Students also get the opportunity to study specialized subject areas led by teachers very well-qualified in the field and passionate about the subject.
Mathematics is essential in many areas of everyday life and in other learning areas.
Our goal at Te Atatū Intermediate is to equip students with an understanding of mathematics that will develop their ability to think critically and strategically. Students learn logical approaches to problem-solving in a variety of contexts that are meaningful.
Students are assessed using a range of tests including the IKAN, PAT and e-asTTle test to form flexible groups according to their level and identified learning pathway needs. Their learning will connect new mathematical skills and concepts with what they already know and are confident in.
Our Mathematics and Statistics program covers the New Zealand Curriculum. Each term there is a focus and covers the three strands of Number and Algebra, Geometry and Measurement, and Statistics.
Number includes calculating and estimating using a variety of mental and written strategies.
Algebra involves generalising and representing patterns found in numbers, shapes and measures.
Geometry involves using the properties of shape, position and movement.
Measurement involves using appropriate units and instruments, converting units accordingly and calculating in a number of contexts.
Statistics involves identifying problems, designing investigations, collecting data, evaluating and exploring patterns or relationships.
Students are taught to read and respond to a wide variety of texts, to make meaning of texts and to think critically. They are actively taught the literacy skills needed to be able to select the appropriate processes to use from their repertoire of literacy knowledge and skills, so they are able to apply them in many contexts across curriculum areas.
All students experience explicit reading instruction, at their level, in whole class, group and individualised lessons where they develop accuracy, fluency and independence. They are taught to locate, evaluate and synthesize information and ideas and to respond in a variety of ways, both written and oral.
Support programmes, offered at TAI, give students working below National Standards the opportunity to reach the level necessary through small group instruction with a trained teacher aide.
At Te Atatū Intermediate we ensure that our students understand the purpose of their writing, their audience and the effects that their well-crafted words can have upon their readers.
Using a range of testing tools, conferencing and exploration, students at TAI experience learning opportunities involving understanding how language works. Through developing their skills in writing, our children gain access to the understanding, knowledge and skills they need to enjoy success.
We want our students to be well-prepared for the writing challenges they have ahead, utilising their skills in competitions, publications and in their personal life.
Unuhia te rito o te harakeke kei whea te kōmako e kō
Ui mai koe ki ahau he aha te mea nui o te ao
Māku e kī atu he tangata, he tangata, he tangata!
Remove the heart of the flax bush and where will the kōmako sing?
Ask me, ‘What is the greatest thing in the world?’
I will reply, ‘It is people, people, people!’
This well-known whakatauki is in our New Zealand Curriculum and encompasses what Social Sciences is all about. In this curriculum area, we learn about how societies work and how people can participate as critical, active, informed and responsible citizens. Our learning contexts are drawn from the past, present and future and from places within and beyond New Zealand. Our aim in Social Sciences is to enable students to engage critically with societal issues which are pertinent and authentic to them. This relevance is achieved at a variety of levels: by including student ideas in the choice of learning contexts; by selecting their own focus of study based on the Learning Context; and determining the path of their own learning. In this way, students are being equipped with the tools which allow them to participate in our information-driven society. Our aim then, once they have engaged critically in learning, is that they are empowered to become active and responsive societal citizens.
Health education at Te Atatū Intermediate focusses on the well-being of the students themselves, of other people, and of society through learning in health-related contexts. Health education is timetabled one period each week at Te Atatū Intermediate, however, aspects of the subject, like our school character values, are intertwined into daily school life.
Four underlying and interdependent concepts are at the heart of this learning area at Te Atatū Intermediate:
- Hauora – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.
- Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.
- The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.
- Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involve students in personal and collective action.
At Te Atatū Intermediate School, we have an experiential and creative Visual Art programme that allows students to develop their own ideas in response to the world around them. They are able to explore a wide range of media and techniques over their two year period at the school.
Programme Goal: To ensure that all children receive high quality, professional and equitable teaching so that they are able to achieve meaningfully. This is done in accordance with our Achievement Objectives:
Understanding the Visual Arts in Context: Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued.
Developing Practical Knowledge: Explore and use art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes.
Developing Ideas: Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists’ works.
Communicating and Interpreting: Explore and describe ways in which meanings can be communicated and interpreted in their own and others’ work.
Students explore how both the natural physical world and Science itself work so that they can participate as critical, informed, and responsible citizens in a society in which Science plays a significant role.
Students need to understand the importance of Science and learn about Science in relevant everyday context. To engage our students in Science we run a hands-on, interesting, varied and practical programme. The programme is designed so that students will experience all strands of the Science National Curriculum; the Living World, Planet Earth and Beyond, the Physical World and the Material World with a strong emphasis on the Nature of Science strand and the five Science Capabilities.
Students are also given opportunities to develop and strengthen the five key competencies during the programme. Lessons have a strong emphasis on pupil interactive learning, for example, through the use of practical work (where they will learn valuable science skills), role plays, use of models, group work, digital learning, use of Science vocabulary and key terms.
