Parent Manual 2016 - Havelock North

Havelock North High School
Aim to excel
Whaia te iti kahurangi
Y13 students 2016
Parent Manual 2016
P.O. Box 8476, Te Mata Road, Havelock North
Telephone (06) 877 8129 Fax (06) 877 4079
Email: [email protected]
www.hnhs.school.nz
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TABLE OF CONTENTS
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5/6
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9
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10
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14
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15
15
16
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18 - 21
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25
26
27/28
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Encompass
Foreword by the Principal, Mr Fenton
Staff Lists
Management Team
New Staff Members
Guidance Network
House Tutors
Te Waka Awhina Committee
Head Students
Academic Results 2015
House Leaders and Student Representative on Board of Trustees
Timetable and courses
School Fees
Homework
Year 13 Committees 2016
Enrolment Scholarship Winners
Year 9 and 10 Course Structure
Daily Timetable
2016 Curriculum Events Calendar
How to Communicate with the School
School Emails
E-learning in the Classroom
Citizenship
Year 9 and 10 Diploma
Attendance
Uniform
Year 13 Dress Code
The Careers Centre
Code of Conduct and School Rules
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Discipline Lines of Communication
Detentions
Detention flow chart
Daily Report
Complaints procedure for parents and students
Procedures for making a formal complaint
Procedures for student who wish to make a formal complaint about harassment
Board of Trustees
Parent-Teacher Association
HNHS Foundation
Get involved
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We publish this parent manual to further enhance our communication between home and school. In it you will
find information about the day-to-day running of the school as well as the people to contact when you have
issues or concerns. We hope it will be a helpful addition to school communications.
FOREWORD – FROM THE PRINCIPAL
Mr Greg Fenton
B.Ed, PG Dip Ed, M.Ed, Leadership (Hons), Dip Tchg
Dear Parents and Guardians,
It is a pleasure to write the foreword to the 2016 Parent Manual.
This manual should provide the guidelines by which to negotiate your way through our systems at Havelock North High
School. I hope that it serves to answer any questions that you may have about your son or daughter’s education and also
the daily operation of the school.
Success at school, as you will appreciate, is the result of a number of factors; none more important than the partnership
that should develop between the school, the student and the family.
This partnership will shape the young person and determine how far they ultimately go in their learning at secondary
school. Academic achievement, like character development, is an on-going and evolving process. Your role as a parent
and carer plays a big part in both of these areas.
Heraclitus, an ancient Greek Philosopher said that “Good Character is not formed in a week or a month. It is created little
by little, day by day. Protracted and patient effort is needed to develop good character”. Similarly achievement in the
classroom, on the stage or on the sports field involves building a sound foundation, and then progressively adding to it.
Over the years I have become a fan of the writings of Stanford University Professor of Psychology, Carol Dweck. Much
of her research has been based around the concept of “growth mindset”, the idea that we can grow our mind’s ability, to
learn and to solve problems.
Her belief is that for many youngsters they attribute their learning to three factors: “luck, being dumb or being gifted”.
Thoughts that put learning down to “luck, giftedness or being dumb”, certainly give us an insight into why many young
people may fail to fully reach their potential with their schooling. Learning requires effort, and if you are attributing your
learning or lack of it to “luck, or being dumb”, the likelihood of success is surely reduced. Equally, putting learning down
to “giftedness,” invariably means success is due to chance. Worse still, such thinking will be dangerous, because those
children who have been told they are gifted as youngsters, sometimes struggle to cope when things get hard, and their
status might be threatened.
We have a wonderful teaching staff here at the school. They will challenge the students to extend themselves, but will
also encourage them to be self-managing. We will endeavour to teach our youngsters strategies to understand that
success requires effort and along the way may involve taking risks and making mistakes. As a school this means giving
students clear boundaries, order and predictability, but also the support to try out new things.
Children crave routine and ritual and while they have a natural need for mastery of their world, without boundaries it can
become overwhelming and confusing. As a partner in this process we ask parents to support the school by ensuring that
school expectations are being met, along with getting alongside the student in the many activities they will be involved in.
As partners in this process I encourage you to ask questions of the school if you have queries, and I welcome you to be
part of the Havelock North High School experience as a contributor not as a bystander. We need you to be part of this
and to work with us alongside the student, to ensure their aspirations have are achieved.
It is a pleasure to welcome you into our school community and I look forward to meeting and talking with many of you in
the months ahead.
G.J.Fenton
(Principal)
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HAVELOCK NORTH HIGH SCHOOL TEACHING STAFF
2016
Principal:
Deputy Principal:
Deputy Principal:
Curriculum Co-ordinator:
Principal’s Nominee NCEA:
Assistant Principal:
GUIDANCE NETWORK
Guidance Co-ordinators:
Guidance Counsellor:
Kauri House Tutor:
Miro House Tutor:
Rata House Tutor:
Tainui House Tutor:
ART DEPARTMENT
Head of Department:
Assistant Teachers:
BUSINESS STUDIES DEPARTMENT
Head of Department:
Assistant Teachers:
CAREERS DEPARTMENT
Careers Centre Manager:
Careers Advisor:
DRAMA DEPARTMENT
Head of Department
Assistant Teachers:
ENGLISH DEPARTMENT
Head of Department:
Assistant Heads of Department:
Teacher Librarian:
Assistant Teachers:
HISTORY DEPARTMENT
Head of Department:
Assistant Teacher:
LANGUAGES DEPARTMENT
Head of Department:
Assistant Teachers:
Mr G. Fenton, B.Ed, Dip.Ed. M.Ed.Leadership (Hons.), Dip.Tchg.
Mr J. Wilton, B.Sc., Dip.Tchg.
Mrs M. Neville-Foster, B.Sc. (Ed.), MA (Ed.)
Mr A. Wright, B.Sc., Dip.Tchg.
Miss G. Sparling-Fenton, B.B.S., T.T.Cert.
Mr J. Kitchin, B.Sc., B.Com., Dip.Tchg.
Mrs M. Neville-Foster, B.Sc (Ed), MA (Ed).
Mr J. Wilton, B.Sc., Dip.Tchg.
Mrs A. Horspool, B.A Dip.Tchg.
Mrs A. Onekawa, B.C.A.S., Dip.Tchg.
Mr R. Cargill, B.Music (Hons.), Cert.Ed.
Mr W. Drabble, B.A., Dip.Tchg.
Mr J. Lloyd, B.Sc., P.G.C.E., G.C.E
Ms T. McSherry, B.F.A., Dip.Tchg.
Mrs S. Fergusson, B.A.(Hons), Dip.Visual Arts, Dip.Gifted & Talented
Mr M Beamish, B.F.A (Hons), M.F.A, Dip. Tchg.
Miss G. Sparling-Fenton, B.B.S., T.T.Cert.
Mrs R. Hulls, BA (Hons.), MA (Hons), PGCE
Mr T. Petersen, B.A., Dip.Tchg.
Mrs H. Overeem
Mr J. Taylor, B.A., Dip.Tchg.
Mr M. Brebner, M.A.(Hons), Dip.Tchg., R.S.A. Cert.
Mr D. Betty, B.A., Dip Tchg.
Mr T. Walton, B.Ed., Dip.Tchg.
Mr J. Bird, B.A., Dip.Tchg.
Mrs A. Keown, B.A., Dip.Tchg.
Mr S. Murfitt, LLB., B.A., Dip.Tchg.
Mrs A. Keown, B.A., Dip.Tchg.
Mr D. Betty, B.A., Dip Tchg.
Mr W. Drabble, B.A., Dip.Tchg.
Ms N. Littley, B.A.Grad., Dip.Tchg.
Mrs C. Thomas, T.T.Cert.
Mr T. Walton, B.Ed., Dip.Tchg.
Ms R. Zapasnik, B.A. PGCSE M.A.
Ms B. Jones, M.A., P.G.Dip. NZ St. Dip.Tchg.
Mrs D. Gourley, B.A. and Dip. Sec.Tchg.
Ms B. Matthews, B.A., Dip.Tchg.
Mrs R. Brondel, B.A., Dip. Tchg.
Mr S. Lowry, R.S.A. Cert. (Camb)., Dip. Tchg.
Mrs L. McLean, B.Phil., Dip.Ed., Dip.T.E.F.L.
Mrs A. Vennell, B.A, Grad.Dip.Tchg.
Mrs C. Millar (LTR Term 1) B Ed, Dip Tchg.
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MATHEMATICS DEPARTMENT
Head of Department:
Assistant Heads of Department:
Assistant Teachers:
Mr W. Bird, B.Sc., Dip.Tchg.
Mr S. Caldwell, B.Sc.(Hons.), Dip.Tchg.
Mr A. Wright, B.Sc., Dip.Tchg.
Mrs H. Bell, B.Tech., Dip.Tchg.
Ms L. Hargreaves, B.B.S. (Acc), Grad. Dip.Tchg.
Mr F. Ramos Grad. Dip. Tchg, P.G.Dip
Mr A. Reeves, B.Ed.
Miss G. Strawbridge, B.Sc., Grad.Dip.Tchg.
MEDIA DEPARTMENT
Head of Department:
