Parent Manual 2014

Transcription

Parent Manual 2014

HAVELOCK NORTH
HIGH SCHOOL
Aim to excel - Whaia te iti Kahurangi
Parent Manual
2014
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
2
4/5
6/7
8
8
9
10
11
12
13-17
18
18
19/20
20
20
21
22
23/24
25
25
26
26
26
25
27
28
29
30
31
32
33
34
34
35
36
37
37
38
38
39
40
Parent Manual 2014
Encompass
Foreword by the Principal, Mr Fenton
Staff Lists
Management Team
New Staff Members
Academic Results
Yrs 9 and 10 core classes
Key Dates
Curriculum Events 2014
E-Learning in the Classroom
Head Students
Yr 9 Scholarship recipients
House Leaders
Student Representative to Board of Trustees
Student Committees
Guidance Network
House Tutors
Careers Centre
How to communicate with the school
School E-mails
Timetable and courses
School Fees
Homework
School diaries
Citizenship
Yrs 9 and 10 Diploma
Attendance
Uniform
Year 13 dress code
Code of Conduct and School Rules
Discipline Lines of Communication
Detentions
Daily Report
Detention flow chart
Complaints procedure for parents and students
Procedures for making a formal complaint
Te Waka Awhina Committee
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
Dear Parents and Guardians,
Welcome to the start of a new school year.
Following a very pleasant summer for holiday-makers, the year ahead offers much promise and excitement as we
celebrate the arrival of our new Year 9 cohort; along with a number of other students who are new to the school. I am
sure that with the right attitude there is no reason why our new students cannot look forward to a very successful
experience at a school recognised as a provider of excellent all-round education.
The concept of attitude is an interesting one, and in fact the longer I live the more I realise the impact of attitude on life.
Author Chuck Swindells described attitude as:
“being more important than facts, than the past, than money, than circumstances, than failures,
than successes, than what other people say or do. It is more important than appearance,
giftedness or skill. It will make or break a company, a home. The remarkable thing is we have a
choice every day regarding the attitude we will embrace for that day. We cannot change our past,
we cannot change the fact that people will act in a certain way, we cannot change the inevitable.
The only thing we can do is play on the one string we have, and that is our attitude.”
For students how does this translate into school success?
At the end of 2012 I attended the Havelock Intermediate Prize-Giving, where ex-HNHS student Francy Sulikosky was the
guest speaker. The theme of Francy’s talk was about making the most of one’s opportunities at High School; hers was a
story of someone who immersed herself in everything that was going on, yet still emerged as one of the top all-round
achievers in her year group. While Francy is without doubt a t alented young woman, her talent was maximised by an
attitude of not accepting second best, of getting involved in as wide an array of activities as possible and of being
organised. She succeeded because she wanted to succeed, and br ought a br ight, breezy, positive and d etermined
attitude with her, every day she came to school.
In research conducted by education researcher Carol Dweck, she showed that youngsters in general, attribute their
learning to three factors: “luck, being dumb or being gifted”.
Thoughts that put learning down to these factors certainly give us an insight into why many young people may fail to fully
reach their potential with their schooling. Learning requires effort and a positive attitude, and if you are attributing your
learning or lack of it, down 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, or worse still, such thinking could be particularly
dangerous because children who have been told they are gifted as youngsters, sometimes struggle to cope when things
get hard and their status might be threatened.
Where this leaves us as partners in the learning process is in teaching our youngsters strategies to overcome these
barriers, and in attempting to create an environment where they understand that success requires effort and, along the
way, may involve taking risks and making mistakes. As a school we will support this by 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.
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For parents it means supporting the school in ensuring school expectations are being met along with getting alongside
their children 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.
The reason that I put so much emphasis on partnership is that no entity on its own can be totally responsible for the
development of the young person. We need to work together alongside the student, to ensure the aspirations we all have
for them are achieved.
I am asking, therefore, that you take an ongoing interest in what happens at the school, and that you feel confident and
comfortable to join in parent groups like the PTA, to help with coaching and management, and to involve yourself in the
many and varied occasions that make up each term.
Academic success
The need for academic qualifications cannot be overstated. Whereas in days gone by, three years of secondary
education may have been sufficient to get a job, albeit an unskilled one, the bar has been lifted and benchmark
qualifications continue to rise. The huge thirst for educational credentials world-wide, but especially in countries such as
China and India, mean that the world of the future will demand a better qualified workforce. Our youngsters are not
immune from this requirement and we take great pride in the fact that Havelock North High School places a premium on
student learning and academic achievement.
The academic pass rates of our students in the 2013 NCEA qualifications confirm that the majority of our students are
making the most of the high quality education our young people are getting. In University Entrance our pass rates last
year were significantly above both the national and decile 8-10 averages. We encourage all students and their families
to work with our teachers to ensure that they are choosing the right courses and making the most of their learning
opportunities.
Fees
As the school year has got under way a number of people have asked me about school fees and what they go to pay for.
While the government may suggest that the operations grant allocated to schools is sufficient to meet our needs, the
reality is that the level of funding goes nowhere near delivering the type of curriculum you would expect for your student.
As a decile 9 school we are unable to tap into the additional funding lower decile schools can access. Therefore local
funding from parental donations, subject fees and international student fees are essential to give breadth to our
curriculum and to provide adequate equipment. We want to deliver a quality education in an attractive environment but
we cannot do this alone. Last year I was delighted that so many parents supported the school by making payment of the
school donation. I respectfully ask that all families make this donation to allow us to meet the needs of your young
people. There are several payment options available and these can be discussed with Lin or Bronwyn in the school
office.
Sporting and Cultural Activities
As a k een follower of sport for a gr eat many years, I know how involvement in co-curricular activities can benefit our
youngsters. The school has a well-known reputation for outstanding achievement in the arts, and the 2013 school year
saw many excellent sporting achievements. We provide a multitude of opportunities that students can take part in, and I
would encourage you to get your child involved in these areas of school life.
As a school we welcome parental involvement in the coaching, management and support of our co-curricular activities.
Because of the diverse interests of our community it is impossible to cover all activities internally. If you are able to help
in any of these capacities please see me, our Director of Sport, Mr Morrison, or our Director of Culture, Ms Carmen
Hausler. We would be grateful of your assistance.
It is a pleasure to welcome you into our school community and I hope to meet and talk with many of you in the months
ahead. As I said in my introduction, with the right attitude, students have every chance of doing very well at HNHS and
achieving the goals we all have for them. I look forward to following the progress of your son / daughter in the years
ahead.
Best wishes for a rewarding year.
G.J.Fenton
Principal
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HAVELOCK NORTH HIGH SCHOOL TEACHING STAFF 2014
Deputy Principal:
Deputy Principal:
Curriculum Co-ordinator:
Assistant Principal:
Principal’s Nominee NCEA,
GUIDANCE NETWORK
Guidance Co-ordinators:
Mrs M Fitzsimons, M.Ed.Admin., B.A., Dip.Ed., Dip.Tchg.
Mr J Wilton, B.Sci., Dip.Tchg.
Mr A Wright, B.Sc., Dip.Tchg.
Mr J. Kitchin, B.Sc., B.Com., Dip.Tchg.
Miss G Sparling-Fenton, B.B.S., T.T.Cert.
Guidance Counsellor:
Tainui House Tutor:
Rata House Tutor.
Miro House Tutor:
Kauri House Tutor:
Mrs M Fitzsimons, M.Ed.Admin., B.A., Dip Ed., Dip.Tchg.
