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 Parent Manual 2014 2 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 3 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. Parent Manual 2014 4 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 Parent Manual 2014 5 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 Heads of Department: Assistant Teachers: Part time Teacher: Parent Manual 2014 . 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. 6 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 Heads of Department: 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 Parent Manual 2014 7 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. Parent Manual 2014 8 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 Parent Manual 2014 Frederic Haidekker Devin Farmery Ilonka Petrick Rishabh Sharma 9 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. Parent Manual 2014 - Period One - Period Two - Interval - Period Three - Period four - Form Time - Lunch Time - Period Five 10 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 Snr Leadership Programme EC Swimming Champs Full School Assembly Open Evening Snr Leadership Programme Silver Duke of Edinburgh Snr Leadership Programme ERO Visit Full School Assembly Snr Leadership Programme FORUM Trip U16 G Hockey Tournament Y13 Geography Field Trip ‘The 39 Steps Production’ Snr Leadership Programme HNHS Equestrian Event HNHS Equestrian Event Inter-house Life Skills Full School Assembly 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 Y11 parent consultation 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 Y10 parent consultation 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 Parent Manual 2014 Date 12 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: Parent Manual 2014 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. Parent Manual 2014 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. Parent Manual 2014 16 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. Parent Manual 2014 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 Parent Manual 2014 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 Parent Manual 2014 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. Parent Manual 2014 22 Parent Manual 2014 23 Parent Manual 2014 24 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. Parent Manual 2014 25 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) Parent Manual 2014 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. Parent Manual 2014 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 Parent Manual 2014 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. Parent Manual 2014 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 Parent Manual 2014 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. Parent Manual 2014 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
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