Mr S. Murfitt, LLB., B.A., Dip.Tchg.
MUSIC DEPARTMENT
Head of Department:
Assistant Teacher:
Mr R. Cargill, B.Music (Hons.), Cert.Ed.
Mr B. Throp, B.Ph.Ed., Dip.Tchg.
PHYSICAL EDUCATION DEPARTMENT
Head of Department:
Miss F. McDonald, B.Ph.Ed., B.Tchg.
Assistant Teachers:
Mr N. Farley, B.Ph.Ed, M Phil.
Mr I. Johnson, Dip.P.E., Dip.Tchg.
Mrs N. Johnson,B.Ph.Ed.,B.Sc.,Dip.Tchg.
Miss J. Waldin, B SpEx, Grad Dip.Tchg.
SCIENCE DEPARTMENT
Head of Department:
Assistant HOD
Assistant Teachers:
SOCIAL SCIENCES DEPARTMENT
Head of Department:
Assistant Teachers:
SPECIAL NEEDS UNIT
Director:
Assistant Teacher:
TECHNOLOGY DEPARTMENT
Head of Department:
HOD Graphics:
Assistant Heads of Department:
Assistant Teachers:
LEARNING SUPPORT
SENCO:
RTLB:
RTLB Practice Leader:
Mr M. McGovern, B.Sc.(Hons), PhD., P.G.Dip.Tchg.
Mrs M. Gertsch, B.Sc. (Hons)., Dip.Tchg.
Mr C. Burns, B.Sc.
Mrs N. Johnson, B.Ph.Ed., B.Sc., Dip.Tchg.
Mr J. Kitchin, B.Sc., B.Com., Dip.Tchg.
Mr J. Lloyd, B.Sc., P.G.C.E.
Mr P Lower B.Sc Mathematics, Dip.Tchg.
Mrs L. Meagher, M.Sc., P.G.D.Sec., PhD.
Mrs M. Neville-Foster, B.Sc. (Ed.), MA (Ed.)
Mrs E. Rennie, B.Sc., Dip.Tchg., P.G.Dip.Hort.Sci.
Mr J. Wilton, B.Sc, Dip.Tchg.
Mrs A. Sutherland, M.A.(Hons), Dip.Tchg.
Mr J. Bradshaw, B.A, Grad Dip. Tchg.
Mrs D. Gourley, B.A. and Dip. Sec.Tchg.
Miss B. Jones, M.A., P.G.Dip. NZ St. Dip.Tchg.
Mr J. Taylor, B.A., Dip.Tchg.
Mrs C. Thomas. T.T.Cert.
Ms B. Matthews, B.A., Dip.Tchg.
Mrs C. Millar (LTR Term 1) B Ed, Dip Tchg.
Mrs A. Vennell, B.A, Grad.Dip.Tchg.
Mr R. Wakefield, T.T.Cert.
Mrs B. Hocquard, T.T.Cert., Dip.Tchg., Dip.Ed.
Miss N. Davidson, B.A., P.G.Dip.Tchg.
Miss J. Pearson, Dip Fashion, B.F.A, Grad Dip Tchg.
Mrs L. Baker, B.Ed., Dip.Tchg.
Mr J. Arnold, Advanced Trade Cert., NZ Dip.Spec.Subjs. ,Dip.Tchg.
Mrs S. Anderson, C.T.D., NZ Dip.Spec.Subjs., Dip.Tchg.
Ms K. McLennan, B.Cap.Sc., Dip Tchg.
Mrs A. Onekawa, B.Cap.Sc., Dip.Tchg.
Ms S. Smith, B.C.S., Dip.Tchg.
Mr C. Vose, Dip.Design Engineering, Dip.Tchg.
Miss J. Waldin, B SpEx, Grad Dip.Tchg.
Mr R. Wakefield, T.T.Cert.
Ms Cath Bohm, Dip in Tchg and Dip SNRT (Special Needs Resource Teaching)
Mrs J. Morrison, B.Ed., P.G.Dip.Ed.St., Dip.Tchg.
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MANAGEMENT TEAM
L-R: Mr G. Fenton (Principal), Mr J. Wilton (Deputy Principal)
Mrs M. Neville-Foster (Deputy Principal)
L-R: Mr A. Wright (Curriculum Co-ordinator), Mr J. Kitchin
(Assistant Principal), Ms G. Sparling-Fenton (Principal’s
Nominee NCEA)
WELCOME TO NEW STAFF IN 2016
A warm welcome is extended to several new staff, who join us on campus for the first time this year.
L-R: Mr M. Beamish (Bm) Art Dept., Mr F. Ramos (Rs) Maths Dept. Mr J. Bradshaw (Bw) Social
Sciences Dept., Mr P. Lower (Lr) Science Dept.,Mrs C. Miller (relieving T1 for Ms Matthews),
Miss J. Pearson (Pn) Technology Dept (Fabric), Miss G. Strawbridge (Sb) Maths Dept.,
Mr N. Farley (Fy) PE Dept., Mrs A. Vennell (Vl) Languages Dept. (Spanish), Miss J. Waldin (Technology
Dept), Mrs A. Horspool (Guidance Counsellor)
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GUIDANCE NETWORK
Members of the Guidance network are the deputy principals, the guidance counsellor and house tutors:
Mrs Maria Neville-Foster (DP)
Mr Joel Wilton (DP)
Mrs A. Horspool (GC)
SCHOOL GUIDANCE COUNSELLOR – ALISON HORSPOOL (MNZAC)
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Appointments: can be arranged by telephone 877 8129,
ext 726 (has a voicemail system) or email [email protected]
Students can also fill in a form which they leave in the locked
box (located in the porch of her prefab). Alison will send for
the student when she has an appointment time available.
What happens in counselling?
Counselling provides an opportunity for students to talk about
problems and concerns in a safe place with someone who will
support them.
What about confidentiality?
School Guidance Counsellors who belong to NZAC are bound
to confidentiality. This means not telling anyone about
students’ private information without their permission or
knowledge.
A school guidance counsellor is someone:
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whom students can trust and be open with
who listens carefully and sensitively
who is non-judgemental and will not blame the student
for the problem
who will try and see things from the student’s point of
view
who encourages students to make their own decisions
who will support students in any changes they decide to
make
who will offer to refer students to other help if necessary
Counsellors may need to talk through how best to support
students. At times this could include involving someone else,
with the student’s knowledge and permission. Very rarely,
when a student or someone else is in serious danger,
counsellors cannot keep this confidential, because of their
duty to prevent harm. If at all possible they should talk this
through with the student before acting.
Guidance programmes
School guidance counsellors (who are members of
NZAC (New Zealand Association of Counsellors):
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These are organised by Alison Horspool (Guidance
Counsellor) each year depending on demand and resources
available. They may include group activities around issues
such as grief and loss, healthy relationships, self-esteem, and
managing conflict.
We also have a public health nurse available to see
students once a week for any health related concerns.
Sessions are confidential although students are encouraged
to share any concerns they have with their families. We also
take referrals for vision and hearing concerns.
are professionally qualified
attend ongoing training
have a supervisor (someone who supports them in their
work)
follow a set of rules called a Code of Ethics
How counselling can help - A counsellor can help
students to:
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reduce stress
open new options or directions
plan and set goals
explore thoughts, feelings and behaviour
get to know themselves better
improve relationships
resolve issues of concern
Alison is happy to share information about support available
or link in with other community support if appropriate
improve how they feel about themselves
think about things in new ways
do things differently
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HOUSE TUTORS
There are four houses in the school and each house has a house tutor whose responsibility it is to help students with problems
they may be encountering and to liaise with home.
House tutors may be contacted by phoning the school or by leaving a phone message so that the house tutor can ring you back.
Tainui House
Miro House
Rata House
Kauri House
Mr James Lloyd
Mr Robbie Cargill
Mr Wyn Drabble
Mrs Amanda Onekawa
[email protected]
ph 8778 129, ext 742
[email protected]
ph 8778 129, ext 741
[email protected]
ph 8778 129, ext 741
[email protected]
ph 8778 129, ext 742
You should ring your child’s House Tutor if you are worried about your child’s progress,
behaviour, course, homework, etc.
TE WAKA AWHINA COMMITTEE
implementation of school goals around Māori educational
achievement and consultation with whanau.
The Te Waka Awhina Committee looks after and
promotes the interests of Māori students and whanau.
The committee is made up of staff members who
regularly consult and meet with students and whanau.
Tasks include the development of policies to support
Māori education in Havelock North High School, the
gathering of data about Māori educational achievement,
If you would like to know more about the work of Te
Waka Awhina or would like to join a Māori parent support
group then please contact any one of the following
members of Te Waka Awhina:
Te Waka Awhina Committee Members
Brenda Matthews (Te Reo teacher)
Maria Neville-Foster (Deputy Principal)
Anne Keown (English teacher)
Alison Horspool (Guidance Counsellor)
Bethne Hocquard (Special Needs Unit teacher)
Nicola Littley (English teacher/Head of Kauri House)
Tessa McSherry (Head of art)
Jo Pearson (Head of technology)
Lucy Meagher (science teacher)
Carla Millar (Board of Trustees)
Anita Vennell (Languages Dept.)
Whare Kahurangi
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HEAD STUDENTS 2016
Head Boy, Mitchell Keip
Head Girl, Madison Chu
What are your goals
as a head of the
school?
What are your goals as a
head student of the
school?
To create a positive and
fun learning environment,
to get everyone involved in
school activities and
motivate students to strive
to be their best. I aim to
encourage my fellow year
13 students to step up and
be role-models to junior
pupils and the rest of the