Mr J Wilton, B.Sc., Dip.Tchg.
Ms G Evans-Love, Dip.Guidance & Counselling.
Mr J. Lloyd, B.Sc., P.G.C.E, G.C.E
Mr W Drabble, B.A., Dip.Tchg.
Mr P Parry, L.C.G., Full Tech.Cert..
Miss B Jones, M.A., P.G.Dip. NZ St. Dip.Tchg.
ART DEPARTMENT
Head of Department:
Assistant Teacher:
Part Time Teacher:
Ms T. McSherry,B.Fine Arts.,Dip.Tchg.
Miss L White, B.Des (Hons), Dip.Tchg
Mrs S. Ferguson, B.A., Dip Gifted & Talented
BUSINESS STUDIES DEPARTMENT
Head of Department:
Assistant Teachers:
Miss G Sparling-Fenton, B.B.S., T.T.Cert.
Mrs R Hulls, B.A. (Hons).
Mr T Petersen, B.A., Dip.Tchg.
CAREERS DEPARTMENT
Careers Centre Manager:
Careers Advisor:
Mrs H. Overeem
Mr J Taylor, B.A., Dip.Tchg.
DRAMA DEPARTMENT
Head of Department
Assistant Teacher:
Part time Teacher:
Mr M. Brebner, M.A.(Hons), B.A.,Dip.Tchg.,R.S.A. Cert.
Mrs M Fitzsimons, M.Ed.Admin., B.A., Dip.Ed., Dip.Tchg.
Mr T Walton, B.Ed., Dip.Tchg.
ENGLISH DEPARTMENT
Head of Department:
Assistant Heads of Department:
Teacher Librarian:
Assistant Teachers:
Part time Teachers:
HISTORY DEPARTMENT
Head of Department:
Assistant Teacher:
LANGUAGES DEPARTMENT
Head of Department:
Assistant Teacher:
Part time Teachers:
MATHEMATICS DEPARTMENT
Head of Department:
Assistant Teachers:
Part time Teacher:
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Mr J Bird, B.A., Dip.Tchg.
Ms A Keown, B.A., Dip.Tchg.
Mr S Murfitt, LLB., B.A., Dip.Tchg.
Ms A Keown, B.A., Dip.Tchg.
Mr J Coombes, M.A., Dip.Tchg.
Mr W Drabble, B.A., Dip.Tchg.
Miss B Jones, M.A., Dip.Tchg.
Mrs C Thomas, T.T.Cert.
Mr T Walton, B.Ed., Dip.Tchg.
Mrs R. Brondel, B.A., Dip. Tchg.
Mr B Pereira, M.A., Dip.Tchg.
Miss B Jones, M.A., Dip.Tchg.
Ms B Matthews, B.A., Dip.Tchg
Mrs R. Brondel, B.A., Dip. Tchg.
Mr Stephen Lowry,R.S.A. Cert. (Camb)., Dip. Tchg.
Mrs L McLean, B.Phil., Dip.Ed., Dip.T.E.F.L.
Mr W Bird, B.Sc., Dip.Tchg.
Ms N Addis, B.A.,M.A.(Hons);M.Ed.Admin;P.G.Dip.Ed;Dip.Tchg.
Mr A Wright, B.Sc., Dip.Tchg.
Ms K Chapman, M.Sc (Hons), Dip.Tchg.
Mrs J Gray, Dip.P.E., Dip.Tchg.
Mr P McEntee, B.A.
Ms L Hargreaves, B.B.S. (Acc)., Dip.Tchg.
Mrs H. Bell,B.Tech.,Dip.Tchg.
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MUSIC DEPARTMENT
Head of Department:
Part time Teacher:
Mr R Cargill, B.Music (Hons), Cert.Ed.
Mr B Throp, B.Ph.Ed., Dip.Tchg.
PHYSICAL EDUCATION DEPARTMENT
Head of Department:
Assistant Head of Department:
Assistant Teacher:
Part time Teachers:
Mr P.Mathieson, Dip.P.E., Dip.Tchg.
Mr I Johnson, Dip.P.E., Dip.Tchg.
Miss F McDonald, B.Ph.Ed., B. Tchg.
Mrs N Johnson, B.Ph.Ed., B.Sc., Dip.Tchg.
SCIENCE DEPARTMENT
Head of Department:
Teacher i/c: Physics
Teacher i/c Junior Science:
Mrs M Gertsch, B.Sc. (Hons)., Dip.Tchg.
Mr R Barrett, B.Sc. (Hons), Dip.Ed. Dip.Tchg. M.N.Z.I.P.
Mrs F. Mclean, B.Sc., B.Tchg.
Assistant Teachers:
Mrs J. Bewick, B.Sc. (Hons), P.G.C.E.
Mr C Burns, B.Sc.
Mr J Kitchin, B.Sc., B.Com., Dip.Tchg.
Mr J Lloyd, B.Sc., P.G.C.E, G.C.E.
Mrs L. Meagher, M. Sc., P.G.D. Sec.
Mr J Wilton, B.Sc, Dip.Tchg.
SOCIAL SCIENCES DEPARTMENT
Head of Department:
Assistant Teachers:
Part time Teachers:
Mrs A Sutherland, M.A.(Hons), Dip.Tchg.
Miss B Jones, M.A., P.G.Dip. NZ St. Dip.Tchg.
Mr B Pereira, M.A.,Dip.Tchg.
Mr J. Taylor, B.A., Dip.Tchg.
Mrs C Thomas. T.T.Cert.
Ms B Matthews, B.A., Dip.Tchg
Mrs L Orton, B.A (Special Hons), P.G.C.E.
SPECIAL NEEDS UNIT
Director:
Part time Teacher:
Mrs B Hocquard, T.T.Cert.,Dip.Tchg.,Dip.Ed.
Miss N. Davidson, Dip Tchg.
TECHNOLOGY DEPARTMENT
Head of Department:
HOD Graphics:
Assistant Teachers:
Mrs C Rimmer, Cert.Ed. (Uni. Liverpool), P.G.Dip.Tech.Ed.
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.
Mrs D Cheetham, Post Grad.Dip.Tech., Dip.Tchg.
Ms K. McLennan, B.Cap.Sc., Dip Tchg.
Mrs A. Onekawa, B.C.A.S., Dip.Tchg.
Mr P Parry, L.C.G., Full Tech.Cert.
Ms S Smith, B.C.S., Dip.Tchg.
Mr C Vose, Dip.Design Engineering, Dip.Tchg
LEARNING SUPPORT
SENCO:
RTLB:
Mr R Wakefield, T.T.Cert.
Mrs J Morrison, B.Ed., P.G.Dip.Ed.St., Dip.Tchg.
SPORTS CO-ORDINATOR
Mr G. Morrison
ARTS CO-ORDINATOR
Ms Carmen Hausler
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MANAGEMENT TEAM
L-R: Mr G. Fenton (Principal), Mrs M. Fitzsimons (Deputy Principal),
Mr J. Wilton (Deputy Principal)
L-R: Mr A. Wright (Curriculum Co-ordinator),
Mr J. Kitchin (Assistant Principal)
WELCOME TO NEW STAFF
A warm welcome to four new staff members this year.
Julie Bewick and Lucy Meagher are not technically new to
the school. Both have taken long-term relieving roles in the
past.
