontrol:

Document Title: Education Infrastructure Project Brief Template

Date Created: 23 September 2015

Owner: Ministry of Education, Education Infrastructure Service

Revision History Thetablebelowisarecordofthechangesthathavebeenmadetothisdocument:

Revision Date Version Summary of Changes

23 November 2015 Version 1.0 First version for general issue

Approvals Thisdocumentrequiredthefollowingapprovals:

Name Position Sign Date Version

Distribution Thisdocumenthasbeendistributedtothefollowingpeople:

Name Position DateofIssue Version

StuartCameron Principal 21/12/15 1.0

YvonneHall BoardChair 21/12/15 1.0

AnnSkelton Trustee 21/12/15 1.0

JillPears AssociatePrincipal 21/12/15 1.0

SallyKent DeputyPrincipal 21/12/15 1.0

HannahHorgan StaffTrustee 21/12/15 1.0

JanelleRiki-Waaka Navigator 21/12/15 1.0


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Contents Introduction Ministry Property ObjectivesPrecedence of DocumentsProject DescriptionPART AEDUCATION BRIEF 1. Our vision/ mission statement.......................................................................Error! Bookmark not defined.7 2. Our values .................................................................... Error! Bookmark not defined. 3. The character of our school ................................................................................. 10 4. School timetable ................................................................................................ 19 5. Our curriculum ................................................................................................... 21 6. Teaching and learning structure ........................................................................... 22 7. School leadership and management ...................................................................... 23 8. Community connections ...................................................................................... 25 9. Linking pedagogy to space .................................................................................. 27 10. Description of each space .................................................................................... 34 11. Furniture, fittings and equipment ......................................................................... 38 12. ICT .................................................................................................................. 38 PART B PROPERTY BRIEF 1. Purpose ......................................................................... Error! Bookmark not defined. 2. High level information ..................................................... Error! Bookmark not defined. 3. Project scope ................................................................. Error! Bookmark not defined. 4. Roles and responsibilities ................................................. Error! Bookmark not defined. 5. Project programme ......................................................... Error! Bookmark not defined. 6. Project handover documentation required .......................... Error! Bookmark not defined. 7. Compliance documents .................................................... Error! Bookmark not defined. 8. Project information ......................................................... Error! Bookmark not defined. 9. Roll projections ............................................................... Error! Bookmark not defined. 10. Project budget ................................................................ Error! Bookmark not defined. 11. Ministry Approvals and Reviews ........................................ Error! Bookmark not defined. 12. Data available ................................................................ Error! Bookmark not defined. Appendix A - Project and Site Constraints Table


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IntroductionThepurposeofthisprojectbriefisfortheMinistryofEducation(MOE)todocumenttheirprojectrequirements,andforschoolstodocumenttheirvisionfordeliveringeducationintheirschool,andhowpropertycansupportthatvision.

ThisbriefistobeprovidedtothearchitectandtheirprojectteamforMOEfundedprojectthatinvolvesnewbuildingsorstructuralalterationstoexistingbuildings.Designanddetailedplanningofpropertydevelopmentsatschoolsmust:

o AlignwiththeMOE’spropertyobjectives.

o Reflectandsupportthecharacterandvaluesoftheschool.

o Enhancethedeliveryofthecurriculum.

o Caterfortheevidence-basedteachingpracticesthathavebeenshowntoimproveoutcomesforstudents.

ThisdocumentisonepartofasuiteofbriefingdocumentsthattheprojectdesignteamwilluseasthebasisfortheirProjectDesignProposal,anduponwhichcompliancewiththeMOE’spropertyobjectivescanbeassessed.RefertotheDesigningSchoolsinNewZealand–RequirementsandGuidelinesforanoverviewoftherelationshipbetweenthesedocumentsanddetailedinformation

abouttheMOE’sdesignprinciples.

TheProjectBriefhastwosections:

EducationBrief–setsouttheschool’svisionforteachingandlearningforthefutureandhowthattranslatesintophysicalspacestoenableandsupportthepedagogy.Thisshouldbecompletedbythe


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schoolwithsupportfromtheMOEasrequired.ThisdocumentwillbeprovidedtotheDesignTeamaftertheirengagementhasbeenconfirmed.

PropertyBrief–setsoutkeypropertyrelatedparametersandconstraintsassociatedwiththesite.ThiswillbecompletedbytheMOEandwillformpartoftheDesignTeam’sAgreementforConsultantServices.

Ministry Property ObjectivesTheMOE’sinvestmentobjectivesforpropertyaresetoutinTheNewZealandSchoolPropertyStrategy2011-2021.

Designsforeducationbuildingsmustbe:

● Efficientinformandoperation.Theyshouldbeofconsistentlyhighquality,regularshape,andefficienttoconstructandmaintain.

● Durable,resistanttowearandtear,andmustnotrequireextensivemaintenance.

● Costeffectiveoverthewholelifeofthebuilding,whileprovidingthehighlevelsofamenityrequiredofflexiblelearningandsupportspace.

PrecedenceofDocuments

ShouldanyambiguityorcontradictionoccurbetweentheDesignGuidanceSuitedocumentsonindividualaspectsofbriefing,thenDesigningSchoolsinNewZealand–RequirementsandGuidelinestakesprecedenceovertheProjectBrief,andwithintheProjectBrief,thePropertyBrieftakesprecedenceovertheEducationBrief.

WhereanyambiguityorcontradictionisidentifiedthisshouldbereferredtotheMOEProjectLeadforconfirmationoftheappropriateresolution.Thisresolutionshouldbeclearlydocumented.

ProjectDescription

TheschoolisaFullPrimarylocatedatColensoStreet,Sumner.

SumnerSchoolwillentertheCSRprogrammeaspartofWave6(2019);howeverweareprogressingwiththeMasterPlanningofthesitebasedontheinterimdecisionmadebytheMinisterinDecember2015tocloseRedcliffsSchool.

TheMasterPlanwillassistinprovidingoptionsandwillbebasedontwopossiblescenarios–RedcliffsSchoolremainsopenandRedcliffsSchoolclosure.Theplanningwillbecompletedintimetobringontositemodularbuildingsforthestartof2017ifrequired.

Itisenvisagedtheschoolwillmoderateredevelopment.Theschooldevelopmentwillincorporateearthquakerepairsandredevelopmentofexistingfacilities.Itwillalsoincorporate,dependingonthefinalRedcliffsSchooldecision,varyingnumberofreplacementandnewteachingspaces.TheMasterPlanningcompletiontime,asnotedinthebusinesscase,isexpectedtobe31July2016.


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PARTAEducationBrief–SumnerSchool

TheEducationBrieftakestheformatof:

o Heading.

o Purpose.

o Questionstobeanswered.

o Andinsomeinstancesanexemplaranswer.

Tocompletethissection,pleaseanswerthequestionsinfull,explaininganythingyoufeelrelevanttoschoolpractice.PleasebearinmindtheEducationBriefisaboutpeopleundertakingactivities,notaboutbuildings.

OnceyouhavecompletedyourEducationBrief,pleasedeleteanyhighlightedareas.

RefertotheMOE’sDesigningSchoolsinNewZealand–RequirementsandGuidelinespublicationpriortocompletingthisbrief.


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1. OurVision/MissionStatement

TheBoardofTrusteesisintheprocessofrevisitingourVisionforTeachingandLearning.Partofthisprocesshasinvolvedconsultationwithstaff,studentsandourparentcommunitytoascertainthestrategicdirectionoftheschool.Themechanismsusedtogatherfeedbackfromallstakeholdersincluded:acomprehensiveonlineparentsurvey,parentfocusgroupdiscussions,aTeacherOnlyDaywithstaffandarangeofageappropriateactivitieswithinclassroomstogatherstudentvoice.

Studentsarecurrentlyengagedinaschool-wideinquiryentitledRe-imaginingLearning.Theywillbetaskedwithunpackingwhatlearningmightlook,feel,andsoundlikeatSumnerSchoolinthefuture.FindingsfromthiswillbeincorporatedintheEducationBriefearlyinTerm2andwillbeincludedinmasterplanningdiscussions.

TheBoardhasanalysedthesurveydataandsharedasummaryofthefindingswithourcommunity.TheBoardofTrusteesisnowintheprocessofwritinganewstrategicplanandrebrandingtheVisionforTeachingandLearning.WeplantolaunchthenewVisionforTeachingandLearninginconjunctionwiththeopeningofthenewlearningspacesatthestartof2017.

SumnerSchoolbelievesanexceptionaleducationnotonlyfostersacademicskillsandattributes,butalsoallowsfordevelopmentofemotionalandphysicalwellbeing.Oursustainedfocusis,therefore,onmakingourstudents’wellbeingcentraltotheschoolexperience.

Althoughthereisstillfurtherdevelopmenttobedoneinrelationtothenewvision,weanticipatethattherewillbethreemainpillarsrelatedtomind,characterandcommunity.

MindWebelieveinprovidingaculturewhereākongawillbeengagedinarangeofhorizontallyconnected,authenticlearningexperiencesthatenablethemtobecomewell-roundedstudents.Ourākongawillhavehighexpectationsoftheirachievement.Apersonalisedapproachwillenablestudentstodrivetheirlearninginaculturethatencouragesinquiry,exploration,problemsolvingandsolutionseeking.Theintegrationofdigitaltechnologies,coding,STEM,play-basedandexperientiallearningwillbeatthecoreofourpedagogicalapproach.Ourstudentswillbeinnovative,creativeandcriticalthinkerswhoarelocallyactiveandgloballyaware.Ourākongawillhavearangeofauthenticopportunitiestodevelopeffectivecollaboration,communicationandleadershipskills.Theschoolcurriculumwillbeunderpinnedbyastrongunderstandingandappreciationofourtūrangawaewae.Thephysicalenvironmentwillallowforubiquitouslearningandgrowthofindividualandcommunitywellbeing.

CharacterWebelievethatcharactereducationisthebackboneofstudentwellbeing.Developmentofadaptiveexpertiseplaysapivotalroleincultivatinglifelonglearnersinaconstantlychangingworld.Inordertomaximisetheirlearningpotentialandbethebesttheycanbe,allākongawilldevelopcharacterstrengthsandagrowthmindsetandconfidentlyapplythesethroughouttheireverydaylives.Wewillhelpstudentstobecomeself-awareoftheirmotivationsystemsandemotions,andhowthatinfluencestheirlearning,thusleadingthemtobecomemoreeffectivelifelonglearners.


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CommunityWebelieveinharnessingthecombinedinfluenceofschool,whānauandwidercommunitytohelpstudentsachievetheirfullpotentialasglobalcitizens.Thiswillhelpourchildrendevelopasenseofthesocialnatureoflearning.Werecognisetheimportanceofprovidingopportunitiesforākongatocontributeactivelytotheirlocalcommunityaspartofaservice-basedlearningapproach.Throughthis,theywilldevelopabeliefintheirpowertohaveapositiveinfluenceontheworld.Ourschoolwillpromoteandencouragecommunityengagementthroughconnection,andtheconceptof

tuakanateina.

Thisdiagramshowstheinterconnectedrelationshipbetweenmind,characterandcommunityinourVisionforTeachingandLearning.Wellbeingpermeatesthroughtheseareas.

CurrentPracticeTheCurrentVisionforTeachingandLearningwasdevelopedin2008followingextensiveconsultationwithourcommunity.Thisvisionhasbecomewell-embeddedthroughouttheschoolandhaslaidastrongfoundationuponwhichtobuildournewvision.ThekeyelementsofourcurrentVisionforTeachingandLearningareasfollows:

MissionStatement:ExcellenceandEffortinaCaringEnvironment.

SchoolMotto:PerAduaAdAlta(ThroughDifficultiestotheHeights).

OurVisionforTeachingandLearning.


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2. OurValues

CurrentPracticeTheschool’svaluesweredevelopedinconsultationwithstudents,staffandBOTin2008.Theyincorporatethemainideasgainedthroughthecommunityconsultationprocess.Theacronymandimagewerechosentoreflecttheschool’suniqueenvironment.Valuesareanintegralpartofteachingandlearningattheschoolandhelpdevelopanddefineourschoolculture.Thevaluesareencouragedandexploredinarangeofcontexts.TheSURFERvaluesarealsointegratedintoourbehaviourmanagementplan.TheSURFERValuesarewovenintopracticeatSumnerSchoolthroughmodellingbystaffandstudents,languageintheclassroomandintheplayground.Assemblycertificatesareawardedspecifictoeachvalue.SURFERawardrecipientsarepublishedintheschoolnewsletter.

SchoolValues MeaningSincerity Beingtruetoyourselfandothersandalwaysdoingthebestyoucan.Unity Teamwork,senseofbelongingandconnection.Respect Inclusiveness.Respectingtherightsandopinionsofothers.Fairness Havingastrongsenseofwhatisjust.Empathy Beingawareofthefeelingsofothersandactingcompassionately.Resilience Havingthestrengthofcharactertobouncebackfromchallengesinlearningandlife

ingeneral.