school. I also aim to lead
by example and represent
the school to the best of
my ability.
My goals for this year
as Head Boy of
Havelock North High
School are to help
create a positive
image for the school
and make it a friendly
zone for students
where they can learn
and be encouraged to
do so.
Why did you put
your name forward
for this position?
I put my name
forward because I feel that I am a confident leader who is
motivated to lead from the front. I wanted to have my
opinions heard and it was a position I had been interested
in for a number of years, so I went ahead and applied.
What are some of your achievements at Havelock
North High School?
In year 9, I was the recipient of an academic scholarship. I
achieved NCEA Level One with Excellence, and NCEA
Level Two with Merit. I also was the Intermediate Boys’
Athletics champion in 2014 and Senior Boys’ Athletics
champion in 2015. I received a Principal's Award for Miro
House and sporting involvement in 2015.
What subjects are you studying this year?
Why did you put your
name forward for this
position?
After four years at Havelock North High School, where I
have grown and been shaped into the person I am today, I
want to give back to the school and students. Growing up
together, we are one big family and I genuinely want to
see all the students living up to their potential. Because
I’m an all-round person I felt like I could relate to a wide
variety of people.
What are some of your achievements at Havelock
North High School?
I was given an all-round scholarship to HNHS in 2012 and
recently awarded the Aspirations Academic Award for year
12. I was selected for the Jarrod Cunningham Sports
Academy for two years. I have represented HNHS at N.Z.
nationals such as orienteering, adventure racing and
volleyball and was HNHS orienteering captain last year. I
have completed Duke of Edinburgh Bronze and Silver
awards.
This year, I am studying biology, physics, physical
education, English and business, all at NCEA Level Three
What subjects are you studying this year?
Chemistry, biology, physics, calculus and geography. I am
aiming to do scholarship in the first four subjects.
What is your career plan?
What is your career plan?
I am currently planning to study engineering at Auckland
University.
I would like to study sports and exercise science in
university, with the aim of being a sports based worker.
What extra-curricular activities are you involved in?
I am in Colla Voce, the top auditioned choir, Future
Prospect, orienteering, football, futsal and athletics.
I also have a job as a waiter at Black Barn.
What has helped you to be where you are today?
My mother and father were a huge influence on me being
who I am today, but a big portion of it comes from
supportive teachers, not only at high school but all
throughout my schooling life. The environment in which I
grew up also shaped how I am today, as my whole family
has been supportive of me from day one.
What extra-curricular activities are you involved in?
I have danced for over ten years and I am currently at
Born to Move Dance Studio. I orienteer with the Hawke’s
Bay Orienteering Club, as well as participating in the
school team. Last year I played hockey and was also
involved in an adventure racing team. Recently I have
been tutoring students.
What has helped you to be where you are today?
Obviously, good schooling, teachers and peers have
made a big contribution to who I am today. Te Mata
School and Havelock North Intermediate built me strong
foundations and have supported me, even after leaving
school. I’ve had some truly inspiring teachers and coaches
to thank, as well as some students. Of course my biggest
help is my family who’ve supported everything and
anything I do, giving up a lot of time to make my dreams
possible.
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HOUSE LEADERS 2016
Congratulations to our 2016 student leaders and the student representative on the
Board of Trustees
BOT STUDENT REP
Ella Coram-O’Kane
MIRO HOUSE LEADERS
Monty Sykes & Brydie Nathan
KAURI HOUSE LEADERS
Nathan Miller & Kelsey Ulyatt
RATA HOUSE LEADERS
Reuben Jones & Lauren Hartridge
TAINUI HOUSE LEADERS
Jack Broughton & Victoria Tabat
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YEAR 13 COMMITTEES 2016
Well done to those year 13 students who have taken on the responsibility of being part of one of the school committees
this year.
Environmental
Stella Wilton-Stuart
Sam Ehlers
Ella Beattie-Christison
Sarah-Hope Mil-Curreen
Daan van der Have
Paris Mayberry
Tom Buurmans
Kelsey Ulyatt
Jack Morgan
Sean Ehlers
Caroline Kitchin
School Services
Community Services
Nina Lesperance
Alice Wake
Chloe Richards
Angel Andersson
Annabel Klingender
Annie Cross
Laura Welch
Tatiana Deane
Caroline Soegaard
Victoria Croswell
Asher James
Olivia Wilkey
Victoria Tabat
Lauren Bell
Courtney Purcell
Cydney Kaur-McLachlan
Caroline Kitchin
Lilly Potter
Monty Sykes
Charlie Cottrell
Libby Ford
Tayne Aitchison
Taine Conway
Charlotte Brown
Ella Coram-O'Kane
Annalise Hastings
Erin Connolly
SADD
Sports Committee
Cultural Committee
Ben McCallum
Ryan Birkett
Stella Wilton-Stuart
Nina Lesperance
Lauren Hartridge
Monty Sykes
Ryan Birkett
Lauren Hartridge
Oliver Klausen
Ben Kemp
Olivia Addis
Annah McPherson
Katharina Eckert
Brydie Nathan
Blake Williams
Kyle Lowe
Matthew Knowles
Dylan Kirk
Jack Roberts
Micah Thompson
Ben Hooper
Teag Mackay
Imogen Moore
Morgan Watkins
Elisha Hartley
Grace Stephenson
Sarah Bradey
Jessica Hunt
Aimee Somerville
Taiohi Tu
Kyle Hesketh
Donielle Campbell
Tremayne Kotuhi
Academic Committee
Jack Francois
Tory Carver
Katherine Huet
Jonathan Bird
Nathan Miller
Nicholas Kelly
Alanna James
Liam Millar
ENROLMENT SCHOLARSHIP WINNERS 2015
Havelock North High School would like to
congratulate the incoming Year 9 students who are
recipients of the Havelock North High School
Foundation Scholarships.
Criteria for awarding these scholarships was for
Year 8 students to submit a CV and sit a
scholarship examination in English and
mathematics.
Back L-R: William Tidswell, Amy Culham, Ella Roberts,
Amber Roydhouse-Ross, James de Groot, Kayla Lythgoe,
Oscar Moriarty, Lucy Bain, Molly Davidson, Imogen Snee,
Amanda Kelly, Harrison Bainbridge
Front L-R: Oscar Sowman, Samuel Wixon
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SCHOLARSHIP WINNERS 2015
We are extremely proud of all of our 2015 scholarship winners.
Two-time HNHS Dux, Brandon Jones, won five scholarships, including an outstanding scholarship in physics. Brandon
is one of only 28 people in New Zealand to gain an outstanding scholarship in Year 13 physics. Well done, Brandon!
Katherine Huet is also to be congratulated for winning a scholarship in year 13 statistics as a year 12 student.
Scholarship Winners are:
Brandon Jones
Biology
Chemistry
Physics OS
Charlotte Reay
Biology
Economics
English
Andrew Russell
Chemistry
Louis Pienaar
Physics
Katherine Huet
Statistics
Sian Remnant
Technology
Paita Lea’aetoa
Design & Visual Communication
Brie-Anna Keatley
English
Statistics
Calculus
Statistics
Brandon Jones
Charlotte Reay
Andrew Russell
Louis Pienaar
Katherine Huet
Sian Remnant
Paita Lea’aetoa
Brie Keatley
Other Tertiary Education Scholarships Awarded
Astrid Austin: J. Mills Trust Scholarship
Reegan Brown: University of Otago Leaders of
Tomorrow Scholarship
Bart Fenwick-Bull: University of Auckland Jubilee
Award
Nicole Couchman: EIT Year 13 Degree Scholarship
Emily Grant-How: Queenstown Resort College Six
Star Award
Oscar Gittings: University of Canterbury Emerging
Leaders Scholarship
Brandon Jones: Massey University High Chancellor's
Achievers Academic Scholarship and Havelock North
High School PTA Scholarship
Paita Lea'aetoa: France Trust Tertiary Scholarship
Elise Legarth: RSA Scholarship and Sir Edmund
Hillary Scholarship at Waikato University
Hannah Murdoch: Massey University YES-Enterprise
in Action Scholarship
Caitlin Murphy: EIT Year 13 Degree Scholarship
Charlotte Reay: Phyllis Sutcliffe Scholarship
Ella Ritchie: EIT Year 13 Degree Scholarship
Andrew Russell: Victoria University Excellence
Scholarship
Sarah Smith: EIT Year 13 Degree Scholarship
Jayson Su: Victoria University Excellence Scholarship
Isabella Thomson: Massey University YES Enterprise in Action Scholarship.
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YEAR 9 AND 10 CORE CLASS STRUCTURE
The structure of the Year 9 and 10 core classes is shown in the table below. A considerable amount of time is spent
each year arranging students in classes to establish the best and most academically challenging learning environment.
• In Year 9 we take into account the information from