Julie Bewick is appointed as relief teacher for Maria
Neville-Foster who is on maternity leave. Mrs Bewick
trained and taught in the U.K. for the first five years of her
career. S ince moving to New Zealand, she has taught at
Otahuhu College in Auckland and since moving to Hawke’s
Bay, has juggled part-time teaching in various Napier high
schools with the demands of raising a family of three
daughters aged eight to 13 years.
L-R: Rachel Brondel, Lucy Meagher, Sarah Ferguson,
Nerys Davidson and Julie Bewick.
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Nerys Davidson is working in the Special Needs
Department two days a week. Nerys is a Hawke’s Bay
girl but she has travelled widely and worked in education
in various roles in England and Australia. Most recently
she has been involved in the Ministry of Education ‘Wrap
Around’ programme. N erys has two daughters and a
house full of pets, including a dog and cats.
This year the school is offering Spanish as a f oreign
language at Year 9. Rachel Brondel is our new teacher
of Spanish. She is also a teacher of French and English.
Rachel has taught languages at various high schools in
New Zealand, as well as teaching English in France.
Rachel and her family lived in France for ten years. She
and her husband own a winery in Beaujolais, near Lyon.
However, they have returned to New Zealand because
they want their sons to be part of the New Zealand
education system. R achel loves teaching both Spanish
and French and is fluent in both languages. H er other
passion is cooking French cuisine.
We welcome Sarah Ferguson to Havelock North High
School as a teacher of junior English and art. Sarah is an
experienced primary teacher, having taught in the
Wanganui and Hawke’s Bay regions for the past 15
years, her last six at Bledisloe School. S arah has also
acted as a tutor teacher for students at Massey University
and has specialised in running courses for gifted and
talented students. Sarah is a mother of four boys, ages
11 to two years. She is really enjoying the challenge and
the experience of teaching in a secondary school.
NINE STUDENTS PICKED UP 13 SCHOLARSHIPS IN 2013
We are very proud of all of our scholarship winners.
Nicola Mulvay’s bag of
five scholarships was
particularly outstanding and aptly demonstrates why
she was the 2013 Havelock North High School Dux.
Name
Nicola Mulvay
Kate Hirschman is to be congratulated for her
outstanding scholarship in technology fabric, which
recognises her as one of New Zealand’s top students in
that subject.
Scholarship
Outstanding
Scholarship
Accounting
Chemistry
Physics
Calculus
Biology
Technology
Kate Hirschman
Daneka Boogaard
Biology
Devin Farmery
Chemistry
Frederic Haidekker
German
Brandon Jones
Calculus
Ilonka Petrick
Economics
Rishabh Sharma
Biology
Rebecca Sinclair
Geography
Kate Hirschman
Nicola Mulvay
Daneka Boogaard
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Frederic Haidekker
Devin Farmery
Ilonka Petrick
Rishabh Sharma
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Rebecca Sinclair
Brandon Jones
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 w e 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 t he Guidance team considers the class
groupings and carefully rearranges the classes to
ensure a p ositive and challenging learning
environment is offered to each student. The classes
are balanced for gender, learning needs and
behavioural demands.
Year 9
901
Learning Support Class
Group of students carefully selected in consultation with the school SENCO.
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
906 907
Mixed ability classes.
Year 10
1001
Learning Support Class
Group of students carefully selected in consultation with the school SENCO.
(1003) and
(1004)
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 - 1007
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 - 2.30
2.30 - 3.25
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.
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- Period One
- Period Two
- Interval
- Period Three
- Period four
- Form Time
- Lunch Time
- Period Five
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3.
A double bell at the beginning or during Period
3 indicates all classes will remain in class
after 3.20 p.m. while cleaning of school by
notified groups is done, i.e. classes retained
until delayed bell is rung.
4.
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.
KEY DATES FOR 2014
Date_Start
TERM 1
06/03/2014
07/03/2014
12/03/2014
13/03/2014
18/03/2014
19/03/2014
20/03/2014
20/03/2014
22/03/2014
27/03/2014
31/03/2014
02/04/2014
03/04/2014
07/04/2014
07/04/2014
08/04/2014
10/04/2014
10/04/2014
14/04/2014
15/04/2014
15/04/2014
16/04/2014
TERM 2
13/05/2014
18/05/2014
19/05/2014
20/05/2014
28/05/2014
30/05/2014
04/06/2014
17/06/2014
20/06/2014
24/06/2014
27/06/2014
03/07/2014
TERM 3
21/07/2014
25/07/2014
03/08/2014
05/08/2014
10/08/2014
20/08/2014
28/08/2014
05/09/2014
07/09/2014
15/09/2014
24/09/2014
25/09/2014
TERM 4
16/10/2014
29/10/2014
10/12/2014
11/12/2014
12/12/2014
Date_Finish
24/03/2014
11/04/2014
11/04/2014
12/04/2014
21/05/2014
21/05/2014
29/05/2014
25/06/2014
24/07/2014
04/08/2014
07/08/2014
12/08/2014
21/08/2014
19/09/2014
31/10/2014
Event
Snr Leadership Programme
Y12/13 Business Training Day
ECNISS Athletics
EC Swimming Champs
Full School Assembly
Open Evening
Silver Duke of Edinburgh
ERO Visit
FORUM Trip
U16 G Hockey Tournament
Y13 Geography Field Trip
‘The 39 Steps Production’
HNHS Equestrian Event
HNHS Equestrian Event
Inter-house Life Skills
Dance Festival
Smokefree Rockquest Regionals
Practice Examinations
Dance Festival
Big Sing Regionals
Teacher Only Day
Stage Challenge - Regional
Wairarapa Sports Ex
Team Photos
Cultural Expo
KC Kelly Performance
House Choir Competition
Talent Quest
Talent Quest Final
Tawa Winter Exchange
Inter-house Crash Mat Longball
Y13 Geo Trip
Music Festival
Dance Festival
Teacher Only Day
HNHS Spring Fair
Benchmark Examinations
Technology Showcase
Inter House Cross Country
Inter House Tug Of War
NZ Business Challenge
Core Class Sports Day
Junior Prize-giving
Teacher Only Day
NOTE: Some of these dates may be subject to change. Watch the key dates in the school newsletter.
2014 CURRICULUM EVENTS CALENDAR
Reporting, Parent Teacher Consultations, Class Meetings
TERM ONE
Week
Date
Events
Friday, 14 March
Y9/10 interim reports home
Thursday, 20 March
Open Evening
Friday, 21 March
Y11/12/13 interim reports home
9
Monday → Friday
Tournament Week
Wednesday, 26 March
Y9 parent consultation
11
Monday, 7 April
Thursday → Saturday
School Production ‘The 39 Steps’
Tuesday 15 April
Y12/13 parent consultation
Thursday, 17 April
End of first Yr9 options
End of Term 1
12
TERM TWO
Week
Date
Events
1
Wednesday, 7 May
3
Mon, 19 - Wed, 21 May
Two-hour practice exams for internal/external assessments
Friday, 13 June
Y11/12/13 reports home
Friday, 4 July
End of second Y9 options and Y10 options.