FutureAspirationsWeplantorevisitourvaluesinrelationtothefeedbackfromourcommunitysurveyandinthecontextofthe2016pilotonstudentwellbeingandcharactereducation.Weanticipatethatthecurrentvalueswillbecomewovenintoourdevelopmentofaschool-widecharactereducationprogramme.

CurrentGraduateProfileOuroverallgoalisforourstudentstobeself-aware,culturallyawareandgloballyaware.Wewantthemtohavebeenactivelyinvolvedinallaspectsofschoollife,confidentandconnectedlife-longlearners.

AspirationalGraduateprofileAllākongawholeaveSumnerSchoolwillhavethefollowingskillsandattributes:o Well-rounded.o Adaptiveexpertiseacrossarangeofcontexts.o Awarenessandconnectionwithcommunities.

o Globallyresponsible,ethicalandjust.o Self-regulated.o Intrinsicallymotivated.


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o Lifelonglearners.o Creativethinkers.o Confidentcommunicators.o Connected.

3. TheCharacterofOurSchool

SumnerSchoolhasastrongsenseofkaitiakitanga(custodianship).Thephysicalenvironmentandconnectiontoourcommunityisadistinctivefeatureoftheschool.Toensurethatwealsoacknowledgethepast,welookforwardtoreceivingtheculturalnarrativeforourarea.Wearecommittedtothisimportantdocumentbeingreflectedinourbuildingsandthetikangaoftheschool.

In1876Sumnerhadnowatersupply,nosewerage,nopostaldeliveriesandthreeroadscoveredinmanukascrub.BullockteamsbroughtgoodstoandfromLytteltonthroughSumnertoChristchurch.Thatyear,SumnerSchoolopenedwitharollof19,inMrWiggin’shome“Chelford”.LandwaspurchasedonthecornerofHardwickeandWigginsStreet(ourcurrentsite)andbyApriltheschoolhaditsownbuilding.VanAschCollege,theSchoolfortheDeaf,openedin1880.Thispioneering,can-dospiritstillremainsintheethosofSumnerSchoolanditscommunity.

RivalrybetweenpupilsofSumnerandRedcliffsschoolsexistedevenintheearly1900’s,withpitchedbattlesinthelupinsbetweenSumner“codwallopers”andRedcliffs“mudeels”.ThishealthyrivalryandcollectivespiritbetweenourgeographicallylocatedneighbouringschoolsisoneofthereasonswhythecurrentBaysSchoolClusterhasbeensoprogressiveandstrongtothisday.Ourgeographicalisolationplaysabigpartinthetogether-nessfeltbetweentheClusterSchools.

IntheearlyyearsofthecenturyswimmingatSumnerBeachwasacompulsorypartofthecurriculumfromNovembereachyear.Fridayafternoonsweresetasideforsports–rugbyfortheboysandbasketballforthegirls.Again,thisexpectationofphysicaltoughnessandeveryonejoininginstillexiststodayatSumnerSchool.Ourschoolsitecatersformanyvariedsportsactivitiesforourstudents,whileafter-hoursthegroundsareahubforthewidercommunitytoswimatthepool,playbasketballandhockeyontheastroturfcourtorplaytouchandcricketonthefieldandinthecricketnets.Notonlythebuildingsbuttheentireschoolgroundsprovideacommunalspaceforpeopletogatherformanydifferentreasons.

Thephysicalbuildingsoftheschoolchangedovertheyearsbutwhatissignificantthen,andstillisnow,isthatitwasduetocommunityfundraisingthatboththelibraryandtheschoolpoolwerebuilt.ThiscommunityattachmentandsenseofownershipofSumnerSchoolisverystrongandquiteunique.Ourabilitytocallonourcommunitytohelpwithaworkingbee,orfundraiseforanewinitiativeisnotonlyanassettotheoperationoftheschool,butbuildscommunitycapacityandconnectedness.Ourschoolhall,whichwasbuiltandcompletedjustpriorthetheFebruary2011earthquake,hasbecomearealcommunityasset.ThelocalAnglicanChurchusesiteverySunday;parenteducationtakesplaceinit;Dadsplaysoccerthereeachweek;ClusterSchoolsuseitforjointinitiativessuchasTechFest;andmanyschoolsandgroupsuseittoholdlargefundraisingevents.Wecanseethevalueofextendingthisideaintoanothernewspace,suchasaWellbeingCentre,whichcouldbeusedinthesamemannerastheCommunityPoolisusedandavailabletofosterfurtherconnectionwithourparentandwidercommunity:a‘bumpingspace’.



AnotherpartofhistorythathasinformedSumnerSchool’scharacter,isthatfrom1966SumnerSchoolhostedaunitfordeafchildrenwhoremainedontherollatVanAschCollege(asitwasthen)whileattendingclassesatSumner.Thisstrongsenseofinclusivenesscontinuesintheschooltoday.Tocontinuetofosterthis,itisimportanttoensurethatallfuturelearningspacesprovideequalaccessforchildren,particularlyforchildrenwithauditoryorsensoryprocessingchallengeseg.highqualityacoustics,soundfieldsystemandquietwithdrawalspaces.

In2016,Sumnerisalargefullprimaryschoolwithagradingrollof468,withanticipatedrollgrowthto480bytheendof2016.Itisthelocalschoolofchoiceforourcommunityandisinanareawithadecile10rating.Theschoolzoneincludesanareaoflow-costrentalhousing,contributingtothepopulationoftheschoolbeingsignificantlymorediverse,bothculturallyandsocio-economically,thanthedecileratingmightsuggest.

Thecurrentcompositionofthecommunityis82%NewZealandEuropean,7%Māori,5%Europeanand6%otherethnicities.WeexpectthistochangeinthefutureinlinewiththechangingdemographicsacrossChristchurch.

TheEducationReviewOfficerecentlycommentedthat‘SumnerSchoolbenefitsfromhighlevelsofparentandcommunitysupport.Goodfacilitiesprovidearangeofoptionsandlearningenvironmentstosupportstudentengagementandlearning.Programmesprovidestudentswithopportunitiestolearninandbeyondtheclassroom.Verygooduseismadeofthelocalbeachareas.’WeseethiscommunityinvolvementasvitallyimportantelementofourschoolanditisourintentiontocreateaWellbeingCentrewhichwillcontinuetostrengthentheselinks.

SumnerSchoolcatersforstudentswhoareencouragedtobe,andliketobe,involvedandachieveinawidevarietyofactivities.Thereisastrongemphasison‘givingthingsago’atSumnerSchool.Ourstudentswillbeinvolvedinmusic,art,sport,creativeprojects,specificclubsandmoreinthespaceofoneschoolday.Theyarebusykids!

Theschoolhasacloseconnectionwiththelocalcommunity.ThereisastrongsenseofcommunityconnectionwithSumnerSchoolandwiththewiderSumnercommunity.Thisispartlyduetothegeographyoftheareaandtheconnectionthatpeoplefeeltotheenvironment.Therearealsoalotofconnectionsforgedthroughschool,sportsandsurfclubs,localbusinessesandcommunityeventssuchastheSumnerMarketandfacilitiessuchasthecommunitypoolsitedonourgrounds.Thereisasenseofsupportandsolidarityamongmembersofthecommunity,possiblystrengthenedsincetheearthquakes.Peopleknowandlookoutforeachother’schildren.

Ourparentstellusthatourschoolhasawonderfulcommunityfeelwithstrongparentalinvolvement.Theybelievethattheschoolprovideslotsofopportunitiesfortheirchildrentoexploretheirinterestsinavarietyoffieldssuchasthearts,kapahaka,musicandsports.

Theparentcommunityvaluethehighquality,approachablestaffandLeadershipTeamwhoareopentonewideas.TheybelievethatSumnerSchoolprovidesastronggroundinginthebasicsofliteracyandnumeracywhilstsproducingwellrounded,educated,creativeandengagedchildrenwithstrongvalues.(Takenfromthe2015ParentOnlineSurvey).



3.1 SpecialCharacteristicsoftheSchoolTheschoolhasthefollowingspecialcharacteristics:

o CharacterEducationandWellbeing.

o CommunityPartnerships.

o EnvironmentalEducation.

o CommunityPoolonsite.

o 21CenturyTechnologiesandMakerCulture.

o RadioStationandMediaTeam.

o PlaybasedLearning.

o ChristchurchSchoolofMusic.

CharacterEducationandWellbeingThisyearwehavebeensuccessfulinobtainingagrantfromtheMOEtopilotaninnovativecharactereducationandstudentwellbeingprogramme.SumnerSchoolwantstodevelopfurtherthenotionthatitcaninspireahealthycommunitybybeingahubofconversation,innovation,connection,engagementandoverallwellbeing/hauora.

Intimesofchangeitisimportantforourschooltohavespaceswherepeoplecangathertodiscussanddebate,oreventofacilitatechanceencountersbetweenstaffandparents.Withongoingsocietalpressuresthehealthandwellbeing/hauoraofeachmemberofthecommunityisvital.Thesenseofbelongingintheschoolisstrongandeveryoneisencouragedtoactivelyengageandparticipateinprogrammesandopportunitieswhichareoffered.Forexample,atthebeginningoftheschoolyearthereisamihiwhakatauwherenewstudents,parents,staffandwhānauareformallywelcomedintotheSumnerSchoolfamily.AnotherexamplewastheParentEducationprogrammethatwasofferedin2015withspeakers,sessionsandawebsitefocussedonmodernlearningpracticeandcharactereducationinordertokeepourparentandwidercommunityup-to-datewithlatestdevelopmentsanddebates.

FutureAspirations

ItisourintentiontobuildaWellbeingCentrethatwillbetheheartofourschool.Itwillbeaplacewhereākongacangotolearnaboutcharactereducationandthecriticalrolewellbeingplaysintheirlearning.Itwillbeutilisedinmanydifferentwaysbystaffandākonga.Thiswillincludeusingitasa:

o Quietspacetoread,playindoorgamesandhangoutwithfriends;

o Placetoshareandcelebratelearning;

o Relaxationzone;

o Yogaarea;

o Gatheringpointforthewhānaugroup;anda

o Placewherechildrenlearnaboutwellbeingthroughhealthypracticesandhealthyeating.



AkeyelementoftheWellbeingCentrewillbeanattachedcourtyardwhichwillfeaturetheschoolgarden.Thechildrenwillbeabletogrowandharvestvegetablesinthegardenandpreparethemforeatinginthekitchenarea.

AcollectionofhighinterestbookswillbeavailableintheWellbeingCentrefortheākongaandtheirwhānautoreadthroughouttheday.

Likeallnewschoolbuildings,afeatureofthisspacewillbetheabundanceofnaturallightbuttherewillalsoneedtobethefacilitytodarkentheroomthroughdimmingswitchesandblinds.Therewillbeaceilingmountedsoundsystemwhichwillbeusedforpresentationsandtoplaymusic.Furnishingswillbesoftandcomfortable.

Inadditiontokitchenfacilitiesandafoodpreparationarea,therewillbelargecarpetedareawhichwillbeusedbystaffandstudentsforarangeofactivitiessuchasplayingboardgamesanddoingrelaxationexerciseslikeyoga.Considerationwillneedtobegiventoembeddingastrongsenseoftikangawithinthespace.

ItisimportanttonotethattheWellbeingCentrewillenabletheschooltoretainmanyofthekeyelementscurrentlybeingfulfilledinthetraditionallibrary,forexample,agatheringplacewherechildrencangotorelax,readandplayindoorgameswiththeirfriends.

CommunityPartnershipsSumnerhasastrongemphasisoninclusionandbuildingarongatoiwhenuatanga(senseofbelonging)forallākonga.ItisveryimportanttothisconnectionthattheschoolenvironmentisawelcomingandinvitingplacetobeandthatallmembersofthewidercommunityfeelasenseoftūrangawaewaehereatSumnerSchool.Theparentcommunityhavehighexpectationsabouttheirchildren'seducation.Fortunatelyforourschool,wehaveacommunitythathastimeandresourcestobeinvolvedandengagedwithourschool.Wetrytouseexpertisewithinourparentcommunitytoadddepthanddifferentiationtoourclassroomlearning.Itisimportantthatthesecommunityexpertsfeelwelcomeandthereissufficientspaceforthemtodisplayandsharetheirknowledgetolargeorsmallgroupsintandemwith,notinisolationfrom,theclassroomprogramme.

Wealsoneedtobeabletouseappropriatetechnologyalongsidetheseexperts,sometimesconnectingwithotherexpertsoutsidetheclassroomatthesametimeorcapturingthelearningforotherstudentstobenefitfromatalaterdate.Tothisend,thestudentsandteachersrequiretechnologyprovisionsineverylearninghub.

