10 minute read
Junior School Update
KRISTIN JUNIOR SCHOOL
Junior School Update
The idea of balance is one which is very much at the heart of our approach to learning in the Junior School. It’s increasingly common for adults to reflect on the importance of balance in their lives; often relating to work-life balance, but less discussed is how this same concept applies to the wellbeing of children. As educators of young children, we are keenly aware of the benefits a balanced approach to learning has on their wellbeing.
One way we achieve balance is through the curriculum, which in the Junior School is under-pinned by the International Baccalaureate Primary Years Programme. This unique international curriculum enhances the essential educational elements: Physical, Social and Personal Education, Language, Social Studies, Mathematics, the Arts and Science.
Language includes not only a structured approach to literacy in English, but also acknowledges the significant benefits of speaking more than one language. Exposure to Mandarin Chinese and te reo Māori ensures our students develop their linguistic skills while opening a window into understanding other cultures as well.
The contribution that a strong Arts education makes to wellbeing has long been recognised. We are therefore fortunate to have a passionate team of specialist teachers whose expertise ensures learners also become confident at expressing themselves through a variety of creative and performing arts: Music – vocal and instrumental, Drama and Visual Arts.
Knowing that physical development supports social, personal and emotional development, our specialist PE classes enable our students to develop the knowledge, skills and attitudes necessary to participate in a diverse range of games and sports. This starts a journey that includes finding the spark for exercise that will keep them literally ‘moving’ for life.
Our commitment to explicitly teaching social and personal development as a core curriculum area rounds out the programme. We are focused on ensuring that the essential skills of social interactions are broken down, practised and reinforced. Taking time to equip children with the fundamental skills of self-awareness, self-management and emotional literacy enhances their personal development too, which allows them to reach their potential. Our values-based approach, reinforced through Chapel, assemblies and student leadership opportunities, sets the tone for a positive, supportive and healthy culture that is fundamental to supporting wellbeing for all our students.
However, it is through the outdoor education, co-curricular clubs, music and sport opportunities, outside of the regular programme, which elevate the experience of our students to ensure the element of balance in their lives. Being able to stimulate intellectual curiosity during the school day and then participate in choir, sports or a fun club, such as cooking, art or technology, gives everyone the balance in their lives that is such an important protective factor to life’s stresses and strains.
The focus of our children’s Junior School experience is to embrace the wide variety of activities available, be open-minded to new ideas and skills, and have multiple opportunities to shine. As a result, we see well-balanced individuals prepared to take their next steps.
Jayne de la Haye
PRINCIPAL OF JUNIOR SCHOOL AND EARLY LEARNING
Sailing skills to rival Team New Zealand.
The calm before the cannon. Still smiling after a 12 kilometre walk!
Triple hammock stack? Yes please!
EOTC
BEACH DAY
To kick-start Term 1, Year 6 had a wonderful day at Long Bay Beach, getting to know our new students and families. We went swimming, made sandcastles, played sports and capped it off with a refreshing treat from Mr Whippy.
Some of us would have spent all day in the sea if we could, and all of us made new friends.
BUSH DAY
Once again Year 6 had the fantastic opportunity to take part in an Outdoor Education Day facilitated by Craft Lab. This was a full day of working in teams to solve challenges while fostering new relationships.
Our activities included preparing a hāngi for the evening, constructing rockets to see how high they could fly, making fire the old-fashioned way (so hard!), building teepees and hammocks in the bush, and learning how to safely harvest harakeke to create flax art. Finally it was time to eat our dinner, and many of us lined up for seconds!
MARITIME MUSEUM
The Maritime Museum is always a highlight of the Year 5 unit all about migration. As well as human migration, we learnt why and how creatures like whales, eels and godwits migrate. We learnt how Kupe found New Zealand and then how Abel Tasman came too but never landed. And then finally Captain Cook. We were able to share our family migration stories too and we learnt how New Zealand has become a multicultural country with people from over 200 different countries living here.
The stories and artefacts from the past helped us understand the challenges, risks and opportunities of all migrants. And our museum visit wouldn’t have been complete without watching and hearing the cannon blast at midday!
COAST TO COAST WALK
We wanted to see how migration has changed Auckland over time. We started our 16km walk at Auckland’s first harbour – Onehunga. We saw how the landscape had developed over time, including the motorway. We learnt how Māori lived and defended themselves on some of the Auckland maunga and how Mrs Ashley’s great-great-grandfather founded the first zoo in Auckland. We also walked through many lovely parks, some donated to the city by wealthy landowners and some with very old historic houses and buildings used by the first settlers.