End of Term 2
9
TERM THREE
Week
2
7
Date
Events
Friday, 8 August
Y9/10 reports e-mailed home
Wednesday 13 August
Y11/12/13 parent consultation
Monday → Friday
Tournament Week
Friday, 5 September
Teacher Only Day
8
Tuesday, 9 September
Y9/10 Parent Consultation
9
Monday, 15 Sept→Friday
Benchmark Examinations
Friday, 19 September
End of third Y9 options
Thursday, 25 September
Benchmark examination results due
Friday, 26 September
Y9 option reports due
10
Y11/12/13 benchmark examinations results go home
End of Term 3
TERM FOUR
Week
Events
1
Monday, 13 October
Y11/12/13 final reports – subject teacher deadline
2
Monday, 20 October
Y11/12/13 final reports - form tutor deadline
Thursday, 23 October
Y11/12/13 final reports sent home
Monday → Friday
Y9 Core Class Meetings
Friday, 28 November
Y9/10 final reports – subject teacher deadline
8
Thursday, 4 December
Y9/10 final reports – form tutor deadline
9
Thursday, 11 December
Y9/10 final reports sent home
7
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Date
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E-LEARNING IN THE CLASSROOM
High-speed internet access, site-wide wireless access, student devices and school owned devices will
allow HNHS to move toward e-learning classrooms over the next two years. We expect students to
have access to a wide range of ICT devices, both personal (e.g. tablets, iPads) and school owned
(laptops and desktops).
Through the use of these tools we hope to develop the four areas 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.
Research citing the potential benefits of e-learning
Noeline Wright’s (University of Waikato) literature review looking at ‘e-Learning and implications for New Zealand
schools’ highlights the following benefits of e-learning afforded by access to internet capable devices:
•
Improved motivation and engagement
•
Greater independence and personalised
learning
•
Improved critical thinking and development
of multiliteracies
•
Greater access to information, resources and
experts
•
Greater opportunities for collaboration in
wide contexts, including international ones
The full article can be found by searching online for
the title above.
Parent Manual 2014
13
E-learning in the NZC
Information and communication technology (ICT) has a major impact on the world in which young
people live. Similarly, e-learning (that is, learning supported by or facilitated by ICT) has considerable
potential to:
•
•
•
•
assist the making of connections by enabling students to enter and explore new learning
environments, overcoming barriers of distance and time
facilitate shared learning by enabling students to join or create communities of learners
that extend well beyond the classroom
assist in the creation of supportive learning environments by offering resources that take
account of individual, cultural, or developmental differences
enhance opportunities to learn by offering students virtual experiences and tools that
save them time, allowing them to take their learning further.
Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new
and different ways of learning.
Student Owned Devices
Students have been able to bring their own IT device to school for use in the classroom since the start of 2013. Students
are now able to access the school wireless network using their own devices can make use of high speed internet access
when required.
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 student owned devices 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
tools
•
The ability to access and contribute to a wider (global) learning community
•
Anytime, anywhere access to the school library e-books, database and catalogued web resources through
AccessIT
•
The ability to draft, redraft and publish work at the click of a button
•
Allowing students to become active partners in their learning
Buying the Right Device
We encourgae and support students to bring a personal IT device to
school for use in the classroom. But having a tablet, netbook or other IT
device is not a requirement. The school will retain most of its current 250
computers and if all students are required to work ‘online’ a laptop trolley
or computer lab will be made available.
Parents intending to purchase a digital device for their son or daughter
need to 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:
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14
Recommended Specifications
•
Battery Life – Should last 5-6 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 2GB or more for net books and 1GB or more for tablets
•
CPU – Faster is usually better, but may also reduce battery life. Intel Atom CPU’s mean
longer battery life, and Core i5 or i7 are more powerful but reduce battery life, so discuss your
needs with the supplier.
•
Hard Disk Drive – SSD hard drives are the only hard drives suitable for use in a school environment. They are
slightly more expensive but are faster, lighter, more robust and will last longer.
•
Robustness – Your device should be strong enough to survive a low fall onto a hard surface.
•
Insurance – While we take care to protect students’ property, we cannot accept responsibility for devices lost,
stolen or damaged, so make sure it is covered for these possibilities. Accidental damage insurance may also be
available if desired.
•
Warranty – Minimum warranty is 1-year, but you may want to consider upgrading this to a 2 or 3-year warranty.
Another factor is how long the device will be away for should it require repair under warranty, it could be a few
days, or as long as a few weeks.
•
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. Removing this
malicious software from devices is one of the ICT Helpdesk’s most frequent requests.
Netbook vs Tablet/iPad
Laptops (Netbooks/Notebooks etc.) are designed as a ‘workstation’. They accommodate information being stored locally
but are generally less robust and heavier.
Tablets and iPads are internet/cloud based devices. They have minimal storage but access cloud storage solutions
easily. All tablets contain a SSD hard drive which is more robust. The screen and other components are also designed
to be moved around and are more resistant to damage.
We anticipate that students using a Tablet or similar device will have a faster and smoother user experience and suffer
less down-time due to damage.
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15
Havelock North High School’s Online Environments
School Network
Students have access to the school network from any school owned machine. The network offers local
storage and access to a range of ‘industry standard’ software including Microsoft Office and the Adobe
Creative Cloud suite including Photoshop, Premier Pro, Acrobat, Dreamweaver and Fireworks.
The school uses ‘Single Sign On’ technology to link students’ network, Google and Schoology accounts.
This means that each student’s unique logon and password for the network is used for all three services.
Google Apps
Havelock North High School is a Google school. This means that every staff member and student has their own
individual Google account within the Havelock North High School domain of hnhs.school.nz.
Through their Google accounts students have access to Gmail and have cloud based storage on Google Drive. This is
particularly useful for storing files as students can access this material on their own devices at any time.
Students also have access to Google Apps such as Google Docs, Sheets and Presentations. These tools offer students
anytime access to word processing and the ability to collaborate and share their work in real time with teachers, peers
and the world.
Schoology
Schoology is an exciting addition to the digital environment at Havelock North High School. The school investigated a
range of products to replace the existing Learning Management System throughout 2013 and eventually settled on
Schoology.
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.
Parent Portal
The Parent Portal offers parents and caregivers online, real-time access to their son or daughters school records.
Parents can check school reports, attendance, school fees, daily notices and other information from anywhere they
choose and at any time that suits.
Senior students use the Parent Portal to select their course options for the following year. The intention is for parents
and students to work collaboratively on selecting the best course of study.
AccessIt
AccessIt is the Havelock North High School Library catalogue (database) of resources we have in the library and
elsewhere in the school. It will be available online and on the library and school computers. Other useful information on
AccessIt include the Reading Lists, which are on a variety of topics, for example, books on themes or suitable for reading
logs. Library staff are also adding a selection of excellent information websites to AccessIt, so if you are searching a
subject, you might be able to use a link to a suitable website on that topic as well as seeing what books and DVDs we
have.
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Digital citizenship
Internationally there is an increasing focus on developing the capability of young people as
participants in a digital society or ‘digital citizens’, and the capability of teachers as guides of the
digital society. Drawing on the values and key competencies of the NZC we can begin to define a
digital citizen as someone who:
•
is a confident and capable user of ICT
•
uses ICT to participate in educational, cultural, and economic activities
•
develops and demonstrates critical thinking skills through ICT
•
is literate in the language, symbols, and texts of ICT
•
is aware of challenges presented by ICT and can manage them effectively
•
relates to others in positive, meaningful ways through ICT
•
demonstrates honesty and integrity in their use of ICT
•
respects the concepts of privacy and freedom of speech in a digital world
•
contributes and actively promotes the values of digital citizenship as defined here
Digital Citizenship Contract
All students at HNHS are required to sign a d Digital Citizenship Agreement agreeing to:
•
be a safe user whenever and wherever they use information and communication technology (ICT)
•
be responsible whenever and wherever they use technology and support others by being respectful in how they talk
to and work with them and never write or participate in online bullying. This includes forwarding messages and
supporting others in harmful, inappropriate or hurtful online behaviour
•
report to an adult if they feel unsafe or uncomfortable online or see a friend being unsafe or being made to feel
uncomfortable by others.