TheschoolengageswithourMāoricommunityonabi-annualbasis.Ideasandsuggestionsfromthesehuiareincorporatedintofutureactionplansatalllevelsoftheschool.WecontinuetostrengthenconnectionswithRehuamarae.Thelocalrunangaareintheprocessofcompletingaculturalnarrativeforourareawhichwillbeintegraltothedesignoflearningspacesandthedevelopmentoftheschool’swairuathefuture.

WehavealargekapahakagroupwhoperformatanumberofeventsincludingtheChristchurchSchools’CulturalFestival,theBaysClusterCulturalFestival,schoolprizegivingsandatmihiwhakatau.

TheschoolisalsofortunatetoenjoyastrongrelationshipwithschoolsintheBaysCluster;Redcliffs,MtPleasant,OurLadyStaroftheSeaandHeathcoteValleySchools.OvertheyearsSumnerSchoolhasbecomeahubformanyofthelargerclustereventsgiventhespacesavailableheresuchasthenewschoolhall.



OurrelationshipswithotherlearninginstitutionsalsostretchesinternationallythroughourGlobalConnectionsProgramme.Inthepasttwoyearswehavehostedteachersand/orstudentsfromschoolsinAustralia,theUnitedStates,GermanyandChina.WehavealsosentgroupsofstudentstoSamoaandAustraliaforanoverseaslearningexperience.

FutureAspirations

CommunityconnectionswillcontinuetobegrownthroughtheintroductionoftheWellbeingCentre.TheWellbeingCentrewillprovidearesourcethathelpsbuildcommunityandshareknowledge.Thiswillbealargespacethatcouldaccommodategroupsof60ormorepeople.

TheWellbeingCentrewillpotentiallybeset-upwiththeabilityforallmembersofthecommunitytoaccessthisspaceoutsideschoolhoursforwellnessprogrammes,studentwhānaugroupmeetings,characterstrengtheducationandyoga/pilates.Weanticipatethisthiswillbeachievedthroughaswipecardsystem.CarefulconsiderationwillneedtobegiventotheflowbetweenbuildingssoonlylimitedsectionsoftheschoolcanbeaccessedthroughtheWellbeingCentre.

ThisfacilitywouldalsobeusedfordevelopingourCluster-wideStudentWellbeingPilotProgramme.ThiswouldallowSumnertocontinuetodevelopdimensionsoftahawairua,tahahinengaro,tahatinana,andtahawhānau,eachoneinfluencingandsupportingtheothers.

AnotherfeatureoftheWellbeingCentrewillbeitsconnectiontotheschoolgarden.WeanticipatethatthiswouldbecontainedwithinalargecourtyardareaandwillbeassessedthroughglassslidersviatheWellbeingCentre.Thiscourtyardareawillalsocontainabuilt-inoutdoorcookingfacilitieswhichwillbeavailabletobehiredbymembersofthepublic.

Thisfacilitywillallowustohostinformalgatheringsbetweenstaff,BoardandtheparentcommunityduringeventssuchasopennightsandsciencefairsandregularsocialgatheringsbetweenthecombinedBaysClusterstaff.

Wewouldalsoliketoseethedevelopmentofstrongerrelationshipswithourearlychildhoodprovidersandhighschools.Thiscouldincludetheestablishmentofsharedstudentinitiativesbetweenthevariouslearninginstitutionsalongwithreciprocaluseoffacilitiesoneachsite.

OurTransitiontoSchoolstudentleaderswillplayanintegralroleinsupportingchildrenmovingfromourcontributingEarlyChildcareCentresintotheschoolenvironment.ThiswillbeenhancedthroughaservicebasedlearningapproachasourTransitionLeaderscanutilisespacessuchastheWellbeingandInnovationCentretomakeconnectionswithcontributingpreschoolsandrunprogrammesforourtransitioningchildren.

TheWellbeingCentrewillalsobeaccessibletolocalsecondarystudentswhomayneedacentralareatogathertodohomeworkorotherafterschoolactivities.Theseolderstudentsalreadymakeregularuseofouroutsidefacilitiesandareverywelcomeonoursite.

Wealsoseethe‘communityfriendly’natureoftheWellbeingCentrebeingavehicletohelpstrengthenourrelationshipwithlocalbusinesses.Thisrelationshipwouldextendtoourseniorākongatakingupinformal‘internships’basedatlocalbusinesses.Thiswouldplayasignificantroleindevelopingmanyofthekeyskillsandattributesincludedinouraspirationalgraduateprofile.



EnvironmentalEducationSumnerSchooliscommittedtoembeddingthenotionof‘environmentandsustainability’firmlyintothecurriculum.Wearestartingtofocus,andhopetoachieve,awarenessacrossallsubjectsofsustainablepractices.

TheschoolhasbeenamemberoftheSchoolgenProgrammeforthelast5years.Conceptsonsolarenergyareembeddedinourschool-basedcurriculum.StaffandstudentshaveattendedregularSchoolgenconferenceswithotherSchoolgenschoolsintheSouthIsland.Wecurrentlyhavea4megawattsolarpanelandinvertersetuponaclassroomroof.Wewouldliketoseethisexpandedtoincludesolarpanelsonallnewbuildingsinanattempttoreduceelectricitycostandtocontinuetogrowourstudents’understandingofrenewableenergysources.

WehaveastudentEnviroGroupwhoareactivelyinvolvedinanumberofprojectswithintheschoolandcommunityincluding;recycling,composting,gardenmaintenanceandbeachclean-ups.PartofourwithdrawalenrichmentprogrammealsoincludesaNatureSmartgroupwhoengageinlearningaboutlocal,nationalandglobalenvironmentalissues.Theschoolisalsofortunatetohaveateamofparentswhosupportourākongaandcaretakerwithmaintainingthegardens.

FutureAspirations

Tohelpbuildonourcommitmenttotheenvironment,theintentionistoextendourschoolgardensothat,notonlycantheproducebeusedininitiativessuchas‘garden-to-table’,itcanalsobeincorporatedintoenterpriseeducationopportunitiesbysellingproduceandlinkingthisintoallareasofthecurriculum.Thiswouldrequireare-sitingofthegardentoamorecentrallocationintheschool,ideallyattachedtotheWellbeingCentre.Havingitmoreaccessibletomoreteachingareaswouldallowthehorizontalconnectednessofallsubjects,basedonthegarden,toflowmoreeasily.

ThereisalsoacommunitygardeninSumner,runbyagroupofvolunteers.IfSumnerSchoolweretofocusonrelocatingtheproductiveschoolgardentoamoreprominentorlargerarea,therecouldbeanopportunityfortheCommunityGardentopotentiallyrelocateandjoinforceswiththeschoolgarden,therebyreinforcingthosestrongcommunitylinksandprovidingfurtheropportunitiesforourākongatointeractandshareknowledgewithourcommunity

Finally,weintendtoexpandconsiderablyonthenumberofsolarpanelswithintheschool.Bydoingthis,ourgoalistonotonlycontinuetodevelopourstudents’understandingofsustainableenergybutultimatelyachievecostneutralpowerbills.

CommunityPoolWeareveryfortunatetohaveastrongpartnershipwiththeSumnerCommunityPoolCommittee(SCPC).TheSCPCaretheownersofthepoolandareresponsibleforoverseeingtheday-to-dayoperationsofthisfacility.Theschoolhasexclusiveuseofthepoolduringfrom9.30-3pmduringschoolhoursandcontributestorunningcosts,capitalworksandwatertesting.SumnerSchoolalsomanagestheuseofthepoolbyotherBaysClusterSchoolsforeventssuchastriathlonsandswimmingsports.Outsidethoseschoolhoursthepoolisheavilyusedbythecommunitywhoaccessthepoolviaaswipecardafterpayingasubscriptionfee.Itopensat6.30amandclosesat8.30pmandoftenthepoolisfullofswimmersrightupto9.30am.



Havingaccesstoapoolnotonlyhelpsimproveourstudents’swimmingabilitybutalsoprovidesanotheropportunitytopromotestudentandcommunitywellbeing.

FutureAspirations

Thepoolisofanagewhereit’slikelythatitwillneedtobereplacedwithin10years.However,thislifecouldbeextendedbytilingorliningthepoolnow.Inordertopreventpotentialearthquakedamage,thepoolhastoremainfullallyearround.FromApriltoNovember(whenitistoocoldtousethepoolandthepoolisclosed)thepooleffectivelybecomesadirtyduckpondandthefirstthingoneseeswhenenteringtheschoolfromHarwickeStreet.Thechangingshedsadjacenttothepoolareonlypartlycoveredfromtheelementsandareverybasic.Iftheseshedsweretobereplacedwithmodernyetbasicchangingroomswithaccesstotheschoolfields,andsomesportsstoragefacilities,itwouldprovideanotherspaceforcommunityandschoolsportstoutiliseSumnerSchoolgroundsandfeelthatsenseofownership.Itwouldfurtherstrengthenourcommunitypartnershipsifwecouldextendthemonthsthepoolisopenthroughadditionalsolarheatingoptionsorcoveringtheentirestructure.Itwouldalsoallowourcurriculumtoincludeswimmingforalongerperiodoftheyear,removingtheTerm1pressuretoprioritiseswimmingsometimesattheexpenseofsettlingclassesorintroducinginquirylearningearlyintheyear.

21stCenturyTechnologiesandMakerCultureTheabilitytoapply21stCenturytechnologiesinauthenticcontextsisabigdriverinboththecurrentandfuturecurriculum.Thisiscomplementedbythedevelopmentofa‘MakerCulture’(DIYTechnology)withintheschool.Ourstudentscurrentlyengageinarangeoftechnology-relatedactivitiessuchasrobotics,media,3Ddesignandcoding.Theexistingauxiliaryspacesoutsideoftheclassroomsarelimitedandcanonlyaccommodatesmallgroups.Thisrestrictsthenumberofākongathatcanbeinvolvedintechnologyactivitiesatanyonetime.Asresultofthis,thesetypesof21stCenturyactivitiesoftenfallundertheumbrellaoftheWithdrawnEnrichmentProgramme.Anotherfeatureofourschoolistheencouragementofstudent-ledinitiatives.Averysuccessfulexampleofthisisthecreationofamakeshiftinnovation,technologyandsciencecentre(Makerspace).TheMakerspaceareaprovideslunchtimeclassestwiceaweekwhereallstudentscansignupexperienceandtrialdifferentaspectsoftheMakerCulture.Someoftheclassesthathavebeenavailablesofarincludepapertronics,3Dprinting,squishycircuits,e-textiles,cannons,Legoballooncars,roboticsandarangeofotherclassesthatsupportdesignthinkingandinnovation.Itisaplacewhereeverystudentiscelebratedasamakersothetargetgroupisverybroad.WebelievethisideaisripeforfurtherdevelopmentasaCommunityMakerspacewherelearninghappensthroughdoing,inasocialenvironment.Makercultureemphasisesinformal,networked,peer-ledandsharedlearningwithnovelapplicationsoftechnologiesandtheintersectionbetweentraditionalsubjectssuchaswoodworkandmetalworkwiththeaffordancesofdigitaltechnologiessuchas3DprintingandCNCrouters.Webelieveifwecouldputsuchelementsintoonelargespacewhichisopentothecommunity,thenwecouldcross-pollinatewithcommunityexpertsinthemakerculturewhilstalsoprovidingaplaceforeveryonetobuildrelationshipandlearning.LikeallfullprimaryschoolsweareexpectedtoprovideopportunitiesforourYears7&8studentstoparticipateinage-appropriatetechnologyactivities.Currentlyourseniorstudentstraveltoanotherschoolonaweeklybasistoengageintraditionaltechnology-relatedactivities,andwehaveidentifiedinothersectionsforthebriefthechallengesaroundthis.



FutureAspirations

Toenabletheschooltobealeaderinthedeliveryof21stCenturytechnologies,ourplanistwo-fold.Itisimportantthateachlearninghubcontainsbreakoutspacesthatcanbeusedfortechnologyrelatedactivities.Inprovidingauthenticexperiencesforstudents,theteacher’sabilitytoaccessareasthatcansupportopportunitiesfor‘make,createanddo’activitiesisessential.Thiswillrequireaccessibleconnectedspacesthatcontainwetareasandequipmenttofacilitatescienceandtechnologylearning.Thelearninghubswillalsohavethecapacitytostoreavarietyofresourcesandincludefacilitiesfordryingvisualart.

Inadditiontothetechnology-richbreakoutspacesinthelearninghubs,itisourintentiontobuildanInnovationZone.Thiswillbealargespacethatcanaccommodateupto30studentsand10adultsupportstuffatonceandwillbededicatedto21Centurytechnologiesandthetypesofmakeractivitiesdetailedabove.TheInnovationZonewillhighlightanddemonstrateresearch,bestpracticeapplication,andemergingtrendsinvolvingtechnologytoadvanceteachingandengagestudentsinrigorouslearningexperiences.

