Special Features...

Curriculum In Action (CIA)
Curriculum In Action is two-fold in that it is designed to; ensure the things that are valuable, to our community and school, happen (i.e. choir, Polynesian group, kapa haka) and that children can 'take action' and explore opportunities which reach a wider audience than that which is normally available within the context of the classroom programme.

For example, the Choir (Glee club) performing for the old folks home, busking at the shops, inviting the kindergarten or another community group into the school and performing for them. CIA time can be used to practice and/or to give a performance.

CIA groups can also ask to be put on an assembly agenda and would need to approach the classes hosting that particular assembly. They could also find spaces in the community to use as a performance venue and invite families to the performance e.g. the local library

Importantly CIA is about children of all ages working together as a group and focussing on the Key Competencies. It allows opportunity for CWSA children to have a voice, it offers opportunity for children to demonstrate and extend their talents and contexts to express and foster leadership.

Examples of possible Learning Journeys for CIA:

Children with special abilities
These children are provided for within the classroom programme. We also have a partnership with the Gifted Education Centre and host a 'One Day School' for children 8 - 10 years, one day a week. Selected children from Mangere Bridge School work with children from other schools and a specialised teacher.

Children with special needs
Programmes and assistance for children with physical, social, emotional needs are available to enable them to reach their potential and be fully integrated into the classroom.

We employ teacher aides to work alongside these children. We are supported by many people from outside agencies.

Mrs Jenny White & Miss Emily Smith teach the Reading Recovery programme.

Kindy Mentor Programme
Since September 2008 we have been involved in a project with Mangere Bridge Kindergarten. Some of our Year 5 children have become mentors for the Kindergarten children transitioning to our school. Each mentor visits Kindergarten each Wednesday to talk and play with the kindergarten child so that they become a familiar face, someone who knows the "rules, roles and relationships" that the children need to know when they move into the new entrant room. Once the Kindergarten child comes to school their mentor becomes their "Read To" buddy and comes to their class to read with them every day.
Being a mentor means:
  • spending time with your buddy to get to know them
  • behaving responsibly
  • being a friend and including other children in play
  • having photos taken while at kindergarten or school which may be used by the teachers reporting about the project
  • being a positive role model and a good representative of your school

Being a mentor to a child at kindergarten has benefits not just for the kindergarten child but also for the mentor:
  • Being chosen as a mentor can help with self esteem, confidence and social skills.
  • Language and vocabulary can be extended when "teaching" and talking with younger children with different interests.
  • Older children develop empathy when interacting with younger children
  • Mentors learn about relationships and how to develop these
  • Mentors develop leadership skills
  • Positive relationships build strong communities

The Manukau Courier did a front page article on the programme. Click here to view the article.

School Counsellor
Our School Counsellor is Jenny Hodgkinson, she works three days at Mangere Bridge School. She provides a counselling service to meet the emotional needs of the children at Mangere Bridge School. Children are presented with many challenging circumstances such as grief and loss, changes in family life, anger, anxiety and friendship issues. She provides a safe caring environment where children can talk honestly and freely. This allows them the opportunity to develop strategies to help deal with the problems they are experiencing.

She uses a range of modalities such as sandplay therapy, cognitive behaviour therapy and interactive drawing therapy, as well as person centred 'talk' therapy. If children are assisted in dealing with their problems and become healthy emotionally, this enhances their ability to learn academically and interact socially with their peers.

Roots of Empathy
This programme is a Canadian model run by the Peace Foundation currently being trialled in a few schools in Auckland and Wellington. It involves one Room adopting a young baby and watching the growth and development of the child over the year.

It is an evidence-based classroom programme which has shown dramatic effect in reducing levels of aggression and violence among school children while raising social emotional competence and increasing empathy.
The goals of the programme are:
  • To foster the development of empathy
  • To develop emotional literacy To reduce levels of bullying, aggression and violence, and promote children's pro-social behaviours
  • To increase knowledge of human development, learning and infant safety
  • To prepare students for responsible and responsive parenting

It is delivered by Jenny Hodgkinson our Counsellor.

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