28 May 2020

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Kai ora Whanau

The long weekend is almost upon us - let us hope this amazing weather continues even if it is a little chilly to wake up to.

Today we have a friendly reminder about our winter school uniform- it is great to see it being worn with pride!

The school environment is presenting itself really positively.

Students are very happy to be back. Behaviour is positive and a sound learning culture exists. Eric Pollock our caretaker continues to do an amazing job ensuring our grounds are in an immaculate condition and our cleaners in ensuring classrooms and facilities are spic and span .

For those of you heading away this weekend - safe travel and to everyone have a restful break. We look forward to seeing everyone again on Tuesday 2nd June.



COVID 19- Distance Learning

The Education Review Office asked Hawera Intermediate School to be one of a number to participate in a Review of Distance Learning.

Our school findings are summarised below:


Staff rated their well-being over the lockdown period at 84%

Staff felt supported via senior management and colleagues at 92%

Their ability to manage the school curriculum reached 76% and

Engagement with students from a teacher perspective rated 74%


Students rated their well-being over the lockdown period at 79%

Rated their progress with learning at 73%

87% said they knew how to contact their teacher if needed and

69% said teachers were providing feedback that helped with their learning.

Only 58% of students were enjoying working in the home environment

62% stated they were coping well with learning at home and school materials and resources were useful and easy to use.

Distance Register

Our Distance Register showed 80-89% attendance over the 5 week period. We had an excellent understanding of who was engaging in our distance learning programme and had only a handful of families whom we could not contact.

Post lock down we are now able to ascertain all families whereabouts.

Moving forward

On-line digital planning will continue through our school platform "Spotlight", students being able to utilise the same in classrooms as they work to improve their agency.

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In Terms Two and Three we are in our winter uniform. This is not much of a change, except that students are allowed to wear plain navy blue or black long sleeved thermals under their uniform if they choose, and bottle green or black scarves and beanies. Black shoes and navy socks are compulsory during this time as well. Socks are knee length and navy blue. Girls wear the mid-calf socks which are available at The Warehouse in packs of 5 as they are considerably cheaper. Girls socks are a nylon type fabric or they can wear navy blue woollen stockings for extra warmth if desired. Boys' socks are knee length and woollen. Shoes are plain black - no labels or tags in any colour other than black. They need to be able to hold a shine and repel water when it rains, so leather or vinyl not canvas thank you. PLEASE name these items - even socks if you can as once they are taken off it is impossible to find the owners. A good idea is to name shoes along the edge of the heel under the foot as this does not usually touch the ground and twink pens will work there for a period of time. Otherwise use vivid inside the shoes. Make the names bold and clear please.
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Well- being is a huge focus in classroom programmes and as such it is timely to review our Health Curriculum to ensure whanau have an opportunity to contribute to this through our current review.

At least once every two years, Boards of Trustees are required to produce a written statement about how the school will implement Health Education under the requirements of the Education Act 1989 (Section 60B). In order to do this, schools must:

• Inform the school community about the content of the Health Education components of the curriculum; and

• Consult with members of the school community regarding the way in which the school should implement health education; and

• Describe, in broad terms, the Health Education needs of the school's students.

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In health and physical education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts.

Four underlying and interdependent concepts are at the heart of this learning area

Hauora – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.

  • Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.

  • The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.

  • Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.

The learning activities in health and physical education arise from the integration of the four concepts above, the following four strands and their achievement objectives, and seven key areas of learning.

The four strands are:

  • Personal Health and Physical Development, in which students develop the knowledge, understandings, skills, and attitudes that they need in order to maintain and enhance their personal well-being and physical development.

  • Movement Concepts and Motor Skills, in which students develop motor skills, knowledge and understandings about movement, and positive attitudes towards physical activity.

  • Relationships with Other People, in which students develop understandings, skills, and attitudes that enhance their interactions and relationships with others;

  • Healthy Communities and Environments, in which students contribute to healthy communities and environments by taking responsible and critical action.

The seven key areas of learning are:

Mental health, sexuality education, food and nutrition, body care and physical safety, physical activity, sport studies, and outdoor education.

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All classes are expected to teach 2 sessions of 45 minutes of Physical Education per-week as well as at least 2 Fitness sessions.

Our Health programme is delivered through 6-8 week units focusing on sexuality education, food and nutrition, body care and physical safety.

Health concepts can be stand- alone units, integrated through inquiry units and through PB4L delivery.

An emphasis is to be placed on a balanced approach when teaching skills and sports knowledge rather than on particular sports.

• Do you agree that the Rationale above accurately reflects the needs of our students and community attitudes and values? If “no”, what changes would you suggest?

• What role do you feel the school should play in the sexuality education of youth?

• What do you like and/or dislike about the Health Education programme that we currently deliver?

• Do you feel there are aspects/topics missing from our programme that should be covered? If so, what would you like included?

• Please add any other comments you would like to make about Health Education at Hawera Intermediate School.

• Do the seven key areas of learning in years 7 and 8 Health Education cover topics and issues that are relevant and essential for students? If not, please comment.

• Do you think that students leaving our school at the end of Year 8 have been offered enough Health Education learning opportunities? If not, please comment.

• Do our units in Health Education address learning needs about health issues/concerns and needs in our community? If not, please comment.

Please sign in to this link and have your say.


Monday June 1 - Queens Birthday. SCHOOL CLOSED

Friday July 3 - Term 2 Ends

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