We live in a wonderful city. It was great to explore it with one eye on the past and observe the changes that people bring. And the bonus was we had the company of Mr Wilson (Executive Principal) – thanks for joining us and sharing your history knowledge!
Amy Chen helping research with Year 6 students for their 'Farm to Fork' Unit of Inquiry. Zoe Chia having fun with Year 1. Emma Gentry exploring treasures with Year 1 in the sandpit.
KRISTIN JUNIOR SCHOOL
Leadership Programme
Leadership initiatives are based on our founding Kristin values – progress, vision, integrity and love. Our Prefect team at Kristin are expected to set high standards, to serve the school and their peers. It is said that true leaders rise by lifting others, which is why service is such an integral part of our leadership model.
Throughout our Junior, Middle and Senior Schools, our Service and Leadership programmes encourage students to participate in a variety of activities serving our local and wider communities. This is an integral part of our IB curriculum and life at Kristin.
Progress, vision, integrity and love are the values within which we stand as a school community, and these are the guiding words behind all we do at Kristin. One such special leadership programme is our Prefect mentoring of our younger students. This initiative is much loved by our oldest and youngest students alike.
We believe we need to help grow and develop young people to be the best that they can be, in order that they can go out into our wider community and world to make a real and positive difference.
Our Year 13 pupils have the opportunity of being considered for a formal leadership role. All our Year 13 students are expected to serve and lead, whether they hold a specific role or not. As the most senior in the school, these students are the role models and the guardians of Kristin’s procedures and expectations. They are encouraged to develop and use their initiative and leadership in the classroom, in the playground, on the playing field and in extra-curricular activities, following our school motto “Progress with vision, integrity and love”.
Our older students see themselves as valued participants involved in the teaching and learning of others. Being ensconced in this mentoring role, older students experience positive feedback from caring about someone else and so feel valued, while younger students experience a sense of worth and observe and receive kindness. Our Kristin ‘buddy programme’ provides an opportunity to create authentic relationships between our younger and older students. Each Prefect is assigned a Junior School class to assist with once a week. They delight, as do the younger students, in developing this mentorship and establishing authentic relationships which enrich the lives of each group.
Chantel Ashley
JUNIOR SCHOOL ASSISTANT PRINCIPAL
Junior School Principal Jayne de la Haye with Overall Poetry Cup Winner Yee Zhao and guest judge Meredith Caisley.
Our stellar group of finalists.
JUNIOR SCHOOL POETRY COMPETITION
On 24 March the Junior School once again held their annual poetry competition, this year hosted by Hazel Choi and Harry Gilder (Year 6).
All students from Years 4 to 6 had the opportunity to share a poem within their class and the top two students from each class then progressed to the finals in the Auditorium.
This year, due to the COVID-19 settings, only the finalists and two of their family members were in attendance. The competition was fierce throughout the afternoon and the judging for 2022 was carried out by Meredith Caisley, a registered Speech Teacher, an examiner and for many years a trustee of Speech New Zealand. Mrs Caisley was looking for a poem that included descriptive and figurative language, to see that the meaning of the poem was interpreted and clearly conveyed and, of course, specific presentation skills.
Prior to announcing the results, Mrs Caisley took the time to speak to the audience, sharing some fabulous tips and then commending all of the participants for the very high standard of their presentations. The winner as well as the runner-up for each year level were presented with an award and this year the Overall Poetry Cup was won by Yee Zhao (Year 5) for his recital of The Dragon of Death by Jack Prelutsky.
Dale Connell
EXPERT LEARNERS
Through the IB’s Primary Years Programme we make realistic connections to life beyond school to help give meaning and purpose to our inquiries.
To do this, we can approach our learning through the lens of different ‘experts’. So far this year, Kindergarten learners have been expert designers, engineers and construction workers through their inquiries into how the world works.
Our Year 1s have been scientists and environmentalists finding out how we share our planet with other living things. Examining the roles people play in emergencies has engaged Year 2s as community workers, while Year 3 learners have been zoologists and geographers investigating living things and biomes that make up our wonderful world.
The scientists in Year 4 have been conducting research into water quality in our local environment. An inquiry into the risks, challenges and opportunities offered by migration has engaged Year 5 learners as historians, and in Year 6 our learners have been social scientists and economists looking into systems that support sustainable food production.
Taking the perspectives of these experts equips learners with the skills, knowledge and confidence needed to inquire into complex ideas and ensure relevance to the real world.
Sandy Paton
JUNIOR SCHOOL PYP COORDINATOR
Year 5 historians engaging with Pacific migration stories at the New Zealand Maritime Museum.