(a copy of the full contract can be found on the school website under e-learning)
Havelock North High School School believes open communication between parents, teachers and students is the best
way to keep students safe. Student’s online activity is monitored while at school but not heavily restricted. We
encourage safe and responsible use of technology and follow closely the guidelines established by groups such as
NetSafe NZ and the Digital Citizenship Project.
Staff training and support
At Havelock North High School we
recognise that having access to digital
devices for learning is not enough to
make a real impact on student
engagement and outcomes. If we want
students to benefit from the
opportunities that e-learning and
access to online resources and tools
offer, we have to ensure our teachers
understand the potential of e-learning
and working online.
Throughout 2013, teachers explored a
range of digital tools during the Friday
morning professional development
sessions. The topics that were
explored included Google Apps,
Havenet, Wikis, using video in the
classroom, E-Portfolios and Prezi.
The incorporation of digital technology
into quality teaching and learning
programmes continues to be a focus for staff professional learning throughout 2014. This year the emphasis will be on
developing the use of Schoology and Google Apps in quality teaching and learning programmes.
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17
HEAD STUDENTS IN 2014
Head Boy, Ben Green
Head Girl, Caitlin King
Ben Green was very pleased
to accept the position of
Head Boy at Havelock North
High School for 2014. H e
says that it was a pos ition
that he as pired to right from
the time in Year 9 w hen the
2010 H ead Boy and G irl,
Matt Keong and Ashlea
Muston, spoke to his group
as part of the orientation
programme.
Ben believes it is important
to have a c learly positive
attitude to school, to get
involved
in
the
many
opportunities available and to
have goals to work towards.
This year Ben is studying
Level 3 c alculus, statistics,
biology,
chemistry
and
Caitlin feels very honoured to
have been appointed head girl
for 2014. S he felt that there
were so many really good
candidates for head gi rl that
she did not really rate her
chances. She was surprised
and delighted to be chosen.
Caitlin grew up in Clive,
attended Clive Primary School
and then Havelock North
Intermediate. S he is the
youngest of six children in the
King family. C aitlin hopes to
follow her sister Erin, (an ex
Havelock High student) and
study law. E rin is a C rown
Lawyer.
This year Caitlin is studying
Level 3 English, history,
classics,
statistics
and
Japanese. Last year Ben
achieved NCEA Level 2 endor sed with Excellence. H e hopes to sit
scholarship this year in calculus, chemistry and statistics. His career
plan is to study medicine or dentistry at Otago University.
Ben leads a busy life and to cope with this, he is highly organised.
As well as his studies, Ben plays rugby for the school and works at
the local Mobil petrol station.
He credits most of his success at school to the really supportive
teachers he has had who, he claims, go the extra mile with tutorials
and help out of class. Ben is also impressed with the range of
opportunities the school offers and cites a school trip to Japan that he
went on as a once in a lifetime experience.
Ben’s hobbies include free diving for paua and c rayfish at Pourere
Beach, fishing and w ater skiing. Ben also enjoys cooking and says
his specialty is BBQ paua - sliced paua, barbecued and served in a
garlic cream with crusty bread.
technology wood. She has
achieved NCEA Level 2 endorsed with Merit and is hoping for a
similar endorsement this year at Level 3.
Caitlin hopes that she will be a role model for other students this
year. S he wants to be seen as an appr oachable leader who can
relate positively to all students, especially year 9 students. She wants
students to be themselves and become involved in school as much as
possible. C aitlin believes Havelock North High School is a v ery
friendly school and she likes the way in which teachers are so
approachable and friendly.
Caitlin certainly is a student who is fully involved in the school. She
is captain of the girls’ badminton team, the girls’ 1st XI cricket team
and also plays volleyball, basketball and tennis. Whilst sport takes up
most of her time, Caitlin does have another passion. She likes
gardening, and i s very interested in landscaping. T o this end, she
enjoys visiting amazing gardens and particularly likes the clean-cut
effect of hedges in garden landscapes.
ENROLMENT SCHOLARSHIP WINNERS 2014
Havelock North High School would like to congratulate the
incoming Year 9 s tudents who are recipients of the
Havelock North High School Foundation Scholarships.
Criteria for awarding these scholarships involved Year 8
students submitting a CV and s itting a s cholarship
examination in English and Mathematics.
L-R Back Row: Jamie Cornes, Kaiyin Hardy, Anna Welch, Harrison Fulford, Kate McHendrey,
Finlay Keip, Imke Kitchin, Thomas Culham, Liam Shackleton.
L-R Front Row: Hannah Andrews, AishIin McIntyre, Jenna Tidswell, Julia Bennet,
Ella Hoogerbrug. Inset: Jude Snee
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18
HOUSE LEADERS 2014
Tainui House Leaders
Emily describes herself as quite shocked but delighted that she was appointed Tainui House leader. S he
knows she has the backing of a strong group of Year 13 T ainui supporters and i s determined to lead the
house to victory.
This year Emily is studying Level 3 English, media, food and nutrition, business, and technology metal. She
plans to study a business degree at Victoria University, majoring in marketing.
Emily keeps fit with regular visits to the gym and i s kept busy out of school working part time for Orton
Catering.
Emily Scott
Michael Parsons
Michael believes that Tainui has the patu ‘in the bag’ this year. He believes the house is very enthusiastic,
positive and motivated. He was pleased to be appointed Tainui House leader and is looking forward to doing
battle for the patu.
This year Michael is studying calculus, physics, biology, chemistry and economics. He hopes to study health
science at either Otago or Auckland University. Las t year Michael achieved NCEA Level 2 endorsed with
Excellence and is looking forward to the challenge of Level 3 and scholarship.
Michael has just returned from a school trip to Thailand and Cambodia. He describes the trip as an incredible
and inspiring experience. It has motivated him to become involved in voluntary work in poorer countries.
Michael plays volleyball and soccer for the school and would like to be involved in basketball. Much of his
spare time is taken up with a part-time job.
Kauri House Leaders
Alice is a v ery enthusiastic and positive student and s he hopes that her enthusiasm will rub off on other
members of Kauri House. S he has the patu in her sights and bel ieves the key to winning is capturing the
interest of Year 9 s tudents in particular. This year Alice is studying Level 3 drama, photography, media,
English and statistics.
She is not entirely sure of her plans for next year but is considering studying a degree in communication and
the creative arts at Auckland University.
Alice plays tennis and badminton, was co-editor of the 2013 school magazine and this year has two roles in
the school drama production ‘The 39 Steps’.
Alice Guerin
As Kauri House leader, Liam hopes to maintain Kauri’s proud record by again winning the patu competition
this year. He aims to get Year 9 students in particular both motivated and involved in all house events over
the year.
This year Liam is studying Level 3 business, physics, chemistry, calculus and drama.
Last year Liam achieved NCEA Level 2 endorsed with Merit and hopes to achieve a similar result at Level 3.
Next year Liam is planning to study chemistry and physics at Victoria University.
Liam plays hockey and cricket for the school and is a member of the 2014 school drama production ‘The 39
Steps’.
Liam Reeves
Rata House Leaders
Libby Rainger
Libby decided that she would like to be Rata House leader when she was in Year 11. She was not very much
involved in house matters in Year 9 but found out in Year 10 that taking part in house competitions was fun.