interviews with the staff at contributing intermediate
schools, student interests and hobbies, good and bad
student combinations and asTTle test results.
• In Year 10 the Guidance team considers the class
groupings and carefully rearranges the classes to
ensure a positive and challenging learning
environment is offered to each student. The classes
are balanced for gender, learning needs and
behavioural demands.
Year 9
Learning Support Class
Group of students carefully selected in consultation with the school SENCO.
901
904
Extension Class
Students were selected for the extension class based on their asTTle results and in consultations
with the contributing intermediate schools. Each student shows a high level of ability in both English
and Maths.
The composition of 904 is fixed and the same for each subject.
902 903 905
906
Mixed ability classes.
Year 10
1001
(1003) and
(1004)
Learning Support Class
Group of students carefully selected in consultation with the school SENCO.
Extension in English, Maths, Science and Social Studies
These classes contain extension and other less able students. They are not called 1003 and 1004
as the composition of the classes changes for each of the core subjects.
Two classes of each core subject run at the same time. One of the classes will run as an extension
class while the other operates at a standard mixed ability level. This allows the flexibility to offer
extension programmes in each subject.
The class composition changes depending on the subject.
1002
1005 - 1008
Mixed ability classes
DAILY TIMETABLE
8.45 - 9.45
9.50 - 10.50
10.50 - 11.10
11.15 - 12.10
12.15 - 1.10
1.15 - 1.30
1.30 - 2.25
2.30 - 3.25
- Period One
- Period Two
- Interval
- Period Three
- Period four
- Form Time
- Lunch Time
- Period Five
1.
A five-minute "transit time" is allowed between Period 1 and Period 2, Period 3 and Period 4, and between
Period 4 and Form Time.
2.
A bell will be sounded at the beginning and end of each period and five minutes before the beginning of the first,
third and fifth periods.
3.
On Fridays in Terms 1, 2 and 3 staff have professional development from 8.00am – 9.00 am. The daily times
remain the same except that 15 minutes is lost from period one.
14
TIMETABLE AND COURSES
The timetable is organised on a nine day cycle of five
periods per day. This enables the school to meet its
obligations to provide instruction in all essential learning
areas of the junior curriculum as fully as possible. The
timetable also has to make it possible for students to
study at different levels in the senior school and to
accommodate the needs of particular courses such as
the STAR programme.
For year 9 students, the curriculum is compulsory,
although there is an element of choice for languages.
Year 10 students have option choices for a limited range
of subjects.
Senior students (years 11-12-13) are asked to make a
preliminary selection of subjects in the November before
the final examinations based on their results in the
benchmark examinations near the end of term three.
Then at registration the following January, year 12 and 13
students' course selections are checked against
examination results to ensure subject pre-requisites have
been met. If the subject chosen is 'new' or the prerequisite has not been met, the student is asked to
negotiate entry with the head of department. Once school
begins, students whose courses are incomplete, work
with their house tutor to finalise their programme. At this
point, class size becomes a significant factor in the
decision.
Thus, the senior timetable is driven by student subject
choice, rather than students making choices from a fixed
list. Classes are placed in the six timetable lines
according to the demand and the availability of teachers
and specialist rooms. Because some classes occur just
the once and some are restricted in size, it is not always
possible to meet the subject requests of every student.
As the timetable evolves, changes are made to subject
placement to accommodate as many students as
possible (target is 90%), but eventually students have to
fit the pattern once it has been finalised. The last step is
to balance class numbers so that the most even spread
possible is attained. Students are moved from class to
class in order to achieve this.
The whole process eventually takes the first week of the
first term, but it can take longer for some individual
students. The aim is to have all students enrolled in a
course that has coherence and that can give the students
reasonable options for their next level of study.
SCHOOL FEES
Activity fee
An annual Activity Fee is charged.
The amount will be:
$310.00 for one child;
$225.00 for a second child (maximum of $535 per family)
+ $ 25.00 PTA levy per student ($75 family maximum)
+ $ 25.00 ICT services.
Subject fees
Methods of Payment
Some subjects require materials to be used by pupils
and an account is sent out in the first term for all
students in the junior school and for all seniors. In
subsequent terms juniors whose subjects change termby-term will receive further accounts.
Automatic payment and internet banking. Visa and
Mastercard are accepted if you call into the office to complete
the transaction. Cash, Eftpos and cheque payments are also
accepted at the office. Should you wish to pay by regular
direct credits, our bank account details are: ANZ Bank:
Account No. 06 0765 0037008 00. Please quote student ID
number and student name.
HOMEWORK
Teachers set homework to enable students to meet their
course requirements, to practise work already covered in
class and to extend students’ understanding and
appreciation of their work.
When homework is set the teacher will have made it clear
when it is due for completion. Sometimes it is required to
be done by the next day but more often than not several
days are allowed for the students to complete the work.
Teachers follow-up on whether the homework has been
completed and the students’ ability to complete
homework is recorded in reports sent home to parents
twice a year.
If you have concerns about the amount of homework your
child is receiving please ring and discuss this with the
house tutor. Year 9 students should complete seven
hours of homework per week. Whilst some homework will
be formally set by teachers, students are expected to use
homework time for reading, extra research and keeping
abreast of current events. THERE IS NEVER A TIME
WHEN YOUR CHILD CAN TELL YOU THEY HAVE NO
HOMEWORK. Our aim is to develop independent
learners and a child taking responsibility for their
homework priorities, revision and extra work is part of that
development.
The amount of time devoted to homework should
increase as your child studies for NCEA at Years 11, 12
and 13. Two or more hours of homework a night would
then be seen as appropriate and necessary.
15
2016 CURRICULUM EVENTS CALENDAR
Reporting, Parent Teacher Consultations, Examination Dates
TERM ONE
Week
Date
Events
4
Wednesday, 24 February
New Parents’ Evening
8
Thursday, 24 March
Y9/10 interim reports home
9
Friday, 1 April
Y11/12/13 interim reports home
10
Monday 4 → Friday 8 April
Tournament Week
Tuesday, 5 April
Y9/10 Parent Consultation
Wednesday, 13 April
Y11 Parent Consultation
Friday, 15 April
End of first Y9 Options
End of Term 1
11
TERM TWO
Week
Date
Events
1
Thursday, 5 May
Y12/13 Parent Consultation
5
Monday, 30 May Wednesday, 1 June
Two hour practice exams for internal/external
assessments
9
Wednesday, 29 June
Y11/12/13 reports sent home
10
Friday, 8 July
End of second Y9 options and Y10 options.
End of Term 2
TERM THREE
Week
Date
Events
Wednesday, 10 August
Y9/10 reports e-mailed home
Thursday, 11 August
Y11/12/13 Parent Consultation
Monday → Friday
Tournament Week
Friday, 2 September
Teacher Only Day
7
Thursday, 8 September
Y9/10 Parent Consultation
9
Wed., 21 September
Benchmark examination results due
Friday, 23 September
End of third Y9 options
3
6
Y11/12/13 benchmark examinations results go home
End of Term 3
TERM FOUR
Week
Date
Events
2
Thursday, 20 October
Y11/12/13 final reports sent home
10
Thursday, 15 December
Y9/10 final reports sent home
16
HOW TO COMMUNICATE WITH THE SCHOOL
We endeavour to keep parents informed of school activities and
the progress of your child in a number of ways.
•
School newsletter – emailed out monthly in term time.
•
School reports – emailed out (dates included in this manual)
•
Parent-teacher consultation meetings – dates included in this
manual.
•
Phone contact – We would like you to ring the school, 877 8129,
or make an appointment to see us if you have any matters you