Students are also encouraged to undertake science activities outside of the classroom programme. These include the Science Award Trust’s Science Badges (see 1 below) and Trees for Survival. (see 2 below)
To extend our students we run a GATE Science Programme. This programme has
higher level teaching and learning opportunities. GATE Students are also entered
for the ICAS Science competition (see 3 below) and we enter a team in the Vector
EPro8 Challenge. (see 4 below) GATE students also participate in Citizen Science
activities to monitor and restore local wetlands in Te Atatū Peninsula with the
Environmental Team from Community Waitakere.
Through learning in Physical Education, students will gain the knowledge, skills, attitudes and values to enjoy a healthy lifestyle and to contribute actively to the well-being of other people and the well-being of their communities. Students will take increasing responsibility for their own health and will learn movement skills in a wide range of contexts. The goals for the Physical Education and Health programs are to increase physical fitness, reduce stress and anxiety, promote healthy social interactions among students, enhance motor skills and promote a lifelong interest in physical activity.
TERM 1: Striking and Fielding Games | Team Building
TERM 2: Invasion Games | Body Care | Personal Safety
TERM 3: Moving in Context | Net/Wall Games | Body Wise | Balancing your life
TERM 4: Run-Jump-Throw | Outdoor Education
HARD MATERIALS – WOOD
An initial brief leads to a need or opportunity to create an outcome regarded as the final product that is fit for purpose. The Technological process entails the initial brief, design and development, conceptual statement, attributes and stakeholder needs, planning and construction log and fit for purpose. Among others, within reason, students will have a chance to design and make a push toy, mechanical toy, night lights and a holder with hanging space for personal items. Computers are available to do research, pencil sketches and formal drawings will all assist them with size and balance. The final product will be made by applying the correct techniques safely using poker machines, soldering irons, band saws, belt sanders, scroll saws, drill presses and hand tools. Pinewood is predominantly used but plastic, metal, cardboard and fabric can be included.
Student work, Images, slideshow presentations, YouTube video clips and websites for perusal.
HARD MATERIALS – METAL
Designing and developing materials outcomes in workshop two is an opportunity for students to design, construct, test and modify something that will help them in their everyday lives. We look at the process of designing, the properties of the materials used in the construction and how to use a variety of hand tools accurately and safely. Part of the course looks at what technology looks like, is made from and the impact technology has on our lives. Students are encouraged to work in groups to develop prototypes that are tested. These designs are then modified by the students and final outcomes are constructed and evaluated. Students are encouraged to bring their own ideas and use the workshop resources to be creative and explore design possibilities.
Creative Media is a technology subject where our students explore, create and publish digital media such as video, photography and audio recordings. These cover the notion of SiSoMo (sight, sound and motion) as a learning tool. We endeavour to create programmes that are authentic, relevant to our tamariki, and have a sense of real purpose. Our tool of choice is the Apple iPad as it is portable, tactile and is integrated with the tools and apps needed to explore digital media.
Computer Studies is a course in which the focus is squarely on the safe and efficient use of the internet. For a double period each week, over the course of two terms, students are taken through an overview of such things as: computer hardware and software; what the internet is and internet safety (using such sites as http://www.netsafe.org.nz and http://www.nsteens.org).
As part of the new Digital Technologies curriculum, students are introduced to coding and encouraged to carry on with it. They also learn why avatars are important online and learn how to make them. They learn how to do safe and responsible online searches; how to ensure the images they might download are free to use, change or share; how to make and maintain secure passwords; how to edit images, create background designs and word clouds; how to create comic strips and use sites like Google Maps and Scribblemaps.
Each website visited and lesson learned is summarised in the form of an online presentation made with Google Slides. Once the course is completed, students are able to go online and show parents and friends their e-portfolios. Each slide they have made contains an explanation of the potential uses of the software, an image demonstrating how they have used it and a hyperlink, linking back to the original website.
The philosophy that Te Atatū Intermediate follows is that the students of our school are students of the world. To prepare students to fully participate in the opportunities offered worldwide and to treasure the Taonga of Te Reo Māori, Te Atatū Intermediate promotes the learning of Additional Languages.
Students extend their linguistic and cultural knowledge of the world around them when learning any of the languages offered at Te Atatū Intermediate; Te Reo Māori, Mandarin, Japanese, French, Hindi, German and Samoan.
New Zealand needs people who are fluent in a variety of languages to participate successfully in cultural exchanges, diplomacy, education, trade and tourism. There are many areas of employment where extra languages are necessary.
New Zealanders are increasingly recognising the importance of the indigenous language, Te Reo Māori, which is an official language of Aotearoa (New Zealand). Students with parental support are offered the opportunity to enrol in a specialist class which encourages and develops students participation in the language and culture of Te Reo Māori; not only in its sound but also in its symbolism, rituals, gestures and presentation in song, poetry, speech-making, chants and haka.
The learning of Additional Languages is divided into three areas:
1. Communication strand: students learn to use the language to make meaning. As their linguistic and cultural awareness increases, they become more effective communicators, developing the receptive skills of listening, reading, and viewing and the productive skills of speaking, writing or presenting/performing.
2. The Language Knowledge strand: is learning and developing an understanding of how the language is structured.
3. Cultural Knowledge strand: supports communication through understanding the interrelationship between culture and language.