Itwillbeaccessibletoallākongaduringthedayandpotentiallythecommunityoutsideschoolhours.

CurrentlyourYears7&8studentslosearoundanhouraweekoflearningtimetravellingtoandfromanoutsidetechnologyproviderparticipatingintraditional“one-sizefitsall”technologyactivities.Wefeelthatthistimewouldbefarbetterspentengaginginself-directedauthentictechnology-relatedactivitiesatourschoolsite.

Tothatend,itisourintentiontooffertechnologyactivitiesonsiteforourYears7&8studentsthrougharangeofSTEMbasedactivities.Afeatureofthiswillbetheprovisionof21stCenturytechnologiessuchascoding,robotics,makertasks,webdesignand3DmodelingintheInnovationZone.ThiswillbeakeyfunctionoftheInnovationZoneandisahighpriorityforourschool.

TheBaysClusterwouldbewelcometousetheInnovationCentrebutSumnerisnotaspiringtobeaprovideroftechnologyforotherschoolsasisthecurrentmodelinmanyintermediatesaroundChristchurch.TheInnovationCentrewillalsobeavailabletothecommunityoutsideschoolhours,andliketheWellbeingCentre,wouldbeaccessedthroughaswipecardsystem.

RadioStationandMediaTeamTheschoolhashadastudent-ledradiostation(SurferSounds)operatingforthelasttwoyears.Itiscurrentlyusedtoshareschoolnewsandnoticesandplaymusicbeforeschool.ThefrequencyrangeofthestationallowsfortheentireSumnercommunitytotunein.Theradiostationisbasedinasmalldedicatedroomattachedtothelibrary.

Wehavealsohadastudent-runMediaTeamoverthelastthreeyears.TheMediaTeamisresponsiblefortakingphotosandwritingarticlesaboutthebroadrangeofeventsweofferattheschool.TheMediaTeamsharesthesearticleandreportsatfullschoolassemblies,intheschoolnewsletterandontheLatestNewspageonourwebsite.



FutureAspirations

Wewouldliketoexpandtheradiostationtobeusedmoreregularlythroughouttheday.Thiswouldbeaidedbyinstallingoutsidespeakersthatwouldallowmusictobeplayedaroundtheschool.Speakersinstalledintheceilingofeachlearningspacewouldalsoallowthestationtobeheardbychildren,staffandvisitorsmoreeasily.

Theoutdoorspeakersystemwouldalsobeintegratedintothenewmusic-basedbellsystem.WeanticipatethatthededicatedradiostationwillbecontainedwithinabreakoutspacebuiltintotheInnovationZone.Inthefuturewewouldanticipatethatthecommunitywouldalsohaveaccesstotheradiostationtohelpsharemessageswiththewidercommunity.

Furthermore,wewouldliketoexpandtheopportunitiesavailabletotheMediaTeambyincludingamediabreakoutintheInnovationZone.Thisdedicatedspacewouldbeset-uplikeanewsroomstudioandwouldhaveaccesstomoresophisticatedaudio/videorecordingequipmentandagreenscreeningfacility.

Play-basedLearningTransitiontoschoolissupportedbyaplay-basedlearningenvironment.Thisisaholisticapproachaimedatteachingtothewholechildandhelpsdevelopchildrenwhocanthinkforthemselves,cancreateandimagine,whoarestrongintheirliteracyandnumeracyandwhocannavigatethechallengesoftheworldwithintrinsicmotivationandastrengthofcharacterbornfromastrongsenseofselfandresilience.ThissupportstheemergingMakerCultureintheschoolandrequiresaflexible,multi-purposespaceforarangeofcreative,innovativeandcollaborativeplay.

ThePerceptualMotorProgrammehasbeenanothersuccessfultoolinsupportingourchildrenwiththetransitionintotheclassroomenvironment.Oneofourcontributingpreschoolshasbeenattendingthesesessionswhichhashelpedformstrongpartnershipsbetweenstaff,studentsandparents.

FutureAspirations

ContinueddevelopmentofanauthenticplaybasedlearningwillstrengthentherelationshipandtransitionprocessfromourcontributingEarlyChildhoodcentres.Themulti-purposeInnovationZonewillfeaturestrongindoor-outdoorflowtoallowforcontinuoussupervisionofchildren.TheInnovationZonewillalsoprovidecookingfacilitiesandwetareas.Theabilitytostoreresourcesandhavedryingareaswillsupporttheongoingdevelopmentoftheplay-basedprogramme.

ThisyearwehaveestablishedaconnectionwiththeEarlyLifeFoundationinAustraliawhospecialiseinplay-basedlearning.WearecollaboratingwiththemtohostseveralChristchurch-basedworkshopsforteachersandparents.WeanticipateusingtheInnovationZonetocontinuetodothisandprovideparenteducationworkshopsinthefuture.

ChristchurchSchoolMusicSumnerSchoolhasacloserelationshipwiththeChristchurchSchoolofMusic(CSM).Alongwithprovidingindividualandsmallgrouplessonsforarangeofinstrumentsduringtheday,the



partnershipallowsforabandprogrammethatrunsalongsidelessons.Everystudentthatlearnsabandinstrumentisabletoplayinaband.

Currentlytheitinerantmusiclessonstakeplaceinarangeofspacesscatteredaroundtheschool.Alotoflearningtimeiswastedwithstudentshavingtowalkaroundtheschooltogettoandfromtheirmusiclessons.

FutureAspirations

Toensurethatpreciouslearningtimeisnotlost,andtocontinuetobuildonourstrongrelationshipwiththeChristchurchSchoolofMusic,wewouldliketheWellbeingCentretoincludeasound-proofedbreakoutspacethatwouldbecapableofhostingamusiclessonwithupto6participants.Itwouldneedtobeamultipurposespacethatcouldbeusedforarangeoflearningactivitieswhenmusiclessonsarenottakingplace.

4. SchoolTimetable

CurrentPracticeTheschoolisopenforattendancefrom8.30am-3.00pm.Childcareisprovidedonsitebytheout-of-hourschildcareproviderMASHfrom7.30-8.30amandagainfrom3.00-6pmandiscurrentlybasedintheHallFoyer.Studentstendtostarttoarriveonsitefrom8.15am.Childrenareencouragedtoarriveat8.30am.

InadditiontoMASH,anumberofafterschoolactivitiesareofferedonsitebyparentsorexternalproviders.Theseinclude,ArtClub,CraftClub,localsportsclubpractices,BaysClustersportsmodulesandKellySportsactivities.Arangeoflunchtimeclubsandactivitiesarealsoofferedtoourstudentsegcodeclub,chessclubandorganisedgames.TheChristchurchSchoolofMusichasOrchestraintheHallbeforeschool.

Lessonsbeginat9am.Theschooldayiscurrentlyorganisedintothefollowingblocks:

9.00am-10.40am

10.40-11.00am(morningtea)

11.00am-12.30pm

12.30pm-1.30pm(lunch)

1.30pm-3.00pm

FullschoolassembliestakeplaceonafortnightlybasisintheHall.Parentsareencouragedtoattend.Teamassembliestakeplaceinthealternateweeks.Thereareanumberofopportunitiesforchildrentocelebratetheirlearningwithfamiliesegsciencefairs,artexhibitions,schoolproductions,BaysClusterTechfests,musicconcerts,culturalfestivalsandlearningconferences.

Thereisnotaschool-widetimetablefornumeracyandliteracyalthoughtheselessonsusuallyoccurbeforelunchwithintegratedlearningopportunitiestakingplaceintheafternoon.

Manyoftheteamsoperateaninterchangesystemfornumeracyandliteracy.Severalclassesaretriallingworkshopbasednumeracyandliteracylessonstoencourageself-directionintheirstudents.



TheschooloperatesaHomeLearningapproachforYears5-8outsideschoolhours.Thepurposeofthisistoencourageamorepersonalisedapproachthantraditionalhomeworkandisdesignedtoengagestudentsinmoreauthenticandmeaningfulcontexts.

Lunchtimesoftenfeatureextracurricularactivitiesincludingsportsclubs,artsclubs,kapahaka,technology,chess,robotics,codingclubsandmusicgroups.

Theschoollibraryiscurrentlyusedbyclassesonaweeklybasis.Thisispredominantlyusedasanopportunitytoreadquietlyandwithdrawlibrarybooksforhomeuse.Thelibraryisalsoopenfourdaysaweekduringlunchtimesandisapopularchoiceforākongawholiketospendtimeplayinginsidegamesandreadingwiththeirfriends.

Theschoolfollowsthenationaltermdates.

FutureAspirations

Weareintheprocessofconsideringthefollowingalternativetimetablethatwebelievecouldenhancekeylearningtimes:

9.00am-10.40am

10.40am-11.00am(morningtea)

11.00am-12pm

12.00pm-12.30pm(lunch)

12.30-1.30pm

1.30pm-2.00pm(afternoonbreak)

2.00pm-3.00pm

Initiallyourtimetablewillbecontrolledbyasystemthatplaysmusicandnotatraditionalbell.Thiswillneedtobeincorporatedintoanoutdoorspeakersystemwhichwillalsobeutilisedbyourschoolradiostation.

Weanticipatetimetableswillcontinuetoevolveinthefutureasthecurriculumbecomesmorepersonalisedandfluid.Toallowforthistohappen,learningspaceswillneedtobeorganisedinawaythatwillenableaneffectivebalanceofstructureandchoice,basedfirmlyonmeetingtheneedsofindividuals.Thereisthepotentialthat,withsupportfromtheirteachers,allākongawilleventuallyhavetheopportunitytodesigntheirownlearningpathwaysthroughpersonalisedtimetables.

Asthemajorityoflearningwilltakeplaceinopen,flexiblelearningspaces,breakoutsandadjacentoutdoorspaces,itiscriticaltohaveavarietyofflexiblespacesthatcanbeusedforarangeofactivities.Cookingfacilitiesineachhubforexamplewouldallowforpracticalapplicationofstudentunderstandingaroundtheconnectionbetweendietandwellbeing.Alargewetareawouldallowforauthenticartandscienceactivities.

Tohelpfosterthespecialcharacteroftheschool,thepurpose-builtInnovationZoneandWellbeingCentrewouldneedtobeaccessibletostudentsandthecommunityatanyhouroftheday.Purposebuilttechnologyzonesineachlearninghubwouldalsoenableākongatoengageinactivitiessuchascodingand3Dprintingduringtheday.

Aspreviouslystated,accesstotheInnovationZoneandWellbeingCentre(connectedtotheschoolgarden)afterhourswouldcontinuetostrengthentheschool’srelationshipswiththecommunityand



otherlearninginstitutions.Thiswouldrequireaswipecardsystemandcarefulplanningofsecurityandflowtoensurethatonlycertainareasoftheschoolwouldbeaccessibletothepublicafterhours.

Giventhatourstudentsareactivelyinvolvedinbroadrangeofextra-curricularactivitiesatbreaktimes,theywillneedaccesstocoveredoutdoorspacesinwetweatherconditions.Similarly,dueconsiderationneedstobegiventoshadedareasinthesummertokeepourchildrensafefromtheeffectsoftheharshNewZealandsun.

Finally,weplantore-imaginetheroleofatraditionallibraryinourschool.AnewcommunitylibrarywillbebuiltinSumnerinthenearfuture.Thiswillbelocatedwithineasywalkingdistancefromtheschool.Itisourintentionforclassestovisitthislibraryonaweeklybasistowithdrawbooksandspendtimereading.Accesstocollectionsofbookswillalsobeavailabletoākongawithinthelearninghubs.Thesecollectionswillberegularlyrotatedaroundeachhubtomaintainstudentinterest.

TheotherimportantfunctionsofthetraditionallibrarywillbeincorporatedintotheWellbeingCentre.Groupsofchildrenwillbeencouragedto‘hang-out’inthecentreduringbreaktimesplayingindoorgamesandreadingwiththeirfriends.Furniturewillbeflexibleandcomfortabletoprovidequietzonesforthemtorelaxin.

StudentruninitiativessuchasMakertaskswillalsobeofferedduringlunchtimesintheInnovationZone.

5. OurCurriculum

CurrentPracticeTheSumnerSchoolCurriculumisacomprehensivedocumentthathasbeendevelopedasaresultofconsultationwiththecommunityandstudents,andthroughextensivestaffprofessionaldevelopment.Itisdesignedtogiveguidanceabouthowthecurriculumistobedeliveredatourschool.

Whatisthecurriculum?Wedefinethecurriculumasallthelearningopportunitiesthattakeplacewithintheschool.Thesecantakemanyformsandoccurindifferentcontexts.ThedriverforallteachingandlearningatourschoolisourVisionforTeachingandLearning.Itencapsulateswhatisimportanttoourcommunityandprovidesaframeworkforourteacherstodeveloplearningopportunitiesforourchildren.Integraltotheselearningopportunitiesaretheprinciples,values,keycompetenciesandlearningareas.