wish to discuss. The following people will be happy to talk issues
over with you:
-
Greg Fenton (Principal)
Joel Wilton (Deputy Principal)
Maria Neville-Foster (Deputy Principal)
Alison Horspool (Guidance Counsellor)
James Lloyd (Tainui House Tutor)
Wyn Drabble (Rata House Tutor)
Robbie Cargill (Miro House Tutor)
Amanda Onekawa (Kauri House Tutor)
Glenys Sparling-Fenton (all NCEA enquiries)
SCHOOL EMAILS
Havelock North High School regularly emails parents and
caregivers. Emailing is intended to help keep parents
and caregivers better informed about the events
occurring within our school community.
All of our formal school documentation is sent via email,
including school reports and newsletters. Families that do
not have access to the internet can request a paper copy
of the school reports by contacting the school office.
Parents and caregivers who have provided an e-mail
address on their child’s enrolment form will automatically
receive school emails.
Please ring the school office if you did not write an
email address or it has changed since enrolment.
Alternatively email the school office at
[email protected].
17
E-LEARNING IN THE CLASSROOM
Modern and Blended Learning
We believe that a ‘blended’ approach to teaching and learning is the most appropriate way to deliver the
curriculum in the 21st century. Blended learning classrooms use the best of both worlds - digital and paper
- to support learning. The focus is on learning rather than the device.
When and how a digital device is used is dependent on the learning goal for each lesson. Our staff recognises the
important role that digital technology plays in engaging our 21st century learners, accessing information and
collaborating and sharing with others.
Havelock North High School operates an open BYOD (Bring Your Own Device) environment for all staff and students.
Year 9 and 10 students are required to have a digital device suitable for the classroom with them every day. Our state of
the art network infrastructure provides access to the school network and the internet via a site-wide wireless network.
Students can work on any device using any platform in any classroom or learning area around the school.
Alongside the hardware, we offer all staff and students access to a range of school-specific digital tools to assist with
teaching and learning. This includes Schoology, Google Apps for Education and the full suite of Adobe Creative Cloud
software.
An increasing number of subjects in the senior school require students to have their own personal digital device and to
have a personal licence to subject specific software. Details of these subjects and their requirements can be found in the
Senior Course Booklet on our website. There is a short description of the use of technology in years 10 to 13 later in
this document.
18
Schoology
Schoology is an exciting addition to the digital environment at
Havelock North High School. Schoology is a Learning Management
System based on a social networking model. It encourages
collaboration and communication between teachers and students to
assist teaching and learning.
Schoology is also a key organisational tool for students at Havelock North High School. All daily notices are
displayed on Schoology and students are required to check their updates every morning. All homework
activities will be added to students’ Schoology calendars in 2016. The Schoology calendar also displays
events and activities for the various groups that a student is part of e.g. sports matches and music
rehearsals.
Parents have the ability to access their child’s Schoology account as ‘advisors’. This means that
parents are able to assist students to meet their homework deadlines and manage their
commitments, as well as viewing some of the work being done in classes each day.
19
21st Century Vision for Teaching and Learning
With a blended approach to teaching and learning we aim to develop the higher order thinking skills that are so important
for young people today. To experience success in school qualifications, tertiary study and in the workplace, students
must be able to do more than simply learn new ideas.
Higher order thinking requires students to make connections between ideas and to apply concepts to new and
challenging situations.
Digital technology helps staff and students to develop higher order thinking by offering learning activities and contexts
that were not previously available. These are well summarised in the four key elements of our IT vision:
Engagement
- Students use technology to construct and share knowledge in ways that may have been
impossible without technology. Teachers encourage students to use a range of tools to construct
new pieces of work.
Creativity
- Students can confidently select from a range of tools to develop and present their work. IT tools
offer staff and students teaching and learning opportunities and outcomes not possible without
technology.
Collaboration
- Students regularly use tools for collaboration with peers and experts, irrespective of time zone or
distance. Staff and students work in collaboration outside the classroom. Parents are given the
information they require to support teaching and learning.
Reflection
- Students and parents regularly use technology tools to set student goals, monitor progress and
evaluate performance. Students develop the digital literacy required to participate in and contribute
positively to society.
20
Buying the Right Device
We encourage and support
students to bring a personal IT
device to school for use in the
classroom. Having a tablet,
laptop or other digital device is
a requirement for our junior
students. A number of senior
subjects require students to
own an appropriate digital
device that is capable of having
software loaded locally. This
means that while an android
tablet, iPad or Chromebook
may suffice in junior school, it is unlikely to be suitable for use after year 10.
Parents intending to purchase a digital device for their son or daughter should consider carefully a number of
specifications that need to be met. Below is a list of specifications that need to be considered along with our
recommendations:
•
•
•
•
•
•
•
•
Battery Life – Should last 6-8 hours to be able to get through a school day without recharging.
Weight – Should be light enough for your son or daughter to carry around all day, anything more than 1.5kg
including the case might be too heavy.
Wireless – Must be dual-band capable, and state that it has a/g/n, or a/b/g/n.
RAM – Should be 4GB or more for laptops and 1GB or more for tablets
CPU – Faster is usually better, but may also reduce battery life. Intel Atom CPUs mean longer battery life, and
Core i5 or i7 are more powerful but reduce battery life, so discuss your needs with the supplier.
Hard Drive – SSD hard drives are the only hard drives suitable for use in a school environment.
Robustness – Your device should be strong enough to survive a low fall onto a hard surface.
Anti-virus Software – Anti-virus and anti-spyware software is essential to protect the data on the device, and
prevent the device being used to spread this malware to other devices at home or at school.
While most internet-capable devices are suitable for use in the classroom, mobile phones are not considered an
appropriate tool for the classroom. This is due to the small screen size and limited functionality. Occasionally
teachers may allow the use of mobile phones for videoing and photographing work and simple internet research
tasks.
Student-owned Devices
The advantages for students bringing their own devices are many and varied. A student-owned internet-capable device
can be an important part of a student’s toolkit, giving them instant access to unlimited resources and enabling them to
support, extend, communicate and share their learning in a way that will prepare them for the future.
Advantages of students using their own personal digital device include:
Anytime, anywhere access to unlimited resources and information on the internet
•
Anytime, anywhere access to class resources, support and extension activities through Schoology and Google
•
Apps
The ability to access and contribute to a wider (global) learning community
•
The ability to draft, redraft and publish work at the click of a button
•
Allowing students to become active partners in their learning
•
The ability to develop competency with subject specific software outside of school hours e.g. Adobe Photoshop,
•
PremierPro and InDesign
21
CITIZENSHIP
This school always encourages its students to be good citizens.
Some of the best ways of doing this are:

