NCEA Student App

This app is available on both i-Tunes and Google Play stores. It's free. It works on i-Phone 5, Android 4.1 and later, as well as on tablets.

Some of the key features include being able to:

  • Select and set their NCEA credit goals and targets
  • See how they are tracking towards NCEA Levels one, two and three, including Literacy, Numeracy and University Entrance (UE) 
  • Set reminders for each standard such as when assignments are due

The link is http://www.nzqa.govt.nz/audience-pages/students/ncea-app

School Culture

The expression of school culture is based on the vision and values incorporated in the Mana College charter (2019-2021) and the eight capabilities within the learner profile. This vision entitled ‘Mana with Mana’ demands that all young people will flourish within the learning community.  To flourish in a school context is ‘to grow positively into oneself’ and to experience learning opportunities that build the value of oneself and one’s context in a wide range of physical, mental, spiritual and social areas (Scherto Gill, 2009).  Mason Durie also describes this by way of four dimensions of hauora in the development of his widely used model of Mäori health, ‘Te Whare Tapa Whä’.

School culture can be defined as ‘what we do around here’ (Deal & Kennedy, 1998).  While school culture is the responsibility of all members of the community, teachers and leaders are at the centre of influence.  Teachers and leaders who believe in the process of building positive relationships with young people and their family, and regard student agency as paramount are critical for improvement. These teachers possess mana and respect and look to problem solve and advocate based on the child’s needs rather than a focus on problems (deficit theorising).

School culture therefore enables relationships for learning and supports togetherness or whakawhānaungatanga for the learning agenda.  Positive learning relationships between young people, staff, parents and the community support academic and personal excellence and uses growth mindset, culturally responsive pedagogy and restorative practice to strengthen learning power.  Young people are supported by learning teams to be able to feel safe and secure, included, nurtured, resilient, and a sense of belonging and accomplishment.

Wellbeing is at the centre of this vision, and strives to support the mana of a young person. ‘Mana with Mana’ attends to the needs of all young person, regarding their positive connections with their peers, teachers, whānau and the wider community as critical.  The vision desires to enables them to pursue and engage in a school curriculum that connects them to their strengths, interests, culture and their huge potential to succeed.

From day one young people and their whānau buy into a culture of deep care, self responsibility, and curiosity about their world and their future.  This is played out in learning contexts such as the classroom, learning advisories, academies, and in activities such as sports, arts and cultural experiences and events. Young people codesign this experience and this allows them to engage deeply in what is important to them.

Ultimately, young people will make mistakes and a supportive, restorative environment teaches them to reflect, grow and strengthen from the experience.  This is ultimately where relationships for learning are tested and strengthened.

Year 9-10 Curriculum Approach for 2019

All students are placed in a ‘Learning Advisory’ group of about 12 students, with a Learning Advisor. Students remain in that learning advisory group (with one teacher) for the time they are at Mana College. Learning Advisory time occurs 2-3 times a week.

2 learning advisory groups combine to form a class, for the following courses:

  • Place-Responsive Curriculum (English, Social Studies, Maths and Science)
  • PE and Health
  • Maths
  • Some options

Both Year 9 and 10 have a range of options they can choose from. All Year 9 students rotate through 5 options on an 8 weekly cycle. There are 4 other options that they can choose 2 of to study in more depth.

At Year 10 similar options are offered and students can choose 4 options to study over the year.

Year 9 students also have one STARS period a week, where they work with Year 12/13 mentors.

Academy time occurs in a block for 2 periods a week. Approximately 24 academies are offered across the school, and are generated primarily out of student interest, with some led by students. Academies focus on developing key skills and capabilities, with some offering NCEA credits. Academies consist of students from Year 9-13.

 

Place-Responsive Curriculum at Mana College

Place Responsive Curriculum at Mana College is a form of integrated learning, that connects our young people more closely to the communities we live in, by prioritising engagement and authentic learning experiences.

VISION

The Mana College’s Place-Based Curriculum draws upon our local environment people and places to support the development of:

-awareness of cultural identity;

-active citizenship;

-knowledge of place and history;

-mutually beneficial community connections that develop new knowledge.

Through this curriculum Mana College students will develop the dispositions (way of thinking), capabilities and knowledge needed to re-generate and sustain our communities.

Context of learning for Year 9 and 10

Year 11-13 Curriculum Approach for 2019

All students are placed in a ‘Learning Advisory’ group of about 12 students, with a Learning Advisor. Students will remain in that learning advisory group (with that teacher) for the time they are at Mana College. Learning Advisory time occurs 2-3 times a week.

Year 11-13 students choose 5 courses from a range of options offered. Courses are provided at the level applicable to the student, not necessarily the Year level they are in. For example, a student may take NCEA Level 2 Te Reo Māori in Year 11. Courses are designed to support a range of pathways following school, including tertiary study, apprenticeships and work.

Academy time occurs in a block for 2 periods a week. Approximately 24 academies are offered across the school, and are generated primarily out of student interest, with some led by students. Academies focus on developing key skills and capabilities, with some offering NCEA credits. Academies consist of students from Year 9-13.

Te Whare Ako

Te Whare Ako is a group of ORS funded students. They are at the heart of Mana College and contribute to the wholeness of our school community. Coming from a variety of ethnicities and cultures and a range of aptitudes they look out for each other.

The students in Te Whare Ako have the choice of being fully or partially mainstreamed or taught in a closed environment. Every student from 2014 will be on a pathway leading to an opportunity for NCEA certification. Te Whare Ako is a well-resourced and fully staffed unit.

Places are nearly all committed.

E Tipu E Rea

E Tipu E Rea offers students who are committed to both the Te Reo and their Māori identity, the opportunity to succeed as Māori in all fields of study. This teaching and learning environment runs from Year 9 to Year 13. To be part of this programme, students and Whānau need to be committed to the kaupapa and students need to be prepared to remain at Mana College until the completion of Year 13. This is not an immersion programme but as close as a mainstream school can get to a bi-lingual setting. Mana College’s goal is to staff E Tipu E Rea courses with Māori role models.

Entry to this opportunity is by interview with our Kaiako.

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