She is going to make sure that all Rata Year 9’s are fully involved in the upcoming swimming and athletic
sports.
Last year Libby achieved NCEA Level 2 endorsed with Merit. This year she is studying biology, statistics,
classics, media and English. She plans to study nutrition at either Otago or Auckland universities and then
work as a dietician.
Libby enjoys distance running and pl aying squash and v olleyball. S he has to manage her time carefully,
juggling two part-time jobs with her other commitments. Libby is the oldest of eight sibling in her family.
Travis has always had fun taking part in house activities. His aim is to convince everyone in Rata House that
participation in house events is fun.
Travis and his family moved to New Zealand from the U.K. six years ago. He enjoys being at Havelock North
High School. He finds the teachers friendly and enabling, especially now that he is in the senior school.
This year Travis is studying statistics, Japanese, biology, classics and English. Last year he achieved NCEA
Level 2 endorsed with Merit and hopes for a similar result this year. Travis is still making up his mind about
his course of study for 2015. He wants to study a degree in either psychology or politics and then pursue a
career in criminal psychology or Middle Eastern politics.
Travis Wainwright
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19
Miro House Leaders
Issy is very excited about her appointment as Miro House leader. She is determined to change the reputation
Miro has for losing and change the attitude of Miro House members.
This year Issy is studying Level 3 drama, music, English, media and statistics. S he achieved NCEA Level 2
with merit in 2013. Issy has chosen her course carefully to prepare herself for her study to become a primary
teacher.
Issy plays netball and i s very involved in music. She is a member of Colla Voce, Voix de F emmes, concert
band and orchestra.
Issy Mills
Chris Clarke
Chris is delighted to be the leader of Miro House. His brother Andrew was a keen Miro supporter and Chris is
following in his footsteps. H e very much wants to lead Miro into a patu-winning position this year by making
sure that everyone in the house is involved and committed.
This year Chris is studying chemistry, biology, physics, calculus and English. He has achieved NCEA Level 2
endorsed with Excellence and hopes to achieve Level 3 this year at the same level. He is also planning to
sit s cholarship in calculus, physics, chemistry and bi ology. Next year he plans to go t o Otago University to
study medicine.
Chris is a talented musician who will be r emembered for his outstanding performance as Jean Valjean in the
school’s production of ‘Les Miserables’. He is a member of Colla Voce, Future Prospect, concert band, stage
band, orchestra and voice quartet. He is also a member of the Bridge Club and holds down a part-time job at
Havelock North New World.
Student Representative on the Board of Trustees
Tom Hosford was elected student representative on the Board of Trustees last September. He decided to stand for
election because he had listened to previous Board of Trustees student representatives speak about their experiences
and he thought it was a role he would enjoy. His friends also gave him confidence by telling him that he should apply.
Tom won the election and has found the role interesting. He believes that he needs to listen carefully to the student
voice so that he is able to represent students at Board of Trustees meeting. He describes the meeting as ‘full-on’ and
never dull.
As part of his student representative role, Tom attended an OPC challenge week on Great Barrier Island. This course
was especially for Boards of Trustees student representatives. As well as a lot of physical challenges such as rock
climbing, abseiling and sea kayaking, there was also time to talk about the student representative role. He found the
talk and discussion about the difference between governance and management particularly valuable.
Tom Hosford
This year Tom is studying geography, history, classics, statistics and economics. He achieved NCEA Level 2
endorsed with Merit last year and hopes to gain a similar endorsement this year. In 2015 Tom intends studying
towards a degree in environmental planning at Massey University.
YEAR 13 SCHOOL COMMITTEES 2014
Academic (Sf)
School Services (Kt)
Community Services (Wh)
Sports (Mr)
Taiohi Tu (Ms)
Cultural (Cg)
Environmental (Kt)
School Magazine (Wh)
Ashleigh Shepherd
Ashleigh Williams
Sara Hape
Nicole Sheeran
Te Kotuku Brown
Tim Keip
James Rickman
Issie Mills
Grace Irwin
Eddie Roberts
Olivia Tollenaar
Emily McPherson
Jake O'Herlihy
Campbell Hay
Joshua Fitch
Samuel Frost
Tom Hosford
Lucy Bennett
Kenzie Dunlop
Eamon Lesperance
Alex Ward
Emma Buurmans
Lauren Wilkins
Travis Wainwright
Gareth Lewis
Harry Gallen
Jo Tennent
Sam Wolk
Evelyn Hunsberger
Kim Percival
Maddie Skelton
Jess Mori
Natalie Hubbard
Maddy Heyward
Alice Guerin
Molly Kimber
Christopher Clarke
Laurence de Burgh
Alexandra Linnell
Jessica Ford
Jonathan Willis
Georgia Knowles
Anna Milne
Kaitlyn Chu
Chloe Wakeford
Amy Wolland
Thomas Wood
Parent Manual 2014
Emily Scott
Mark Struthers
Joshua Bakker-Reynolds
Summer Wick-Featonby
Monica Clarke
Maddi Lowry
Calum Stone
Katie Shortt
Portia Beacham
Tyla O'Leary
Krista Hine
Reuben Agnew
Tony Goldsack
Jianfei Ye
Annah Hart
Maria Mulholland
Natasha McCallum
Jessica Brooker
Jordyn Sanders
Ella Alvarez
Wiebke Schlenger
Carlos Askew
Thomas Hartley
Joanna Ewart
Amy Martin
Emily Gallagher
20
Emily Spurgeon
Jeannie Wenley
Ellerie Hawkins
Kate York
Michael Parsons
Abbie Vose
Nick Wilkey
Callum Bensemann
Laila Franklin
Grace Fulford
GUIDANCE NETWORK
Members of the Guidance network are the Deputy Principals, the Guidance Counsellor and House Tutors:
Mrs Mairi Fitzsimons (DP) Mr Joel Wilton (DP)
Ms G. Evans-Love (GC)
SCHOOL GUIDANCE COUNSELLOR – GAYE EVANS-LOVE (MNZAC)
Appointments: can be arranged by telephone 877 8129 ext 726 or, 027 285 0259 (also has a voicemail system)
Students can also fill in a form which they leave in the locked box (located in the porch of her prefab). Gaye 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.
A School Guidance Counsellor is someone:







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
School Guidance Counsellors (who are members of NZAC (New Zealand Association of Counsellors):




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:










improve how they feel about themselves
think about things in new ways
do things differently
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
What about confidentiality?
Guidance Programmes
School Guidance Counsellors who belong to NZAC are
bound to confidentiality. T his means not telling anyone
about students’ private information without their permission
or knowledge.
These are organised by Gaye Evans-Love (Guidance
Counsellor) each year depending on demand and
resources available. T hey may include group activities
around issues such as grief and loss, healthy relationships,
self-esteem, and managing conflict.
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.
Parent Manual 2014
We also have a public health nurse available to see
students once a w eek 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.
Gaye is happy to share information about support available
or link in with other community support if appropriate.
21
Parent/Caregiver Information
important that a copy of the documentation is made available
to the school. T his will clarify the situation in the event of
unauthorized access.
When parents separate this can be a difficult time for parents
as well as the children involved. O ccasionally as a s chool
we are advised that one parent is denied access to their
child/children.
Please contact Gaye Evans-Love (Guidance Counsellor) if
you wish to discuss this further. A nother useful community
resource is the Community Law Centre Karamu Road
Hastings, phone 8784868 for free confidential advice.