by volunteering to help in the Special Needs Unit. The staff appreciate any help, and the students in the unit
love the company of all students.

coaching, and/or refereeing for Primary and Intermediate school sports occasions.

role modelling - this is simply “Doing it like it should be done” and generally being a responsible citizen.

being involved, especially in Form and House activities.

peer tutoring, during form time if you are good at a subject and another student in your form could be
struggling.
All our Year 9 and Year 10 students are required to complete five hours of service in the community. This service must
be carried out for people other than members of the family. Examples of service could be mowing lawns for a sick
neighbour, a beach clean-up, helping out on a marae, or collecting for a charity. Students verify their service with their
form tutor by providing evidence such as photographs and/or a signed statement from the recipient of the community
service.
Senior Students:

Leadership groups of Year 13 and Year 9 students.

Leadership groups of Year 13 and Year 9 students.

Peer tutoring

Tiohi Tu

School Service Committee

Environmental Committee

S.A.D.D. (Students against Driving Drunk)

Cultural Committee
Pink Shirt Day 2015
22
YEAR 9 AND 10 DIPLOMA
Year 9 and Year 10 students work towards a diploma which is presented at the end of the school year.
An example of a Year 10 Diploma follows.
23
ATTENDANCE
If you have not given the school your cell phone
number or the information we have is out of date,
please forward details to the school office.
We endeavour to ensure that text messages sent out are
accurate. From time to time parents may receive a text
message when in fact their child is on a legitimate school
trip or explained absence. We do our best to ensure the
accuracy of our absence checks and parents have
indicated a high level of satisfaction with this early
notification scheme.
If you do not own a cell phone, then please continue to
ring the school in the morning to inform us of your son or
daughter’s absence and provide them with a note to their
form tutor the next day. All absences are checked and
followed up each week by form tutors.
Where there are ongoing truancy problems, the school
will seek the help of truancy officers and, if necessary,
other agencies, to assist in getting the student to school.
It is important that all students attend school regularly.
Absences from school can have a serious detrimental
effect on learning. We monitor absence from school
carefully and parents are asked to assist with this
monitoring by:
•
•
•
•
ringing the school to tell the school about why your
child is absent and how long they will be away from
school
writing a note to explain their absence when they
return to school
phoning the school and keeping us informed if your
child’s illness continues for longer than two days.
considering very carefully whether you should give
your child permission to be absent. For example,
family holidays at times other than school holidays
can be extremely disruptive to your child’s learning
and he/she may miss important assessments at
senior level. Such absences are not condoned.
The school does not condone one-day absences for
occasions such as cricket internationals or A & P Show
day.
Students are expected to attend school unless they are
sick. We send text messages through our early
notification of absences system to parents if their child is
absent without explanation. Text messages are sent
from our office at approximately 11.30 am. Students who
have been marked absent without explanation for periods
one and two will generate a text message to the primary
caregiver. If that person does not have a cell phone the
text will be sent to the secondary caregiver. Parents are
able to reply by text, giving an explanation for the
absence. Parents can also ring the school if they believe
that their child is at school even though the text is
indicating they are absent.
Year 13 students have attendance privileges. Year 13
students who have study periods in the first or last period
of the day may come to school at the beginning of period
two or leave school early. However, if they have study
periods at any other time in the school day, they are
expected to remain in school. Year 13 students may
leave the school grounds at lunch time but may not use
their motor vehicles.
Lunch time attendance
All students, except Year 13 students, must remain in the
school grounds throughout the lunch hour unless they
have a note from their parents to explain why they need
to leave school. No student has permission to leave
school every lunch hour. When students do go out of
school at lunch time or any other time during the school
day, they must sign in and out at the Student Centre.
If you have any concerns about your child’s attendance
please contact Mrs Neville-Foster, Deputy Principal, or
your child’s house tutor.
Illness at school
If your child becomes ill during the school day they should
report to the staff member on duty at the student centre
or they will be taken there by their teachers. If the child is
so unwell they are unable to return to class, parents will
be rung to come and take them home. If the child goes to
hospital parents will immediately be informed. When the
school is unable to contact parents, we will then try to
make contact with the emergency contact indicated on
the enrolment card.
Serious health issues
Some students have serious health issues which arise
and may require specific attention. We ask parents to
inform the school so that we can provide the best care for
your child. You can inform the school, if we were not
informed at enrolment, by ringing Mrs Neville Foster,
Deputy Principal or the Guidance Counsellor, Alison
Horspool.
24
UNIFORM
Acceptance of the rules relating to the wearing of school uniform is a condition of enrolment.
Please note that pupils are required to be in correct uniform on their way to and from school.
The uniform is purchased exclusively from Havelock North High School uniform shop.
BOYS’ UNIFORM
Day-to-day uniform
Formal Uniform (students are permitted
to wear formal uniform throughout the
year, as an alternative to the day-to-day
uniform). Students can purchase all
items of the formal uniform from the
school uniform shop.
Shorts
Grey regulation shorts
Trousers
Grey regulation trousers
Shirt
Grey Aertex shirt
Shirt
White regulation long-sleeved
shirt
Pullover
Blue regulation v-necked
pullover
Tie
Regulation school tie
Sandals
Regulation style (see
website)
Socks
Plain black socks
Shoes
Regulation style (see
website)
Blazer
Regulation school blazer
Socks
Grey regulation school socks Belt
School
Cap
Compulsory Terms 1&4
Jacket
Regulation navy Canterbury
jacket
Plain black leather
GIRLS’ UNIFORM
kirt
Grey regulation skirt
Shirt:
Skirt
Grey regulation skirt
White regulation blouse /
short- sleeved, or longsleeved in terms 2 & 3
Shirt
White regulation longsleeved blouse
Cardigan
Blue regulation zip front
cardigan
Tie
Regulation school tie
Sandals
Acceptable styles (see
website)
Tights
Black tights may be worn in
winter
Shoes
Acceptable styles (see
website)
Blazer
Regulation school blazer
Socks
Plain white ankle sock
Tights
Black tights may be worn in
terms 2 & 3
School
Cap
Compulsory Terms 1&4
Jacket
Regulation navy Canterbury
jacket
(NB: Skirt must be knee length)
Winter Uniform
Physical Education Uniform
Years 9, 10 and 11 Boys and Girls
(NB: This uniform will form the basis of the sports uniform for all teams other than first teams; athletics, badminton, cricket, cycling, football,
hockey, netball, softball, squash, table tennis, tennis, volleyball.)
Shorts
Plain black logo regulation shorts
Shirt
Regulation school physical education top
UNIFORM SHOP
Opening hours
Mondays 1.00 – 3.30 pm; Wednesdays 1.00 - 4.00 pm; Thursdays 1.00 – 3.30 pm
The uniform (above) is purchased exclusively from Havelock North High School
Any queries please phone:
Andrea Wilson
027 410 8920
Uniform Shop Manager
25
YEAR 13 DRESS CODE
Formal Uniform
All year 13 students must have a complete set of the formal school uniform - ‘number ones’. The details of the formal
school uniform can be found on the school website. Students must have their own school tie which must be purchased
from the school uniform shop.
Year 13 students have the option of either:
A.
wearing the regulation uniform or
B.
wearing mufti, provided that such is clean, neat, tidy and appropriate for schooling.
If the mufti they are wearing is unsuitable, students will be required to return to uniform.
In choosing to wear mufti, year 13 students must remember that they are important role models to the junior school.
What they wear, and how they wear it, has considerable effect upon the way students still in uniform wear that uniform.
Students choosing to wear mufti are required to meet the above code, taking note of
the following points.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Items of school uniform may NOT be worn with mufti.
Emphasis will be on the condition of clothes and overall presentation. Singlets may not be worn by either sex.
Strapless tops, three-quarter tops and strap singlets are not to be worn. No bare midriff clothes are to be worn.
Girls' clothing should be modest at all times.
Items of clothing must not carry slogans or pictures that run contrary to the spirit and rules of the school or that
could be considered objectionable, e.g. liquor advertising or unacceptable language.
Shoes/sandals must be worn at all times. No slippers, rubber/plastic jandals, ugg boots, gum boots, steel cap
boots.
Jewellery and light makeup may be worn as long as it is in good taste.
Discreet ear piercing is acceptable. Any other body piercing, jewellery or tattoos are not allowed.
Extreme hair styles are not acceptable, either in length or colour.
Hats, caps and sunglasses must not be worn in the classroom.
Boys are expected to be clean shaven.
Trousers/jeans must be clean, tidy, plain and even-coloured. The following are not acceptable – frayed edged
garments, ripped garments, studs, chains, ‘fat’ pants or pyjamas.
Shorts to be neat, plain coloured and no shorter than mid-thigh. Beach shorts, surf shorts, running shorts or
brief shorts are not acceptable for boys or girls.
Rather than compile an extensive list of clothing which
may or may not be appropriate, students must
understand that staff will be arbiters of what is and what
is not acceptable. If clothing or presentation is deemed
inappropriate, the wearer will be sent home to change.
We have the right to add to this list at any time.
Students refusing to accept a ruling on
appropriateness of clothing will be subject to
stand-down. Persistent offenders will have
their right to wear mufti withdrawn.
26
THE CAREERS CENTRE
Location: Careers Centre 100 block (opposite gymnasium)
Phone: 877 8129 ext. 753
The Careers Centre is staffed from 8:30am to 4pm including most lunch times.
Staff:
Hilda Overeem:
John Taylor:
Amanda Knight:
Helen Tasker
Transition Services Manager
Careers Adviser
Administrator
Gateway Workplace Coordinator
The Careers Centre is open to all students at Havelock North High School.
This department offers students help in course planning, particularly at senior level. The service provides
students with a wide range of information and assistance.
•
•
•
•
•
•
•
•
Individual and small group interviews. Parents are very welcome
Career education, guidance and advice
Career education– Class visits at Year 9, 10 and 12
Career direction questionnaires - Careers NZ website
Guest speakers from industry, Armed Forces, Police etc.
Career Expo visit
Student allowance/loan applications
Tertiary Education information, planning and visits
www.careers.govt.nz
www.careers.govt.nz
Check
Check out
out this
thisvery
veryhelpful
helpfulcareers
careerssite!
site!
Hawkes Bay Careers Expo
Appointments
Appointments can be made
for individual students and
parents/ guardians to meet
with the Careers Adviser,
John Taylor.
Appointments can be made
via the Careers Centre or
by phone or txt message
877 8129 Ext 732.
Mobile 0273498576
27
Career information is available to all
students in the Careers Centre. Students
also have access to information via the
student computers within the Centre.
The Careers Department is also responsible for delivering the following programmes:
Future Pathways Foundations: Year 11 Exploring interpersonal and work skills with a focus on future
pathways.
Future Pathways StartUp: Year 12 Introduction to trades and industries through hands on courses, with the
Hawkes Bay Schools Trades Academy and others course and industry providers.
Future Pathways individual programmes: For non-conventional
subjects/courses.
Gateway: Combining academic study and industry training. The Gateway
programme includes 1 day a week in the workplace (for terms 2-3).
Life Skills: Knowledge, skills and attitudes for a changing world.
These Programmes can include the following courses:
•
•
•
•
•
•
•
•
•
•
•
•
Industry trade training in the workplace - see school website
http://www.hnhs.school.nz/curriculum/careers_department.aspx;
Workplace Tasters
Short introductory courses
Customer Service courses
Holiday short courses
Tertiary courses purchased in for individual students
First Aid Certificates
Health and Safety in the workplace
Industry-based assessment
Tourism courses
Customer Service courses
Training at tertiary institutions (e.g. EIT
When do I get Careers Education?
Year 9
During orientation
Year 10
Class presentation
Year 12
Year 13
•
•
Career Centre overview of location and services
Class visit and survey
Subject selection for senior school based on career
aspirations. Career research resources
Investigate personal preferences in relation to work.
Subject advice
Tertiary study
Career Expo
•
•
•
for course selection at year 13
Options, costs, financing
Class visits
Constant contact
throughout year
•
•
•
•
Applications for tertiary study and accommodation
University/ Polytechnic visits
Recruitment Officer visit
Loans/Allowances/Scholarships Information
28
CODE OF CONDUCT AND SCHOOL RULES
The rules in the classroom are designed to ensure everyone has the
opportunity to learn.
•
•
•
•
•
•
•
Be at class on time
Follow directions the first time
Be prepared for class
Use equipment correctly
Complete homework properly
Do not swear or put down others
Give everyone a ‘fair go’
School rules are for the benefit of the
whole community.