Ourschool-basedcurriculumgivesspecificguidelinesabouthowthesecurriculumcomponentswillbeactivelyencouragedandexploredwithinouruniqueschoolcontext.AtSumnerSchoolweconsidertheNewZealandCurriculumtobeasupportingdocumentfortheplanningandimplementationoflearningprogrammes.TheSumnerSchoolCurriculumalsoworksinconjunctionwithanumberofotherschoolbasedsupportingdocumentssuchastheAssessmentandReportingToolKit,policiesandproceduresandtheteaching@sumnerwebsite.

LikeCaveRock(Tuawera),ourcurriculumisbuiltonstrongfoundations.Alllearningexperiencesstartwiththevisionbutalsoincorporateourprinciples,keycompetencies,valuesandmeaningfulassessmentpractices.Thisisachievedinouruniquecommunitycontext.Bydoingthiswebelieve



thatourstudentswillleaveSumnerSchoolbeingself,sociallyandculturallyaware.Theywillexpressstrongvalues,havewell-developednumeracyandliteracyskillsandbeactive21stCenturyLearners.

FutureAspirations

Thefuturecurriculumwillbedirectlylinkedtotheaspirationalgraduateprofileforourstudents.Thecurriculumwillbechild-centredandresponsivetoindividualneeds.Thenewcurriculumwillbedesignedwiththefollowingkeycharacteristicsinmind:

o Horizontalconnectedness(seamlessintegrationoflearningareasinauthenticcontexts).

o Personalisation.

o Charactereducationandstudentwell-being.

o Project-basedlearning.

o Bigpictureconceptsbuiltaroundsustainability,enterpriseandcitizenship.

o Coreliteracyandnumeracyskills.

o Play-basedlearning.

o Creativityandinnovation(producersnotconsumers).

o STEMeducation.

Theschool’sphysicalspaceswillbecomekeyenablerstoembedtheaspirationalcurriculum.ForthenewVisionforTeachingandLearningtobefullyrealised,thefollowingkeystoneprojectswillneedtobedesignedanddeliveredaspartofthemasterplan:

o Learninghubs(containingarangeofflexiblespaces).

o AnInnovationZone(allowingfortheadditionalprovisionofYears7&8technology).

o AWellbeingCentre(includingtheschoolgarden).

6. TeachingandLearningStructure

CurrentPracticeOverthelasttwoyears,manyofourotherteachershaveengagedinprofessionaldevelopmentaboutcollaborativeteachinginflexiblelearningspaces.Partofthishasincludedtheparallelprototypingofphysicalspacesandflexiblefurnitureandtheintroductionofmorecollaborativeapproachestoplanningandteaching.Thisyearourteachersarecontinuingtotrialarangeofcollaborativeapproachesinpreparationforthebeginningof2017,butprogresshasbecomeinhibitedtoduetothephysicalrestraintsofsingle-celledclassrooms.BytheendofTerm1thisyear,allteacherswillhavevisitedatleastonenewinnovativelearningenvironmentintheChristchurchSchools’network.SumnerSchoolcurrentlyhas17classroomsorganisedintofourteachingteams;Years0-2,Years3&4,Years5&6,Years7&8.Mostteachingoccursinsingle-celledclassrooms.Oneclass(TeManawa)operatesasacollaborativelearningspacefortheequivalentoftwoYear1classes.Thislearningspacewasdevelopedfollowingextensiveprofessionaldevelopmentandprototypingwiththeteachersworkinginthisspace.



FutureAspirationsAnynewschoolbuildingswillneedtobeflexiblespacestoreflectourvisionandschool’sspecialcharacteristicstoprovidearangeofself-directedpersonalisedauthenticlearningactivitiesforourākonga.

Thelearninghubswillfeaturearangeofflexiblebreakoutspaces.Aworkareawillbeincorporatedintoeachlearninghubtoenableteacherstoplancollaborativelyanddiscussstudentachievementonaregularbasis.Thiswillbeavisibleplacewithinthelearninghubandremainconnectedtothemainareapreferablythroughslidingglassdoors.Thisspacewillbemultipurposeinnaturetoenableittobeusedforarangeofstudent-basedactivitiesandwillneedtobelargeenoughtoaccommodatedifferent-sizedgroupsandcontainadequateenoughstorageforteachingresources.

TheprinciplesofUniversalDesignforLearningprovidewillprovideablueprintforcreatinganindividualised,ratherthanone-size-fits-allapproach.Flexibilityinteachingmethodsandlearningspaceswillbecriticalinmeetingtheneedsofallākonga.OurstaffareskilledinidentifyingandsupportingchildrenwithspecialneedsandtheBoardofTrusteeswillcontinuetoprovideextensivelearningsupportfunding.Learningsupportstaffwillworkwithsmallgroupsandindividualchildrenforwhomflexibleandquietspaceswithinthelearninghubarevitaltomeetthesocial,sensoryandacademicneedsofhighneedschildren.

TheInnovationZoneandWellbeingCentrewillalsobemultipurposeinnatureandbeabletoholdlargerstaffmeetingsorprofessionaldevelopmentworkshops.ToensurethatSumnerSchoolbecomesaleaderin21stCenturytechnologies,workshopswillbeprovidedbyourstaffforteachersandlearningsupportworkersfromotherschools.

Dependingontherollsizeweanticipatethefollowingstructure:Currentroll(475-500students):

o 4learninghubscontainingdual-yearlevelteachingteams–Years1&2,Year3&4,Years5&6,Year7&8withanadditionalNewEntrantnest.

o Thelearninghubswillfeatureapoweroffourteachingstructuree.g.Fourteachersinonespace.

o T-groupswillbeinplaceineachlearninghube.g.Children/parentsareassigneda’goto’teacherparticularlyrelatedtopastoralissues.

RollGrowth(500+students)

o 4learninghubscontainingdualteachingteams-Years1&2,Years3&4,Years5&6,Years7&8.

o Thelearninghubswillbepartitionedintotwostudiosallowingforflexibilityegdependingonrollnumbers,apowerofsixcouldbe2xpowerofthree.

o T-groupswillbeinplaceineachlearninghub.

7. SchoolLeadershipandManagement

CurrentPracticeAdistributedleadershipmodelhasbeeninplaceforanumberofyearsatSumnerSchool.ThisiscomprisedoftheLeadershipTeam(Principal,AssociatePrincipal,DeputyPrincipalandTeamLeaders)andcurriculumleaders.Wehaveaphilosophyofgrowingleadersintheschoolandactively



encourageleadershipopportunitiesinarangeofareasincludingofferingadditionalunitsforinnovation.

Theschoolisorganisedintofourteachingteams;Years0-2,Years3&4,Years5&6andYears7&8.

Wehaveusedarangeofprofessionaldevelopmentmodelsinrecentyearsincludingfullstaffandprofessionallearninggroups(PLGs).Overthelasttwoyearswehaveimplementedapersonalisedapproachtoprofessionaldevelopmentwhichwecall“DriveyourPassion”.Thiswasinresponsetofeedbackfromteachersabouttheirprofessionaldevelopmentneedsandwasalsodesignedtogiveteachersamodelofwhatcanbeachievedthroughthepowerofself-directedlearning.

Theprofessionaldevelopmenteachteacherhasengagedinformsanimportantpartoftheappraisalprocess.

AfeatureoftheDriveYourPassionapproachtoprofessionaldevelopmentwaspresentationsofwhateachteacherhadlearnedinthefirstfewweeksofTerm4.Inthelasttwoyears,asignificantproportionofourteachershavechosenmodernlearningpractice(MLP)andinnovativelearningenvironments(ILE)astheirpassion.Thishasenabledthemtoengageinprofessionalreadingsandworkshops,visitschools,completecoursesofferedbyexternalproviders,developresourcesandbegintoimplementwhattheyhavelearnedintheirclassrooms.

DuetothetimeframesandtheneedtoaccelerateasharedunderstandingofMLPandILEsforallofourstaff,in2016wehavedecidedtogobacktoablendedapproachforprofessionaldevelopmentwhichwillinvolveanincreasednumberoffullstaffprofessionaldevelopmentmeetings.

TheBoardprovidesagenerousprofessionaldevelopmentbudgetwhichalsoincludesanadditionalStaffScholarshipfundwhichallowsteacherstoapplyforspecialinitiativesdesignedtoencouragepersonalandprofessionalgrowth.Examplesofwhatpastrecipientshaveusedthisscholarshipforinclude;settingupaschoollibraryinTanzania,trekkingtoEverestBaseCamp,schoolvisitsandconferencesinAustralia.

Staffmeetingstakeplaceeverysecondweekwithteachingteamsmeetinginthealternateweeks.TheLeadershipTeamalsomeetsonaweeklybasis.

Teacherscurrentlyusetheirclassroomreleasetime(CRT)intwofulldayallotmentseachterm.Oneofthesedaysisdesignatedasateamplanningdaywhereteachersworkcollaborativelytoplanouttheupcomingterm’sintegratedunit.Wherepossibleadditionalreleasetimeismadeavailabletoteachingteamstoallowforcollaborativelyplanningtotakeplace,especiallyforTerms2and4whenCRTtimeispredominantlyusedforreportwriting.

Studentvoiceisanimportantconsiderationinhowthecurriculumisputtogether.Feedbackissoughtfromstudentsfollowingeachintegratedunit.ThisisreportedtotheBoardaspartofthetermlycurriculumreportandincorporatedintotheplanningoffutureunits.Duringtheteacherappraisalprocess,studentsareroutinelyaskedfortheirfeedbackaboutclassroomprogrammes.OurYears7&8studentscompletetheNZCER“MeandMySchoolSurvey”biannually.TheinformationgainedfromthissurveyissharedwiththeBoardanddiscussedwiththeYears7&8TeachingTeam.

StudentvoiceisalsocollectedthoughtheStudentSchoolCouncilwhichismadeupofstudentleadersfromYears2-8.Thecouncilmeetsonaweeklybasis.Thefeedbackfromthesemeetingsissharedwiththestaffandstudentsateachfullschoolassembly.

Studentleadershippositionsarealsoencouragedinanumberofotherareaseghousecaptains,headboyandheadgirl.In2016wewillbeintroducinganewstudentleadershipopportunitycalled



transitiontoschoolleaders,aspartofwhich,seniorstudentswillworkcloselywithourlocalearlychildhoodproviderstohelptransitionNewEntrantstotheschool.

Discussionsaroundpastoralcareandstudentachievementarefeaturesofeveryleadershipandteammeeting.In2016,wewillbeinvolvedaMOEfundedcluster-widepilotonstudentwell-beingandcharactereducation.Thiswillnodoubthaveapositiveandsystemicimpactonhowwemonitorandpromotethepastoralcareofourstudents.

ItisimportanttonotethatduetothetruncatedtimeframesrelatedthedevelopmentoftheEducationBrief,theschoolmanagementwillneedtoutiliseadditionalfundingmadeavailablebytheMOEtoreleasekeystaffmembersfromtheirusualresponsibilitiestoallowtimetoconsultwithstakeholdersandpriortoandthroughoutthemasterplanningphase.

FutureAspirations

Thecurrentleadershipmodelworkseffectivelyforthecurrentroll.Iftheschoolwastogrowsignificantlyinthefuture,wewouldconsiderrestructuringtheLeadershipTeam.ThevisionfortheLeadershipTeamistocreateadistributedleadershipmodelthatisfoundedoncollaborativepractice.ThiswillbefacilitatedbyaphysicalspacethatwillseetheSeniorManagementTeamworkinginanopencollaborativeofficeintheAdministrationArea.Thismodelwillillustratethecommitmenttocollaborationfrommanagementrightthroughtothelearningspacesforākonga.

ItisveryimportantthatthemainReceptionareaisawarmandinvitingentrancetotheschoolwhichwillbeaccentuatedbynaturallightandasenseofheightachievedthroughanatrium.Theuseofclearglasswillcreateafeelingofopennessandtransparencyforparentsandvisitorsastheyenterthereceptionarea.Afeatureofthereceptionareawillbethedisplayofartworkfromākongaandlocalartists.TherewillbearangeofdigitalandtraditionalsignagethatisbothinformativeandreflectiveofthebiculturalnatureofAotearoa.

TheAdministrationAreawillcontainanumberofdifferent-sizedflexibleroomswhichwillbeusedforarangeofpurposesincludingmeetingsandquietspaces.OnesecureareawillbereservedfortheExecutiveOfficergiventhesensitivenatureofthatroleandtheneedtohandlecash.

Eachlearninghubwillcontainaworkspaceforteacherstobereleasedforcollaborativeplanning.Theuseofteacher’sCRTwillbereallocatedonaweeklybasisallowingtimeforteamstomeetmoreregularlytodiscussstudentachievementandsetnextsteps.Eachoftheteacherworkspaceswillbemultipurposetoallowforarangeoflearningactivitiestotakeplaceinthem.Considerationwillneedtobegiventoprovidingsecurestorageofpupilfilesandteacher’spersonalitems.

