Whanau at Alfriston College

The Learning Community

Creating a sense of community where learners want to be is central to our philosophy. The wh?nau structure or a school-within-a-school has been designed to meet this goal. All learners are placed in one of five wh?nau where they become part of an extended family of staff and learners during their years at school. The wh?nau structure provides learners with the security of place and belonging, enabling them to develop a strong sense of identity. Each wh?nau is led by a wh?nau Leadership Team consisting of a Senior Leader, Senior Amokura, Y10 Amokura, Y9 Amokura, Curriculum Amokura and Wh?nau Amokura. Over the year, the Wh?nau Leadership Team and Hapu Amokura support every learner with daily learning advisory providing learning experiences that include academic tracking, attendance evaluation, personal goal setting and monitoring, connection activities, learning conversations, guidance and support and the opportunity to meet one on one regularly. The Amokura programme fosters and builds closer positive relationships between learners and their whanau, learning leaders and the school. This fosters and builds closer, positive relationships between learners, learners and learning leaders and the school.

The Five Whanau:

Auaha

Kaitataki

Kaitoro

Tirohanga

Whainga

 

Each wh?nau community provides an effective environment for learning and growth, social interaction, leadership opportunities and mutual support while also maintaining a distinct unique culture of their own. The common shared practices are:

  • A Zest for Learning
  • Belong, Learn, Succeed
  • Whanau
  • Connection, Character, Confidence, Competence
  • Independent Learner Actions
  • Academic, Community, Culture, Sport
  • Home School Partnership / Learner Lead Conversations
  • Relationships
  • Mentoring and Guidance
  • High expectations
  • Cultural diversity
  • Respect
  • Leadership
  • Celebrations 

All Amokura within each wh?nau also aim to develop the key competencies for each learner in collaboration with their families and the school. This emphasises the desire to work together to enable learners to establish a personalised learning and pathway plan with learning and extra curricular goals, to be supported and challenged when setting goals and identifying future career pathways, and families to feel supported with their child’s goals, expectations and needs in the school.

Competition among wh?nau at Alfriston is vigorous, tapping into two basic needs: a need to belong and a need to be challenged. Each wh?nau has a distinctive flavour or culture through their colours, mottos, flags and traditions while sharing core values and beliefs that are common to all. These values known as the 4C’s underpin the collective beliefs of each wh?nau and are delivered through the amokura learning programme that focuses on fostering personal growth and the development of emotional intelligence.

 The wh?nau core values:

  • Connection
  • Character
  • Confidence
  • Competence

Life Long Values Diagram

WHANAU LEADERSHIP TEAM AND AMOKURA

 Whanau Leadership Team Role:

  • Develop connections / learning relationships with wh?nau staff
  • Monitor, follow up and support amokura
  • Developing leadership in learners and amokura
  • Ensure clear communication with Amokura around systems and procedures for addressing learner
  • Co-construct with Amokura systems and procedures for academic monitoring and counselling.

 Amokura Role:

 Pastoral care

  • Develop connections / learning relationships with learners
  • Communication with whanau
  • Communication with learning leaders
  • Advising about pathways

  Administration

  • Attendance monitoring and follow up
  • Utilising KAMAR to log pastoral
  • Utilising KAMAR to inform in relation to pastoral issues

 Driving wh?nau and school values

  • Planning and implementing POL for whanau
  • Foster the AC Way and expectations
  • Motivating learners to participate
  • Academic monitoring and counselling through individual personalised learning and pathway plans
  • Holistic monitoring of all learners