Respect the school environment
Respect your own property and the property of others
Wear the uniform properly
Do not smoke, swear, drink alcohol or use any illegal substances
No physical or verbal abuse or bullying
Play fair in school related activities
The consequences of disregard for the classroom or school
rules are as follows:
(a)
(b)
(c)
In the case, for example,
- uniform badly worn
- chewing
- lateness without an excuse
the penalty will be:
- lines
- penalty sheets
In the case, for example, of
-
the penalty will be
- house detention and parents
informed
In the case, for example, of
- failure to complete House detention
- truancy
- fighting, bullyingmajor property
damage- smoking
- repeated disobedience
the penalty will be
repeated incidences of above
refusal to complete penalty sheet
bad language
disobedience in class or generally
around the school
- Friday afternoon detention and
parents informed
(d)
The degree of misbehaviour may result in the student being stood down - especially for offences involving
violence, whether physical or verbal.
(e)
Extremely serious incidents of the above, and any offence involving drugs at school could result in suspension.
29
DISCIPLINE COMMUNICATION LINES FOR A
STUDENT CAUSING CONCERN IN THE CLASSROOM
Class Teacher
•
•
•
•
•
•
Talks to student one-to-one.
Gives penalty sheets.
Lunchtime detention
Note home to parents
Talks to Form tutor, other teachers
First seeks help re discipline from HOD
Would
need to
be a
very
serious
offence.
Head of Department
•
•
•
•
•
Talks to student
May remove student from class into
senior class.
May recommend to DP in classroom.
May ring home
Talk to House Tutor / Deputy Principal
Deputy Principal
•
•
•
•
•
House Tutor
•
•
•
•
Talks to student
Contacts home
Parent called in
Put on report
Withdrawal from class
Talks to student
Contacts home
Parent called in
Put on report
• Refer to DPs / Guidance
Counsellor
Principal
•
•
Form Tutor
Consultation with parents
Suspension/withdrawal
All matters communicated back to
Form Tutor
30
DETENTIONS
1.
A school detention is a punishment given for a serious
breach of school rules.
2.
Detention over-rides all other activities including
rehearsals, sports practices and jobs.
3.
4.
Privileges such as sports/cultural exchanges, school
trips, camps may be withdrawn if a student has
earned a large number of detentions, because a bad
detention record indicates the student has a discipline
or attitude problem.
There are two levels of detention: House detention
held on Tuesday lunch times and Friday after school
detentions. The severity of the wrongdoing
determines which detention is issued. The Deputy
Principals issue Friday detentions.
Penalty sheets are available and will be used by teachers for
the following minor offences:- lateness, uniform irregularities,
eating in class etc.
Difficulties with homework or class behaviour should first be
dealt with by the teacher, H.O.D. and House Tutor. Failure to
do school work and homework is not a school detention
offence. However, failure to do a detention a teacher has set
for such breaches would earn a school detention.
A serious offence will often result in a student being sent to
the Deputy Principals who will deal with the offence and issue
the detention.
Some examples of the type of offences that earn at least an
after-school detention would be disobedience, rudeness,
vandalism, theft, bullying, fighting, swearing.
Lunchtime detentions are held DAILY at 1.30 pm. Students are required to complete the lunchtime detention at the next
available lunchtime after the detention has been issued. Parents will be emailed when the detention has been completed.
Be aware that the accumulation of five school detentions (Lunchtime or Friday after school) can lead to a stand-down.
If you wish to discuss this detention contact the Deputy Principal.
DETENTION FLOWCHART
Student offends
Minor offence
Penalty
Sheet
Major offence
Teacher decides
own discipline/
punishment
Sent straight
to Ne/Wl
Failure
Student goes to Friday after-school detention
or parent makes arrangement with Ne/Wl for
student to do it another time.
Lunch Time Detention
Student goes to House detention on
Tuesday where he is checked off the list,
present or absent. A letter is sent home
about the detention.
DP sees all p.m. detainees during Friday to
remind them to attend.
Failure to complete lunch time detention
Failure to attend Friday detention may lead to
stand down.
DAILY REPORT
1.
On the recommendation of the House Tutor, after consultation with Class teachers, a pupil may be put on
report.
2.
The report requires the co-operation of the class teachers, Form and House Tutors, Deputy Principals
and parents, who are all asked to check the behaviour each day.
3.
The report is used for behaviour modification e.g. developing study techniques, misbehaviour.
4.
The report system involves parents to a degree. If the report system fails, the parents may have to be
involved further.
31
COMPLAINTS PROCEDURE FOR PARENTS AND
STUDENTS
What do I do if I have a concern?
If you have a concern and it is a matter involving a
teacher, you should firstly try to contact the teacher
and discuss the matter with her/him. The best way to
do this is to phone the school office (8778-129) or write a
note to the person concerned.
You should expect to hear back by the next day. Please
ensure you leave information with the school office about
the best time to contact you. If you write, please ensure
that a contact phone number is included. If you would
prefer a written reply, please specify this and we will try to
reply within three days.
Most teachers will be teaching when you phone and won’t
be available to answer your call immediately. If they can’t
take your call, you should leave a message for the
teacher to contact you, or ask for an appointment to see
the teacher.
Once your concern has been considered and an answer
provided, or action is taken by the school, if you are not
satisfied that your concern has been adequately
remedied, then you may wish to take your concern
further.
If you don’t feel able to talk to the teacher concerned
or
it is about a matter which does not involve a particular teacher, you have a number
of people you could phone, or write or talk to:
(1)
(2)
(3)
(4)
(5)
your son/daughter’s Form Tutor (the school office will be able to tell you who this is);
the Head of Department of the subject concerned (if you don’t know who this is, the school office will be
able to tell you)
the appropriate House Tutor. (Contact details given in this booklet)
the Guidance Counsellor. (Contact details given in this booklet)
somebody in the school’s senior administration – the Principal or the Deputy Principals.
PROCEDURE FOR MAKING A FORMAL
COMPLAINT
The Principal will talk to the person about whom the
complaint has been made, as well as interviewing
anybody else who may have had a part to play in the
incident, or who may have seen what happened. Written
statements will usually be taken. You can be assured
that the complaint will be received and dealt with
professionally. In the interests of natural justice, the
person about whom a complaint is made must have the
opportunity to hear all details about the complaint and to
reply to it. The Principal will decide what steps will be
taken as a result of the investigation and you will be
informed of this decision. If you are unhappy with the
decision, you may refer the matter to the Board.
If you are not satisfied that you have got answers for your
concerns, or you believe the action taken to remedy the
problem was inappropriate, you may wish to make a
formal complaint. Here is the procedure you should
follow:
1.
Write down your complaint giving details of
what it is you are complaining about.
Include details of efforts you have already made
to resolve the matter. Include your name and
contact phone number.
2.
Take your written complaint to the Principal, or
another member of the school’s senior
administration if the Principal is absent. If the
complaint is about the Principal or Deputy
Principal a copy needs to be sent to the Board.
Ask for assistance at the school office if you are
unsure how to go about delivering your