TheInnovationZoneandWellbeingCentrewouldalsoneedtobeflexibleenoughtoholdregularmeetingsbetweentheBaysClusterstaffandLeadershipTeams.

8. CommunityConnections

CurrentPracticeHavingastrongconnectionwithourlocalcommunityisasignificantpartofourschool’sVisionforTeachingandLearning.Weseetheschoolasthe‘hub’ofthelocalcommunity.Weencourageourcommunitytousethesportsgrounds,adventureplaygroundsandastroturfcourtoutsideschoolhours.ThenewHallisusedforabroadrangeofcommunityactivitiessuchasafterschoolcare,



ChristchurchCityCouncilinformationmeetings,sportspractices,churchservicesandcommunityfundraisers.

ThisrelationshiphasbeenfurtherenhancedfollowingtheCanterburyEarthquakeswiththeschool’sfacilitiesbeinginhighdemandfrommanycommunitygroups.AgoodexampleofthisistheOldSchoolHallwhichiscurrentlybeingusedastheSumnerCommunityCentre.ThisresourcewasmadeavailabletothecommunityafteroriginalSumnerCommunityCentrewaslostintheearthquakes.TheBoardofTrustees’decisiontoprovidethisspaceuntilanewcommunitycentreisbuilt,istestamenttoourongoingcommitmenttosupportourlocalcommunity.

ThenewHallisalsoavaluableresourceoftheBaysClusterschoolswhohaveuseditforparenteducationevenings,culturalandmusicfestivals,sportsevents,individualschoolfundraisers,studenttechfestsandcombinedteacheronlydays.

WehaveastrongrelationshipwiththeSumnerCommunityPoolCommitteewhichbenefitstheschoolinanumberofways.ThisrelationshipallowstheschooltofullyutilisethepoolduringschoolhoursintheSummermonthswiththecommunityenjoyingitoutsideschoolhours.Theclusterschoolswhodonothaveaccesstotheirownpoolalsogetthebenefitofusingitforswimmingsportsandtriathlons.

FutureAspirations

Tostrengthenourconnectionwiththecommunityinthefuture,wewouldliketoexplore‘service’projectswhereourseniorstudentsinparticularspendtimevolunteeringattheearlychildhoodcentres,resthomesandlocalbusinesses.Wewouldalsoliketodevelopacommunitygarden.

AnimportantfunctionofthenewWellbeingCentrewillbetocreateaspaceforthecommunitythatwillfacilitatemanyoftheactivitiesthatarecurrentlytakingplaceintheOldSchoolHallwhenitisdemolished.Itwillalsoprovideaspacefortheschooltoholdhuitohelpdevelopstrongerconnectionswithlocaliwi.Forthisreason,culturalconsiderationswillneedtobeincorporatedintothedesignofthisbuildingegfoodpreparationareasandbilingualsignage.Thespacewouldalsobeusedtocontinuetodevelopglobalconnectionswithafocusondevelopingourstudents’awarenessofAsianculturesandcustomsthroughexternallyprovidedlanguagelessons.

Ourschoolrecognisestheimportantrolethatitplaysinbeingtheheartofthecommunity.Withitsextensiveresources,aschoolthatisprimarilyaccessedfrom8:30am-3:30pm,duringthedatesoftheschoolterm,isnotaneffectiveinvestmentofresourcesinthecommunity.ItisrecognisedthatduetothelocationoftheSumnerCommunity,itisnotalwaysfeasibleformembersofthecommunitytoaccesstheresourcesacrossthewidercity.Assuch,webelieveinexploringwayswecanmakesomeoftheschoolresourcesavailabletowhānauandthecommunitytofurtherdeveloptheubiquitousnatureoflearning.

InadditiontotheWellbeingCentre,weenvisagedevelopingotherspaceswhicharesharedbytheschoolandcommunity,tobothsupporttheSumnerSchoolstrategicplan,andfosterfurtherconnectionswiththewidercommunity.WithSumnerSchoolbeinginvolvedastheleadschoolintheBaysClusterWellbeingProjectpilot,wellbeingisanimportantaspectatSumnerSchool.Werecognisethatschoolingisaboutthewellbeingofthewholechildandstudentswithhighlevelsofwellbeinggenerallyhaveahigherlevelofacademicachievement,bettermentalhealthandagreatdegreeofpro-socialactivities.AtSumnerSchoolweplayavitalpartinpromotingstudentwellbeingandtheimportanceofhavingindoorandoutdoorconnectedspacesthatcanbeusedbyotherschoolsandthecommunitypromotesthewellbeingofthewholecommunity.



TheInnovationZonewillfeatureaMakerspaceareawherepeopleareabletodesign,prototypeandcreatemanufacturedartifactsusingsharedtoolsandresources.Theyrepresentthedemocratisationofthedesignandbuildprocess.Itisnoteffectiveuseofstudenttimetohavetotravellongdistancesinbusestoaccesssuchresourcesastechnology.Hostingtechnologyonourownschoolgrounds,throughthedevelopmentofaschool/communityInnovationZonetherebybenefitsboththeschoolandthecommunity.

GiventhatthereisanewcommunitylibraryplannedtobebuiltinSumnerinthenearfuture,itisourintentiontofullyutilisethiscommunityresourcegivenitscloseproximitytotheschool.Groupsofstudentswillvisitthecommunitylibraryonaregularbasis.Havingtheuseofthecommunitylibrarywillallowourschooltore-imaginethetraditionalroleoftheschoollibrary.Weseethisspacebecomingmoreflexibleandmultipurposeinnature.ItwouldbedesignedtoprovideaspaceforpeopletogatherformeetingsandquietreflectionaspartoftheWellbeingCentre.ThisspacewouldbeincorporatedintotheAdministrationarea.Ideally,wewouldprovide24houraccesstothecommunitythroughaswipecardorsimilarsystem.

9. LinkingPedagogytoSpace

9.1 OverallconfigurationoftheschoolItisofcriticalimportancethatthephysicalspacesdevelopedatSumnerSchoolbecomeenablersforouraspirationalVisionforTeachingandLearning-mind,characterandcommunity.

Theschoolwillbeanopenandwelcomingplaceforallthatuseit.Itwillmirrorthestrongrelationshipswehavewithourlocalcommunitybycreatinga‘village-likefeel’tothecampus.Therewillbeastrongsenseofconnectionthroughoutthesitebothbetweenbuildings,andbetweenindoorandoutdoorareas.Thespaceswillreflectastrongsenseoftheculturalnarrativeforourarea.

AllfuturelearningspacesatSumnerSchoolwillbeplannedwithcoredesignprinciplesinmind(CDPs).TheCDPswillbeappliedacrossallteachingandlearningfacilitiestomaximisethepotentialofthelearningenvironmentforbothstudentsandstaffandtoinvigorateandactivateallcirculationandsupportspaces.

CoreDesignPrinciples:

o Promotelearningforākongabyallowing;flexibility,transparency,collaboration,connectednessandpersonalisation.

o Basedonreallifeandprofessionalexperience.

o Spaciousandfilledwithnaturallight.

o Beaestheticallypleasing,welcomingandsupportthephysicalandemotionalwellbeingoftheākonga,staffandcommunity.

o Provideequalaccesstothecurriculumforallusers(UniversalDesignforLearning).

o Haveastrongpresenceinthecommunity,acknowledgetheschool’sandcommunity'sheritageandculturesandinspireprideandconfidence.

o Giveusersinputinthedesignoffurnitureandlayout.

o Presentlearningopportunitiesinthedetailsofthebuildingitself.



o Modelecologicalsustainabilityprinciples(includingsolarpower)inallfacetsoftheindoorandoutdoorenvironments,buildingsandlandscapedesign.

o Providenaturalairventilationandhighqualityacousticsinallareas.

o Embedthepotentialforre-configurability,bothinthepresentformulti-purposeuseandovertimeforchangingneeds.

o Includearangeofspacesfordifferentpurposessuchlargegroupworkandquietreflection.

o Facilitatelearninganywhere,anytime,byanymeans,throughseamlessaccesstoICTanddistributionoflearningresourcesthroughoutlearningspaces.

ReceptionandAdministrationAreaThereceptionandadministrationareashouldreflectthestrongconnectionwehavewiththelocalcommunity.Bothareasshouldbehousedtogetherandbeanobviouspointofreferenceforallvisitors.Visitorsshouldbeabletoeasilyorientatethemselvesaroundthecampus.Thiswillbeachievedthroughcreatinganaturalflowtotheschoolalongwithclearsignage.

TheAdministrationAreawillalsohousethestaffroom.Thiswillbea‘sanctuary’forstafftogatherduringbreaktimesbutwillbeflexibleenoughtobeusedbygroupsoutsideofthesetimes.Itwillfeatureeffectiveindoor/outdoorflow.Thestaffroomwillencouragesocialinteractionbyprovidinginformalseatingfeaturingacollectionofsoftandcomfortablefurnishingsincludingcouches.Therewillbeakitchenareaforfoodpreparationandadishwasher.Itiscriticalthekitchenareahasgoodflowtoallowalargenumberofpeopletoaccessthefacilitiesoverashorttimeperiod.Thiswillbehelpedbyhavingtwosetsofboiling/coldwatertapsateachendofanisland.

ThereceptionareawillbecloselylinkedtoaWellbeingCentrewhereākonga,parentsandcommunitygroupscangatherforavarietyofpurposes.Ākongaandlearningingeneralwillbevisiblefromtheadminandreceptionareas.Aspacewherestudentscangotowork,research,accesssupportfromadultsand‘hangout’willbelinkedphysicallyandvisuallytotheadmin.

Spaceswhicharebookable/hirableneedtobeeasilyaccessed,butalsohavetheabilitytobeshutoffandsecurefromtherestoftheschool.Accesstothesespaceswillbeviaaswipecardsystem.

LearningHubsEachlearninghubwillallowforteachersandstudentstochooseanappropriatespacebasedonthepurposeandoutcomeofeachlearningtaske.g.largeopenspacesforwholeclasslearning,smallerbreakoutspacesforgroupworkand/orindependentwork,recording/performingareas-greenscreening,makerspaces-wetareas,creationstations,cookingfacilities,resourceareasandcollaborativeteacherworksareas.

Anage-appropriatecollectionoflibrarybookswillbedisplayedineachhubinamobilestorageunit.Thesewillbecirculatedbetweenlearninghubstomaintainstudentinterest.Acloud-basedsystemwillbeimplementedtoallowbookstobeissuedtoākongafromwithinanyhub.

Eachlearninghubwillbeabletooperateautonomouslyiehaveadequateresourcessuchasaphotocopierandenoughstorageforage-appropriatelearningresources.Accessiblestoragewillbeincludedineachhubsothatlearnerscanintuitivelyaccessresourcesasrequiredbytheirlearningactivity.Somesecurestoragewillbeneededintheteacher'sworkroomforpersonalitemsand



studentrecords.

Thelearninghubsshouldbevisuallyconnectedtoeachother.Alllearningspacesneedtobecapableofadaptingtodifferentneedsovertimesuchaschangestothesizeofcohortsorexpansionthroughrollgrowth.Naturallightwillbeafeatureofalllearninghubs.Thiswillbecomplementedwithartificiallightscontrolledbysensors.Thissystemwillneedtoincludealightswitchhowever,sothebreakoutareasinparticularcanbeblacked-outifnecessary.Carefulconsiderationwillbegiventotheacousticengineeringineachlearninghubtoreduceoverallnoiseandprovidequietzonesforchildrentoworkin.Onebreakoutspaceineachhubshouldbesound-prooftoprovideahavenforchildrenwithparticularsensorychallengestouseregularly.

LibraryAschoollibraryinthetraditionalsensewillnotbeafeatureofourschoolinthefutureduetoanewcommunitylibrarybeingbuiltincloseproximitytotheschool.Elementsofthetraditionallibrarywillstill be incorporated into other areas however, such as the learning hubs, Innovation Zone andWellbeing Centre (See below). One of these critical functions is the provision of a space wherechildrencangotoread,playindoorgamesandhangoutwiththeirfriendsduringbreaktimes.

InnovationZoneTheInnovationZonewillbealargemultipurposespacethatcanbeaccessedbyākongaduringthedayandthecommunityafterhours.ItshouldbecentrallylocatedandconnectedwiththeAdministrationArea.Akeyfeatureofthisspacewillbeaccesstoarangeof21Centuriestechnologiessuchas3Dprinters,robotics,equipment,computersforcoding,andmakertools.

Thefloorwillbecoveredinlinoorsimilarmaterialwhichisdurableandeasytokeepclean.Theequipmentandfurniturewillbeflexiblebynatureallowingthespacetousedforabroadrangeofactivities.ThisspacewillalsobeavailablefortheBaysClusterSchoolstouseduringthedayandsecondaryschoolstudentsoutsideschoolhours.Accesswillbeviaaswipecardorsimilarsystem.