If parents live apart they usually both remain responsible for
making decisions about their children’s care and upbringing.
No parent/guardian should be denied access to their child
unless documented by the Family Court. It is therefore
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.
The 2014 House Tutors are:
Tainui House
Miro House
Rata House
Kauri House
Mr James Lloyd
Mr Phil Parry
Mr Wyn Drabble
Ms Brenda Jones
You should ring your child’s House Tutor if you are worried about your child’s progress,
behaviour, course, homework, etc.
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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 – posted out monthly in term time.

School reports – 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)
-
Mairi Fitzsimons Deputy Principal)
-
Joel Wilton (Deputy Principal)
-
Gaye Evans-Love (Guidance Counsellor)
-
James Lloyd (Tainui House Tutor)
-
Wyn Drabble (Rata House Tutor)
-
Phil Parry (Miro House Tutor)
-
Brenda Jones (Kauri House Tutor)
-
Glenys Sparling-Fenton (all NCEA enquiries)
SCHOOL E-MAILS
Havelock North High School regularly e-mails parents
and caregivers. E -mailing is intended to help keep
parents and caregivers better informed about the events
occurring within our school community.
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 e-mail
address or it has changed since enrolment. Alternatively
email the school office at [email protected]
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.
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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.
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.
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
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
+ $ 25.00 PTA levy per student ($75 family maximum)
+ $ 25.00 Internet fee
+ $12.50 School Diary – compulsory purchase for all students.
Subject fees
Methods of Payment
Automatic payment and internet banking. Visa and Mastercard are
accepted if you call into the office to complete the transaction. Cash
and 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.
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. I n
subsequent terms juniors whose subjects change termby-term will receive further accounts.
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.
about homework expectations. 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. O ur aim is to develop
independent learners, and a child taking responsibility for
their homework priorities, revision and extra work is part
of that development.
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.
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.
If you have concerns about the amount of homework your
child is receiving please ring and discuss this with us.
At their orientation, Year 9 students were clearly told
Parent Manual 2014
26
SCHOOL DIARIES
Diaries are a compulsory purchase for all students. It is
an expectation that all students will use a diary. It is seen
as an important way of helping students with their
personal organisation.
Students should record homework, assignment deadlines
and other information in their diary. There is a section at
the back of the diary for absence notes.
Parents may also communicate with teachers through the
medium of the diary.
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.
There is a new addition to the Years’ 9 and 10 diplomas as of 2013. An additional task has been incorporated into the
arm of Form Class Involvement to include community involvement. We want all our Year 9 and Y ear 10 s tudents 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.

Peer tutoring

School Service Committee
 S.A.D.D. (Students against Driving Drunk)
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27
YEARS 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.
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28
ATTENDANCE
It is important that all students attend school regularly.
Absences from school can have a s erious detrimental
effect on learning. We monitor absence from school
carefully and parents can assist us with this monitoring
by:
•
•
•
•
If you do not own a c ell 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.
ringing the school to tell the school about why your
child is absent and how long they will be away from
school
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.
writing a note in your child’s diary to explain their
absence when they return to school
Year 13 s tudents have attendance privileges. Y ear 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. H owever, if they have study
periods at any other time in the school day, they are
expected to remain in school. Y ear 13 s tudents may
leave the school grounds at lunch time but may not use
their motor vehicles.
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.
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. N o 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.
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 ex planation 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.
If you have any concerns about your child’s attendance
please contact Mrs Fitzsimons, 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.
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. F rom time to time parents may receive a t ext
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.
Parent Manual 2014
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 Mairi Fitzsimons,
Deputy Principal or the Guidance Counsellor, Gaye
Evans-Love.
29
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.
This new Havelock North High School uniform is compulsory for all year 9 students from 2014 and for all other students
from 2015 onwards.
The uniform must be purchased exclusively from Havelock North High School. Information regarding uniform sales has
been mailed to parents.
The uniform will be available for purchase throughout the year from the 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).
Shorts
Grey regulation shorts
Trousers
Grey regulation trousers
Shirt
Grey Aertex shirt
Shirt
White regulation longsleeved shirt
Pullover
Blue regulation v-necked
Tie
pullover
Regulation school tie
Sandals
Regulation style (see
website)
Socks
Plain black socks
Shoes
Regulation style (see
website)
Jacket
Regulation school blazer
Socks
Grey regulation school
socks
Belt
Plain black leather
Jacket
Regulation navy
Canterbury jacket
Skirt
Grey regulation skirt
GIRLS’ UNIFORM
Skirt
Grey regulation skirt
Shirt:
White regulation blouse
/ short- sleeved, or long- Shirt
sleeved in terms 2 & 3
White regulation longsleeved blouse
Cardigan
Blue regulation zip front
Tie
cardigan
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
Jacket
Regulation navy
Canterbury jacket
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 regulation shorts
Skirt
Regulation school physical education top
For a more detailed description of the uniform see the student diary.
UNIFORM SHOP
Opening hours
Wednesdays and Fridays 12.00 - 4.00 pm
The shop sells only the new school uniform (above), compulsory for all Yr 9 students in 2014..
The uniform must be purchased exclusively from Havelock North High School
Any queries please phone:
Andrea Wilson
027 410 8920
Uniform Shop Manager
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30
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 can be purchased
from Hunt and Seek in Havelock North.
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.
C.
In choosing to wear mufti, students in the fifth year group must remember that they are important examples 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 done with good taste.
Discreet ear piercing is acceptable. Any other body piercing jewellery and 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. I f clothing or presentation is deemed
inappropriate, the wearer will be s ent home to change.
We have the right to add to this list at any time.
Parent Manual 2014
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.
31
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, bullying
- major property damage
- smoking
- repeated disobedience
the penalty will be
- Friday afternoon detention and parents informed
repeated incidences of above
refusal to complete penalty sheet
bad language
disobedience in class or generally around the
school
(d)
The degree of misbehaviour may result in students 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.
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32
DISCIPLINE COMMUNICATION LINES FOR A STUDENT
CAUSING CONCERN IN THE CLASSROOM
Classroom Teacher
•
•
•
•
•
•
Would
need to
be a
very
serious
offence.
Talks to student one-to-one.
Gives penalty sheets.
Lunchtime detention
Note home to parents in diary.
Talks to Form Tutor, other teachers
First seeks help re discipline from H.O.D.
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
•
•
Parent Manual 2014
Consultation with parents
Suspension/withdrawal
All matters communicated
back to Form Tutor
33
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.
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.
4.
There are two levels of detention: House detention
held on Tuesday lunch times and Friday after school
detentions. T he severity of the wrongdoing
determines which detention is issued. T he 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.
House Detentions
Friday: After School Detention
Tuesday 1.30 p.m.
in Room 103 (The Management Team staffs this.)
Kauri House – Room 307
Miro House – Room 408
Rata House – Room 109
Tainui House – Room 409
DAILY REPORT
1.
2.
3.
4.
5.
On the recommendation of the House Tutor, after consultation with Class teachers, a pupil may be put on
report.
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.
The report is used for behaviour modification e.g. developing study techniques, misbehaviour.
The report system involves parents to a degree. If the report system fails, the parents may have to be involved
further.
The front side of the report form is shown:
Reason For Report
HAVELOCK NORTH HIGH SCHOOL
DAILY REPORT SHEET
Pupil's Name: ..............................
Form: .....................................
Parent's Signature:
1. ......... 4. ..........
