4 minute read
Strong foundations
By Megan Dunn
Education is a lifelong journey, a winding pathway filled with critical steps, each that inspires growth and crucial lessons learnt along the way.
2022 marks the momentous occasion of the 100-year anniversary of the first intermediate school in New Zealand - Kōwhai Intermediate School - which was the first of its kind, opened in 1922 in Auckland. Intermediate schools are vibrant learning hubs that serve an important purpose in the educational lives of our young Kiwis. Principals Today has the pleasure of speaking to Nikki Clarke, principal of Breens Intermediate School in Christchurch.
The dynamic environment of Breens Intermediate makes it a special, and unique place. The focus on supporting emerging adolescence and creating opportunities for them to thrive in a variety of contexts is a true passion for Nikki, who sees the importance and key functions of intermediary learning now more than ever, as the sector celebrates its upcoming centennial anniversary.
What is special about an Intermediate/middle school?
Intermediate schools are a specific schooling structure for 10-13 yearold students.
Intermediate schools are age and stage appropriate and designed in every way to cater for this specific stage of child development. The developmental stage of adolescence has only really been recognised in the past 100 years. Intermediate schools are an important part of the educational pathway particularly as young people are spending far longer now in the school system.
How are emerging adolescents specially provided for?
Intermediate schools have strong structures and systems in place that support the young person as they learn more about themselves and begin to move from a child to young adult. Intermediate schools offer a highly responsive curriculum - recognising that students in these years are undergoing rapid physical development, becoming increasingly socially aware, and encountering increasingly complex information streams.
Intermediate schools designed tailored education and pastoral care programmes to support the needs of emerging adolescence. They connect with external agencies and resources that are set up to support preteens. Strong health programmes in intermediate schools support the development of personal and cultural identity and help young people build positive relationships with their peers. Particularly important are positive relationships with adults, opportunities for students to be involved in the community, and authentic learning experiences. Intermediate teachers understand that their students are beginning to find their place in the world and need to feel a strong sense of belonging and connectedness.
What is your point of difference to other schooling structures?
Our teaching is informed, global and integrated and our places of learning are flexible, diverse, and engaging. Our schools include specialist teachers and facilities in technology, science, arts and PE. Our teachers are relational, dedicated, and passionate about this specific age and stage. They understand and can connect with emerging adolescents. A tailored two-year curriculum has a particular breadth and depth to it. Endless opportunities are created for our students to excel and to be extended in and outside the classroom.
All our resources and resourcing are age appropriate and set up to focus specifically on one important developmental stage. Students are expected to lead others and leadership opportunities are promoted school wide.
What special characteristics do you see emerging in intermediate age children today?
Intermediate age children are developing intellectually, emotionally, and socially. These days they are increasingly socially and culturally aware and environmentally conscious. They are keen to be global citizens. Our intermediate students are digital natives and early adopters of new technologies. They are agentic
Nikki Clarke
Tumuaki - Te Puna Waiora o Hereora / Breens Intermediate School, Ōtautahi Chairperson - Canterbury Intermediate and Middle School Association.
learners and are eager to lead their learning and take charge of the direction of their learning. They particularly enjoy collaborating with and leading others and working in creative environments.
Critical thinking and being armed with accurate information are essential “armour” for our young people as they navigate puberty and the complex times, we find ourselves in.
They are navigating their way in a complex world and one that they are far more exposed to than we were when we were at this age. They become informed risk takers and critical thinkers as they broaden their experiences in the intermediate school years.
How are you planning as a sector as we look towards the future?
This year our sector is celebrating 100 years! The first intermediate school, Kōwhai Intermediate School, opened in 1922. The work of Dr Clarence Beeby (NZ Director of Education) and his vision for intermediates is still very relevant for our young people today. New Zealand intermediate schools continue to keep in step with the current and emerging needs of our adolescents.
This year The New Zealand Association of Intermediate Middle Schooling (NZAIMS) and Faculty of Education at Victoria University of Wellington are collaborating to research and inform practice in intermediate middle schooling. This will be the most extensive study informing teaching practice in New Zealand intermediate middle schooling to date. The aim is to explore the experiences and perceptions of four key groups of people involved in intermediate middle schooling in Aotearoa New Zealand – teachers, principals, Year 8 students and their parents/caregivers Now more than ever we can affirm our place in the educational landscape. As a sector we are looking to the next 100 years with enthusiasm and a commitment to continue to enhance and grow middle school education. We look around the world and see the recognition and strong structures middle schooling enjoys. We know that as a sector we can provide the same in NZ.