TheroomwillcontainalargescreenTVconnectedwithAppleTVtoeliminatecables.Thespacewillalsofeatureaceilingmountedspeakersystemforplayingmusic.

WellbeingCentreTheWellbeingCentrewillalsobealargecentrallylocatedspaceattachedtotheAdministrationArea.Teacherswillusethisspacetopromotewellbeingwithintheschool.Itwillneedtobeawelcomingplaceforparentstogathertomeetandchatbeforeandafterschool.

TheWellbeingCentrewillhaveaclearconnectionwithanoutdoorcourtyardwhichwillfeatureaschoolgarden.ChildrenwillbeabletoharvestfreshfruitandvegetablesfromthegardenandpreparethefoodusingthekitchenfacilitieswithintheWellbeingCentre.Outdoorcookingfacilitiesinthegardencourtyardwillprovideanareaforinformalandsocialgatherings.

Thedesignofthebuildingwillreflectculturalsensitivityandwillbeusedforhuiandwhānaugroupmeetings.

Thecentrewillalsofeaturea‘chill-out’zonewherechildrencancometorelax,playboardgameswiththeirfriendsduringbreaksandreadbooks.Displayspaceforasmallcollectionofbookswould



needtobeavailable.Thiscollectioncouldbeswappedoutwithcollectionsfromlearninghubs.Thisspacewillalsofeatureadisplayofparentingbooks,magazinesandresources.

TheWellbeingCentrewillbeamultipurposespacethatisabletohostafullrangeofactivitiessuchascommunityandschoolcouncilmeetingsandparenteducationworkshops.Therewillalsobealargecarpetedareaforrelaxationactivitiessuchayoga.ThisroomwillalsocontainalargescreenTV,AppleTVandceilingmountedspeakersystem.

OutdoorLearningAreas

Parentsandwhānaushouldfeelwelcomedintotheschoolgroundswithoutdoorspacesthataredesignedtoencouragethemtospendtimeonthesite.Indoorandoutdoorspaceswillflowtogethertomaximiselearningopportunitiesbeyondthefourwallsoftheclassroom.Outdoorareasshouldbeaccessiblefromeachlearningspacetoallowforsmoothflowoflearningactivitiesfrominsidetooutside.Outdoorlearningareasshouldbeeasilyvisiblefromwithinthelearninghubstoallowforadequatesupervision.

AkeyfeatureoftheoutsidelearningareaswillbealargegardencourtyardattachedtotheWellbeingCentre.Weanticipatethatthisgardenwillexpandovertheyearstonotonlyhelptheākongalearnabouthealthyandsustainablepracticesbutalsoformanimportantpartofourservice-learningprogramme.

Alockableshedforgardentoolsalongwithaccesstogardenhoseswillneedtobeallowedforinthisarea.

Aspartofthemasterplan,theoldhallonWigginsStreetwillbedemolishedopeningupanotherviableentrypointtotheschool.Considerationwillneedtobegiventomakingthisamorewelcomingalternativeentrancetotheschool.ThiswillhelpreducesomeofthetrafficissuesimpactingthemainentranceonColensoStreet.

Oncetheoldhallisremoved,theartificialcricketwicketwillneedtobemovedtoamorecentrallocationontheplayingfield.Thetwojuniornetballcourtswillbecoveredwithastroturftoconcealthelargecracksthroughthem.Afloodlighthasbeeninstalledbythelocalnetballclubtoallowthecourtstobeusedatnightduringthewintermonths.Ifthenetballcourtsweretoberelocated,thenthelightingsystemwouldberequiredtomovewiththem.

Thereisaneedtoinstallalargepavedareaonthefieldoutsidetheschoolhalltoallowgroupstogatherbeforeenteringthehallandtouseasanoutsideassemblyarea.ThispavedareawouldleadontotheentranceatDrydenStreetandwouldthereforeneedtobeseamlesslyintegratedintothis.

Ourcurrentcaretakersworkshophasbeenidentifiedfordemolitionduetoearthquake-relatedissues.Anewcaretakersworkshopwillneedtobeincorporatedintothemasterplan.WeanticipatethatthisspacewillbeattachedtotheInnovationZonetoallowforadditionalstorageoftoolsandequipmentwhichcouldalsobeaccessedforlearningopportunities.

Finally,dueconsiderationalsoneedstobegiventoensuringthatthereisadequateshadecoveraroundtheschool.Thiscouldbeachievedthroughlargeverandahsbeingaddedtolearninghubsandshadesailsbeinginstalledovertheareasdesignatedforeatinglunchandtheexistingplaygroundarea.Theseshadedareaswouldbedualpurposeastheywouldalsoprovideshelteronwetdayssoourākongacanplayandparticipateinextra-curricularactivitiesoutdoors.



9.2 LinkingthekeyaspirationsoftheschooltospaceThefollowingtablesetsouttheschool’slongtermaims,providesacommentaryofthecurrentstate,setsouttheaspirationsforeachlongtermaimandprovidesadiscussiononwhatthesemeanandhowtheywillbeachieved.Thefinalcolumninthetableconsidersthespacerequiredtoenableandsupporttheachievementofthelongtermaim.

Mind

Aspirations Whatdoesthismean? Howwillweachievetheaspiration

Whatspacewillberequiredtoenabletheaspiration?

Encouragehighexpectationsofindividualacademicachievement,conductandeffortacrossthecurriculum.

ĀkongastrivetobethebesttheycanbeStaffcollaborativelyplanning,teaching,assessment.

Usingarangeofassessmenttoolstoprovideevidencetosupportteachingandlearninggoals

Embedacultureofcontinuousimprovement.

Implementacomprehensivecharactereducationprogramme.

Buildrelationshipswithstudents,familyandwhānau.

Acceleratedandtargetedmonitoringofprioritylearners.

Flexiblelearninghubsacrosstheschoolwhichcaterforsmalltolargecollaborativegroups.

Breakoutroomsforworkshopsandteachinggroups.

Embedaschoolculturethatfosterscriticalandcreativethinking,communicationskills,collaborationandconnectedness.

Implementingahorizontallyconnectedcurriculumthatencouragesandcelebratesinnovationandcreativity.

Back-maptheaspirationalgraduateprofileatalllevelsfromYears1-8.

Developafocusonpersonalisedlearningandstudentagency.

Engagealllearnersinhighlymotivatingandrichlearningexperiences.

Createopportunitiestobeinvolvedinarangeofschoolandleadershipactivitiesthatpromotequalityrelationships.

Flexibleareasthatprovideopportunitiesforstudenttobeinvolvedinlearningexperienceseg:foodtechnology,electronics,wirelessdigitaldevices,robotics,make-create-doactivities,perceptualmotorprogramme,largeandfinemotorskills.

Warm,safeandinteractivespacesthatprovidesasenseofstudentownershipandagency.

Astrongconnectionbetweenindoor-outdoorspaces.

FacilitiesthatencouragecommunityengagementandreciprocalsharingofresourcesegWellbeingCentre,InnovationZone,sportsfields.

InnovationZonefeaturesarange21CenturyTechnologiessuchas3Dprinters,robotics,makeractivities,radiostationandmediasuite.

Staffandstudentsengageincollaborativepracticetoaccommodateawiderangeoflearninglevels,stylesand

Teachersandsupportstaffworktogethertoplanauthenticlearningopportunitiesthatengagemoreākonga,moreoftenandinmoreways.

Providingspaceswithinthelearninghubswhereteacherscanmeettodiscussteachingandlearning.

Resourcesenoughreleasetimeforteachingteamsto

Collaborativeworkspacesforteachersinthelearninghubs.

AcollaborativeofficespacefortheSeniorManagementTeamintheAdministrationBlock.

Recognitionandcateringforspacesthatenablestudentstousedifferentlearningstylesbothindoorsandoutdoors.



activities. meettogetheronaregularbasis.

Character



ImplementaCharacterEducationandStudentWell-Beingprogrammethatallowsstudentstobeconfidentoftheirowncharacterandpersonalstrengthsandawareoftheimportanceofmaintainingemotionalwell-being

Aspartofofouraspirationalgraduateprofile,allākongawillleaveSumnerSchoolknowingtheirstrengthsandhowtoapplythemaslifelonglearners.

Ākongawillalsohaveastrongsenseoftheirpersonalwellbeingandhavedevelopedstrategiestohelpmaintainthisinthefuture.

In2016,wewillpartnerwithanoutsideorganisationtoimplementacluster-widecharactereducationandstudentwellbeingpilot.

Offerpastoralcareprogrammesthatcontinuetopromotecharactereducationandwellbeing.

Createopportunitiesforthecommunitytobuildrelationshipsandwellbeing.

WellbeingCentrethatprovidesasharedflexiblespacewherestudentsacrossallagegroupscancometogethertoread,playindoorgamesandhangoutwithfriends.

AlargecourtyardareacontainingaschoolgardenandoutdoorBBQareatoencouragecommunityandstudentwellbeing.

Community



Allstudentsappreciatetheresponsibilitytheyhavetocareforthephysical/naturalenvironment.

Ākongahaveastrongastrongconnectiontotheoutdoors.Theyareawareoflocal,nationalandglobalenvironmentalissuesandarecommittedtohelpingsolvethese.

Embedenvironmentaleducationwithinthecurriculum.

Promotesustainablepracticessuchasrenewableenergysources,recyclingandcomposting.

WellbeingCentre.

Schoolgarden.

Solarpanels.

Outdoorlearningareas.

Shadesails.

Allstudentshaveastrongsenseofbelongingtotheschoolandlocalcommunityandlookforwaystocontributetothosearoundthem.

Ākongaactivelycontributetothelocalcommunityinavarietyofways.Communityresourcesandexpertsareutilisedwithintheschool.Opportunitiestoengagewiththelocalphysicalenvironmentareregularlyincorporatedintoteachingandlearningprogrammes.

Implementaservice-basedlearningprogramme.

Partnershipwithlocalbusinessestohostinternshipsforstudents.

Reciprocalsharingofcommunity/schoolresources.

Engageandbuildrelationshipswithstudents,familyandwhānau.

WellbeingCentre.

InnovationZone.

Schoolgarden.

Welcomingreceptionandoutdoorgatheringareas.

TheBaysClusterschoolsworkcollaborativelyatalllevelsandwithotherorganisationstomaximiseresourcesandlearningopportunities.

HarnessingthecollectiveenergiesandresourcesofStaff,studentsandboardsacrosstheclustertocreatelearningopportunitiesforourākongathatwouldnotbepossibleasindividualentities.

Continuetostrengthenrelationshipswithintheclusteratalllevels.

Continuetointroduceinnovativeinitiativesthatcreatenewandexcitingopportunitiesforallofour

Existingschoolhall.

InnovationZonewhichwillbeutilisedforYears7&8Technology.

WellbeingCentreforcombinedclusterstaffandleadershipmeetings.



ākonga.

TikangaMāoriandculturalpracticesareembeddedwithintheschoolthroughculturalexchangesandprofessionaldevelopment.

ThewairuaoftheschoolembracestahaMāoriandisseamlesslyincorporatedinthecurriculumatalllevels.

Strengthenrelationshipswithlocaliwi.

Incorporatetheculturalnarrativeofourareainthewairuaoftheschool.

ContinuetoputinplacerecommendationsgainedfromconsultationswithourMāoricommunity.

Activelyencouragewhānaugroupstomeetregularly.

BuildtheconfidenceandknowledgeofthestafftoembedtikangaMāoriacrossthecurriculum.

WellbeingCentrethatreflectsastrongsenseofthewairuaoftheschool.

Createaninviting,adaptablecampuswhichaccommodatesthepresentandfutureneedsoftheschoolandwidercommunity.

Theschoolisahubforthecommunity.Thefacilitiesarefullyutlisedbystaff,studentsandparents.

Thebuildingsareflexibleenoughtobeadapttochangingneedsovertime.

Plan,designanddeliverspacesthatareenablersforthedeliveryofouraspirationalVisionforTeachingandLearning.

Createindoorandoutdoorspaceswhicharewelcomingandencourageusebyabroadrangeofstakeholders.

Offercommunityeventsthatlinknewfamiliesintotheschoolandrecogniseculturaldiversity.

Flexiblecommunalspacesboth,indoorandoutdoor,forparentstomeetandbuildconnectionswithotherparentsandthewidercommunity.

Keystonefacilitiesincludethe:

● InnovationZone.

● WellbeingCentre.

● Sportsfacilities.

● Communitypool.

● Schoolgarden.

● Existinghall.



10. DescriptionofEachSpace

Space Activities Description

LearningHubs

● TeachingandLearning.

● Teamplanning.

● Meetings.

● Reading.

● Writing.

● Maths.

● Inquiry.

● VisualArt.

● Assembliesandteamget-togethers.

● Waiata.

● 21Centurytechnologies.

● Presentations.