2. ......... 5. ..........
3. ......... 6. .........
This sheet must be given to your class teacher at the beginning of
of each period to be signed and a comment made about your work and
behaviour. At the end of the day you must take the sheet to .......
to be inspected. When you have had good comments for ........ days
you will be released from reporting.
.......................
Form Tutor
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34
DETENTION FLOWCHART
Student offends
Minor offence
Penalty
Sheet
Major offence
Teacher decides
own discipline/
punishment
Sent straight
to Fz/Wl
Failure
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.
Student goes to Friday after-school detention
or parent makes arrangement with Fz/Wl for
student to do it another time.
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.
HOUSE DETENTION
HOUSE DETENTION
Student’s Name: __________________
________________________________
All Houses hold detentions on Tuesdays at 1.30 p.m.
Form Class: _____________________
Reason for
Detention: _______________________
________________________________
________________________________
Date issued:
________________________________
Date of
detention:
________________________
Issuing Teacher’s Code: ____________
AFTER SCHOOL DETENTION
Student’s Name: __________________
________________________________
Form Class: _____________________
Reason for
Detention: _______________________
________________________________
________________________________
Date issued:
________________________________
Date of
detention:
________________________
Issuing Teacher’s Code: ____________
Parent Manual 2014
Kauri House in Room 307
Miro House in Room 408
Rata House in room 109
Tainui House in Room 409
Be aware that the accumulation of 5 detentions (either Tuesday or Friday
after school) leads to stand-down.
If you wish to discuss this detention contact the Senior Manager.
AFTER SCHOOL DETENTION
After school detention is on Friday _______ in Room 103 from 3.30-4.30
p.m. This detention is for
(Student) _________________________________________________
From (Staff) _______________________________________________
Reason: __________________________________________________
You must show this card to your parents so that they know you will be
attending the detention. Detentions are issued for serious breaches of
school rules. They take precedence over sports practices and other
commitments, including after-school jobs. Be aware that the accumulation
of 5 detentions (House or Friday after school) leads to stand-down. If you
wish to discuss this detention contact the Deputy Principal,
Mrs Fitzsimons.
35
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 c ontact phone number is included. I f 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 (again the school office will tell you who this is);
The Guidance Counsellor.
Somebody in the school’s senior administration – the Principal or the Deputy Principals.
PROCEDURE FOR MAKING A FORMAL COMPLAINT
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. I nclude 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.
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 par t 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. I n 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. T he Principal will decide what steps will be
taken as a r esult of the investigation and y ou will be
informed of this decision. I f you are unhappy with the
decision, you may refer the matter to the Board.
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 somebody else to
accompany you when you discuss this matter, you are
welcome to do so.
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36
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. T he 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 not ified. This advice will be gi ven
to pupils who are 16+.
•
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.
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 t ake 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.
TE WAKA AWHINA COMMITTEE
The Te Waka Awhina Committee looks after and
promotes the interests of Māori students and
whanau. T he 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,
implementation of school goals around Māori
educational achievement and consultation with
whanau.
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)
Mairi Fitzsimons (Deputy Principal)
Anne Keown (English teacher)
Gaye Evans-Love (Guidance Counsellor)
Bethne Hocquard (Special Needs Unit teacher)
Jill Gray (mathematics teacher)
Parent Manual 2014
37
HNHS BOARD OF TRUSTEES
Board meetings are held on the second Wednesday of every month. These are public meetings and parents are
welcome to attend. M inutes 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
Mrs Dianne Keip (Chair)
Mrs Lynette Breen
Mrs Carla Millar
Mrs Pamela Morrison
Mr Jeff Small
Mr Mike Wilkey
Alison Sutherland (Teacher’s Rep)
Greg Fenton (Principal)
Tom Hosford (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 Amanda Milne. Mrs Lynne Legarth is the secretary.
At monthly meetings (held on the third Tuesday of
every month in the staffroom) 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 the gas
heating of the gymnasium, the expansion and
refurbishment of the school canteen, the revamped
entrance to the school, the construction of seating, paving
and planting of the main courtyard, and, over the last
vacation, the refurbishment of the school library.
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
Sue Brebner (Chair)
[email protected]
8773080
Roy Mills
[email protected]
8758036
8770157
Lisa Arrell (Sec)
[email protected]
Lissa Pearce
[email protected]
Jane Broughton
[email protected]
8787303
Jo Perry-Purchas
[email protected]
Monica Clark
[email protected]
8771421
Susan Reay
[email protected]
8777061
Sandy Haidekker
[email protected]
8778350
Wendy Rich
[email protected]
8774970
Sarah Kirk
[email protected]
8779213
Cristina Sanders
[email protected]
8758572
Lynne Legarth
[email protected]
8770924
Tim Walton
[email protected]
James McKendrey
[email protected]
8778873
Nicki Young
[email protected]
Amanda Milne
[email protected]
8774955
Greg Fenton
[email protected]
Parent Manual 2014
38
8777849
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 maintain a strong capital base, with investment returns available for development;
To benefit future generations of the school;
To raise awareness of the school and the foundation in the community;
Continue to grow support and confidence in the school and the foundation from pupils, past pupils,
the school family and the community.
The Foundation is determined to provide the
platform for the school to continue its mission of
offering the widest variety of opportunities to every
student and to offer the best secondary education
in New Zealand. We are committed to providing a
pathway for the success of future generations at
our school.
The objectives of providing educational excellence
and maintaining the school’s position amongst the
leaders in this country are threatened by the
pressure of on-going funding issues. T he
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. The Foundation has accepted the
challenge to raise the additional funds to enhance
the school’s programmes and facilities to maintain
the focus of the school on the provision of an
excellent education for all of the students.
For more information please contact our
Development Manager, Jacqui Pearse on 8778129, ext 766 or [email protected] or
visit www.hnhs.school.nz/foundation
Financial assistance will not be d irected to the
day-to-day operation of the school, but will in the
short-term be i nvested in specific projects which
will make a di fference to the school and
community.
The long-term objective of the
Foundation is to build and preserve a capital fund
from which the income may be us ed to provide
financial and other assistance for the benefit of
the school and the community.
Parent Manual 2014
39
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
Mc
Mrs McLean
Athletics
Mr
Mr Morrison
Badminton
Mr
Mr Morrison
Basketball
My
Ms McSherry
Bridge Club
Fz
Mrs Fitzsimons
Canoe Polo
Pr
Mr Parry
Chess Club
Wt
Mr Wright
Cricket
Mr
Mr Morrison
Cross Country / Road Race
Mr
Mr Morrison
Cycling
Kt
Mr Kitchin
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)
Vs
Mr Vose
Futsal
Mf
Mr Murfitt/Mrs Edilson
Golf
Ma
Mr Mathieson
Golf Croquet
Parent Manual 2014
Mrs Reeves
Gymnastics
Jn
Mrs Johnson
Hockey
Ma
Mr Mathieson
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)
Ma
Mr Mathieson
Skiing
Ge
Mrs Gertsch
Softball
Jn
Mrs Johnson
Squash
Mr
Mr Morrison
Swimming
Mr
Mr Morrison
Table Tennis
Ly
Mr Lowry
Tennis
Ma
Mr Mathieson
Touch
Mr
Mr Morrison
Volleyball
Jh
Mr Johnson
Young Design Fashion
Rm
Mrs Rimmer
Young Enterprise
Hl
Mrs Hulls
40

Parent Manual 2014

Transcription

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