complaint.
Depending on the nature of the complaint, the matter may
be referred by the Principal to the Board of Trustees for
consideration and action.
The Board will investigate any complaints it receives and
record this process in its in-committee minutes. If the
complainant is unhappy at the decision reached by the
Board they could seek legal advice or refer the matter to
the Ombudsman.
When the Principal receives a complaint, he will discuss
the matter with you before deciding what further action
should be taken. If you want to bring somebody else to
accompany you when you discuss this, you are welcome
to do so.
32
PROCEDURES FOR STUDENTS WHO WISH TO
REPORT OR LODGE A FORMAL COMPLAINT
ABOUT ALLEGED HARASSMENT OF ANY KIND
The student, or the student’s friend, approaches a
member of staff or student representative on BOT with
whom they feel comfortable:
1.
If not resolved, the matter will be referred to
the Principal. The procedure that may follow
will be carefully explained to the student at that
point. (These procedures are laid down in
school policy documents).
If the complaint involves a member of staff,
then
•
the complaint is listened to and referred to
one of the Deputy Principals.
•
the student writes down an account of the
incident for later referral.
•
the parents of pupils under the age of 16
will be notified. This advice will be given
to pupils who are 16+years of age.
•
if the Deputy Principal believes the matter
can be resolved at that point, he/she will
work it through with the student.
Resolution of the problem might include:
1.
2.
3.
4.
counselling
a meeting between harasser and
complainant to resolve the difficulty.
involvement of the parents.
referral to discipline process.
33
2.
If the complaint involves another student or
group of students, then:
•
the complaint is listened to.
•
the student writes down an account of the
incident for later referral.
•
the matter is referred to the Deputy
Principal who will take responsibility for
dealing further with the complaint,
according to the procedures set down in
the school policy documents.
3.
If the complaint is about the Principal or
Deputy Principal the matter must be referred
directly to the Board of Trustees.
HNHS BOARD OF TRUSTEES
Board meetings are held once a month. These are public meetings and parents are welcome to attend. Minutes of the
meetings, all school policies and the strategic plan are available for you to read, should you wish, at the school office.
If you have any matter you would like to discuss with a board member do contact us.
Board of Trustees members 2016
Mrs Dinne Keip (Chairperson)
Mrs Lynette Breen
Mr Mike Wilkey
Mrs Carla Miller
Mrs Pamela Morrison
Mr David James
Dr Nicola McKendrey
Mr Terry Petersen (Teacher’s Rep)
Mr Greg Fenton (Principal)
Ella Coram-O’Kane (Student Rep)
HNHS PARENT TEACHER ASSOCIATION
The HNHS PTA, as a body formed to assist the school
community in practical ways, has existed since the very
earliest days of the school. All parents and caregivers of
pupils of the school, by virtue of that fact, are members of
the association. Currently this executive is chaired by
Mrs Sue Brebner, Mrs Lisa Arrell is the secretary.
At monthly meetings parent representatives and staff
representatives meet on behalf of the school community
to assist with the smooth running of the school in a
variety of ways. Primarily the PTA raises funds for the
many extras the school needs, but which the Ministry of
Education does not provide. In recent years, funds raised
both by levy (as part of the school fee accounts) and by a
variety of other means, have been devoted to projects
like school minivans, the revamped entrance to the
school, the construction of seating, paving and planting of
the main courtyard and the refurbishment of and planting
around the whare Kahurangi.
Various fundraisers reappear most years, like the
speaker evenings or entertainers or debates that have
been held. All parents are urged to show their support for
the school where their children will benefit from the funds
raised when such functions are advertised.
Very importantly too, the PTA is a sounding board for the
administration of the school. Comprised mainly of
parents, advice is often sought on matters of interest or
concern to the Management and Governance of the
school.
If you wish to find out more about the PTA, or would be
interested in more actively being involved with the
executive, please don't hesitate to contact any of the
current members listed below. They value your interest
and input.
PTA members 2016
Greg Fenton (Principal)
Lynne Legarth
[email protected]
Libby Hooper
[email protected]
Frances Blake
[email protected]
Rachel Roberts
[email protected]
[email protected]
Fiona Goff
[email protected]
Sarah Kirk
[email protected]
Sophie Hoogerbrug
[email protected]
Sue Brebner
[email protected]
Vanessa Ward
[email protected]
Tim Walton
[email protected]
Karen Beattie
[email protected]
Susan Reay
[email protected]
Trish Ree
[email protected]
Lisa Arrell
[email protected]
Karen Walker
[email protected]
Nicki Young
[email protected]
Keryn Lane
[email protected]
Jo Perry-Purchas
[email protected]
Roy Mills (Chairperson)
[email protected]
Lissa Pearce (Secretary)
[email protected]
James McKendrey –
(Treasurer)
[email protected]
Jane Broughton
34
The Havelock North High School Foundation is a charitable trust established to encourage the development
and growth of the school for the benefit and advancement of current and future pupils and the community it
serves.
The Foundation is the cornerstone of development and philanthropy at the school and its continued success is
vital to the school’s future. The role of the Foundation is:
• To fundraise for capital projects;
• To build and preserve a capital fund, with investment returns available for development;
• To raise awareness of the school and the Foundation in the community;
• To benefit future generations of the school;
• To foster support and confidence in the school and the Foundation from pupils, past pupils, the school
family and the community.
By supporting the school, the Foundation seeks to maintain and improve the educational, cultural, and
recreational environment of the school.
The Foundation Board includes representatives from HNHS
executive and support groups as well as three independent trustees. These trustees form an autonomous
Foundation Board which controls Foundation activities.
The Foundation believes that it is our role to provide as many opportunities as possible for the students of
Havelock North High School to direct them into a successful life beyond their secondary school education.
For more information please contact our Development Manager, Jacqui Pearse on 877-8129, ext 766 or
[email protected] or visit www.hnhs.school.nz/foundation
35
GET INVOLVED!
We have so many sports, clubs and groups you can belong to – have a go!
Listen to morning notices for meetings concerning groups you are interested in joining. Activities available and
the names of the teachers are listed below.
Adventure Racing
Kt
Mr Kitchin
Athletics
Mr
Mr Morrison
Badminton
Bk/Jh
Mrs Baker/Mr Johnson
Basketball
By
Mr Betty
Canoe Polo
Pr
Mr Parry
Chess Club
Wt
Mr Wright
Cricket
Mr
Mr Morrison
Cross Country / Road Race
Mr
Mr Morrison
Cycling
Mr
Mr Morrison
Dance
Hg
Ms Hargreaves
Debating
Bd
Mr J. Bird
Drama
Bb
Mr Brebner
Duke of Edinburgh Award
Wl
Mr Wilton
Equestrian
Hl
Mrs Hulls
Football (Girls)
Wh
Ms White
Football (Boys)
Wh
Ms White
Futsal
Mf
Mr Murfitt/Mrs Edilson
Golf
Bd
Mr Bird
Golf Croquet
Mrs Reeves
Gymnastics
Jn
Mrs Johnson
Hockey
Md
Ms McDonald
Kapa Haka
Ms
Ms Matthews
Mountain Biking
Mf
Mr Murfitt
Multisport
Mr
Mr Morrison
Music (choir, orchestra, bands, etc.)
Cg
Mr Cargill
Netball
Ok
Mrs Onekawa
Orienteering
Mr
Mr Morrison
Rugby
Mr
Mr Morrison
Science Fair
Ml
Mrs McLean
Shooting (clay bird)
TBA
Skiing
Ge
Mrs Gertsch
Softball
Me
Mrs Meagher
Squash
Ty
Mrs Taylor
Swimming
Mr
Mr Morrison
Table Tennis
Ly
Mr Lowry
Tennis
Md
Ms McDonald
Touch
Mr
Mr Morrison
Volleyball
Jh
Mr Johnson
Young Design Fashion
Rm
Mrs Rimmer
Young Enterprise
Hl
Mrs Hulls
36
PO Box 8476
Te Mata Road, Havelock North
[email protected]
www.hnhs.school.nz
(06) 877 8129
37