● Tereo.

● Presentations.

● Sharingreadingandwriting.

● Flexiblefurniture,lotsofnaturallightandafeelingoftransparencyachievedthroughglasswindowsandslidingdoors.

● Powerof4or2xPower3dependingonrollsize.

● Arangeofbreakoutspacesincludingquietzones,multimediaroom,presentationsarea,largewetspace,kitchen,technologyzones.

● Clearstraightlineswhichcreatesafeelingofcalmness.

● Teacherworkspacebuiltintoeachlearninghub.

● Breakoutsdividedbyglasspartitions/slidingdoors.

● Adequatestorage.

● Freshair(Co2filter).

● Noiseabsorbing/acoustics.

● Differentsizedbreakoutspacesforgroupsfrom6-30.

● Sensoredlightingwithswitchincludedincludedtodarkenspaces.

● Solarpanels.

● Cleaner’scupboard.

● Highceilings.

● Coveredoutsideareasattachedforshadeinthesummersandshelterinthewinter.

● GoodqualitysoundsystemwiredinorBluetooth.

● Lotsofwhiteboardsforcommunicationwithstaffandstudents.

● Indoor/Outdoorflowandtheabilitytoworkoutside.

● Considerationtodepthofcupboardsdependingonusage.

● Scooter/Skateboard/Musicalinstrumentstorage.

● Storagebehindwhiteboards.

● Photocopiersandguillotines.

● StorageSpaceforcones,bibs,PEequipment,mathsequipment.

● Grandstandseatingareasor“pits”.

● Avarietyofflexiblefurniture.

● Hotwaterforcleaning.

● Safeandsecurefeelingforchildren.

● Toiletsattachedtoeachhubwithinternalandexternalaccess.

● Handwashingareavisiblee.g.classbackedorwashbasinoutsidethecubicles.

● Mezzaninefloors.

● Juniorbookstorage.

● Pulloutdrawersforresourcesandstorage.

● Baghooksarelocatedoutsideunderverandahswhichprovidegenerousshade(notcubes).

● Wallshaveamixtureofautexandwhiteboardpaint.

● Floorcoveringsareacombinationofcarpettiles(nolightcolours)and



lino/flotex.

Hall/gym ● Sport.

● Assemblies.

● PMP.

● TechFest

● Communitymeetings

● Celebrationsoflearning

● Orchestra

● Afterschoolcarebase

● Communityevents

● Danceclasses

● Afterschoolcraft/artclasses

● Officialwelcomes-mihiwhakatau

● Aninvitingandflexiblespacewhichcanaccommodatearangeofactivitiesandeventsandactsasthecommunity'swindowintotheschool.

● TheexistingHallmeetsourneedsinthisarea.

Outdoorspaces

● Reading

● Gardening

● Imaginativeplayamongstthenativebush

● Adventureplaygrounds

● Performancespacesformusicians

● Chessboard

● Playpod

● Walkzoneinnewentrantarea

● DedicatedplayareaforNE

● Separatewalkwayforolderchildrentoaccessthecourts

● Communitygatheringpoints

● SkateZone

● Verandahsandshadesailsprovideshadeinthesummerandshelterinthewinter

● Deckingwithoutdoorbeanbags

● Communitygardenandvegetablegarden

● Inwardfacingcourtyard

● Sandpits

● Dirtplayareas

● Naturalspaceforchildrentoplayandbuildinwithsticks,stonesetc

● Strongconnectiontoindoorspaces

● Maintainexistingtreeswherepossible

● Treehut

● Outdoorspeakerstoplaymusicforchangeovers

● Artworks/Pouupstandingartworks

● Coffee-givesparentsaplacetosocialise,meetpeople-schoolistheheartofthecommunity,placeforteacherstosocialise

Admin&Entrance

● Reception

● BaseforLeadershipTeam

● Meetings

● Administration

● Storageforadminstaff/stationery

● Welcomingentrance

● Bilingualsignage

● Multimedia

● Meetingsrooms

● SharedofficespaceforSeniorManagementteam

● Exhibitedworkfromlocalartistsandstudents

● CommunicationTVfornoticesforparents

● MāoriGateway

● Artworkdepictingculturalnarrative

● SeparatesecureofficefortheExecutiveOfficer

Staffroom ● Workablekitchen

● Staffgym

● Meetingroom/assessment

● Gymareatoworkoutwithvariousequipment

● Strongindoor-outdoorflow



room/phonecallroom

● Quietspace

● Eatingareaduringlunchtimeandmorningtea

● Informalmeetings

● Coldfilteredwaterandboilinghottaps

● Stafflibrary

● Comfortablequietarea

● Goodflowtothekitchen,differentpointsofaccesstohotwatertoavoidbottlenecks

● Teacher’slockers

● Adequatecupboardspace

● Lightandspacious

● Frostedglassonthewindowsforextraprivacy

Studentservices

● SickBay/Highdependencyunit ● Privateareasituatedclosetomainreceptiondesk

● 2xsingleBeds

● Basin

● Securestorageformedicine

● Storageforfirstaidequipment

● Specialistequipmentforhighhealthneeds

Toilets ● Morewomen’swharepakuwithsanitaryablutionsineachcubicle(lookslikeHalswellSchool)

● Showers

● Privatetoiletstalls

● Staffchangingarea

● Disabledloo

● Washbasinareasarevisible

● Lockablecubicles

● Staffshowerwithmirror,powerpoints,hairdryer

● Toiletwallsuptotheceiling(likeHalswellSchool)

Resourcesspace

● Mostteachingresourcesinonelearninghub(levelled)

● Somecentralresourcespaceforsharingresources

● Organisedandaccessible

● Levelled

● Lotsofstorage

● Flexibleenoughtoprovideaworkspaceforstaff

● Alockableareaforsecurestorageofsensitivematerial

Storage ● Storageareasforeachhub ● Cleanerscupboardineachlearninghub

● Storagebehindwhiteboards

● Teacherworkroomineachhub

● Drawersforstoringartmaterialsandotherresources(easiertoviewandaccess)

● Storageforartworksegpaintingsetc

WellbeingCentre

● Fosteringandencouragingaloveofliterature.

● Mindfulness(meditation).

● Relaxation.

● Gardening.

● Communityworkshops.

● Centreforinformationliteracy.

● Wet-dayactivities.

● Centreofknowledgehistory,culture.

● Alargeopenandflexiblespaceaccommodating60+studentsatanyonetime.

● Quietandpeaceful,centraltotheschool,usedbyall-communityincluded,mixedagegroups,cosycorners.

● Integratedwiththenaturalenvironment.

● Personalisedinquiryandindependentlearningspace.

● Alternativetoplaygroundarea,alternativesocialisationspace.

● PizzaovenoroutdoorBBQareainaconnectedcourtyard.

● Readingnooks.

● Onlinetitlestoissue-BYOD.



● Yoga.

● Supportandchats.

● Gym/workoutspace.

● Placeforparentstohang.

● WhānauRoom.

● Communitymeetings.

● Presentations.

● Foodpreparation.

● Boardgames.

● Learningfromeachotherwhatgoodbooksare.

● Educationalresourcelibraryaboutwellbeing.

● Posters.

● Puzzlesandindoorgames.

● Bookstoenjoy.

● Musictoenjoy.

● Children’sgardentopotterandgrow/plants.

● Calmandaestheticallypleasing.

● Naturallight.

● Comfortablerelaxedatmosphere-notclassroomlike.

● Friendlyandwelcoming.

● Naturalairflow.

● Softfurnishings–couches,pillows,beanbags,cosyspaces,nooks.

● Accesstopresentationfacilities(IT).

● Naturalmaterials-woodandnaturalcolours.

● Coffeespacetoencourageparentconnectedness.

● Asafehavenforākonga.

● Adequatestorageforresources.

● Cardaccessforafterschooluse.

InnovationZone

● Greenscreenroomforrecording,editingsuiteandsoundroom-nearmusicstorage.

● Wetroom-artroomforspecialistteaching.

● Demonstrationarea.

● Science/Technologyarea.

● Makerspacearea.

● Robotics.

● Radiostation.

● 3DPrinting.

● Coding.

● Robotics.

● Digitalcuttingequipment.

● MakerActivities.

● Alargeopenspaceaccommodatingupto30studentsatanyonetime.

● Greenscreenwall.

● Soundproofedarea.

● StudioLighting.

● Decentsoundsystem.

● Speakersthatbroadcastoutside.

● ConnectionswiredtoenableshowtobebroadcasttoclassroomT.V’s.

● LargeMusicstorageareas.

● Artspace-lino,artsupplies,dryingracks,largetablesandsinks.

● Lotsofnaturallight.

● Abundantstoragespace.

● Placetouse,storeandtakelessonsforRobotics.

● Scienceareawithage-appropriatefacilities.

● Extractorfans.

● Placetouse,storeandtakelessonsforTechnology,withcookingappliances.

● Multipurpose.

● Flexiblefurniture.

● Linoorsimilarmaterialfloors.

● Cardaccessforafterhoursuse.

● Benchesatflexibleheights.

● Areasthatcanbeclosedoffthathasequipmentthatrequiressomesortofcertificationtouse.

● Goodventilationfordustetc.



11. Furniture,FittingsandEquipment

Theschoolwillcontinuetoinvestinavarietyofflexiblefurnitureoptionswhichwillencourageself-directedlearning,allowingstudentstochoosehowandwheretheylearn.Thefurniturewillincludearangeofheightstoallowforstanding,sittingandkneeling.Thefurniturewillencouragemovementanddiscouragesedentarybehaviours.Thefurniturewillbeergonomicallydesignedtomeetarangeofshapesandsizes.Theselectionoffurnitureshouldbebasedonsolidresearchedproventomeetthespecificneedsofdifferentagegroups.

Thereshouldbeavarietyofequipmentavailabletostudentsthatcatersfordifferentlearningstylesandexperiences.Thefurniture,fittingsandequipmentshouldallowforcollaborationandbeopen-endedtoencourageinnovationandcreativity.

Thefurnituremustbeeasytomoveandrearrangewithineachlearningspace-thiswillalloweachroomtobeusedforavarietyofactivities.Ourstudentswillalsoplayapartinorganisinghoweachspaceshouldbeorganisedfordifferentlearningactivities.

TherewillneedtobeadequatestorageforteachingandlearningresourcesandchargeableunitsforICTequipment.Eachstudentwillneedpersonalstoragefortheirschoolbags.Furniturewillneedtobemobiletoensurethatitcanbereconfiguredeasilytocreatedifferentspaceswithinthelearninghubs.

Considerationwillbegiventoensuringthattherewillbeadequatepinboardspacefordisplays.Thestudentswillbeencouragedtouseanyavailablespacetorecordanddisplaytheirlearningincludingwritingonglasswindowsandslidersandwhiteboard-paintedwalls.

12. InformationandCommunicationTechnologies

Informationandcommunicationtechnologieswillbeubiquitoustoolsusedtoenhancelearning.Increasedaccesswillallowforpersonalisedlearningtooccurforourstudents.Applicationsthatfeaturelearneranalyticswillbewidelyutilisedacrosstheschool.ICTswillbeakeyoftheInnovationZoneinparticular,witharangeof21Centurytechnologiessuchas3Dprinters,radioequipmentandmediasuitebeingutilised.

ICTswillbeusedcreativelytosolveproblemsandcreatenewcontentthroughcoding,multimediaand3Dmodelling.Ourstudentswillalsohaveanunderstandingofprogrammingandwillapplythisknowledgeinengagingcontextssuchasrobotics.

ICTswillalsobeusedasacollaborativetooltostrengtheningconnectionsbeyondtheclassroomi.e.athomeandschool,withthelocalcommunity,betweenclusterschoolsandinaglobalcontext.

TheICTstrategyistodevelopasystemthatensuresequitableaccesstoICTsforallstudents.ThiswillincludeprovidingmobiledevicesforYears0-4(predominantlyiPads),movingtowardsamixtureofChromebooks,laptopsanddesktopsforYears5-8students.

PersonalisedlearningwillbedevelopedthroughastagedimplementationofaBYODprogrammestartingwithYears7&8.Thisprogrammewillbecarefullyintroducedfollowingconsultationwithourcommunity.

EachlearninghubwillfeaturealargewallmountedTVinthemainsharedspace.Therewillbeotherscreenssetupinbreakoutareas.TheTVswillbepairedwithdevicesthroughAppleTVand



Chromecastadaptersthereforeeliminatingtheneedforanyexternalcabling.TheexistingRuckuswirelesssystemwillbeincorporatedintothenewdesign.

Therewillbeanadequatenumberoffloorandwallmountedelectricalsocketsforoccasionaluse(therewillbeanexpectationthatallmobiledevicesarebefullychargedatthebeginningoftheschoolday).Therewillbefloorsocketsinthemediaroomsouptofourclustereddesktopcomputerscanbepluggedin.


40Property Brief B