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A copy of the prospectus will be distributed via mail and through contributing schools. Copies are also available from the Howick College reception office. To view a PDF copy, please click here.
At Howick College ‘Equipping individuals for lifelong learning’ is our mission statement. This recognises that in the 21st century learning to learn is more important than what we learn. The notion that learning stops when we finish school is no longer realistic. It also recognises that learning must be tailored to individual needs and abilities – one size does not fit all.
Our framework for teaching and learning along with the complementary Restorative Practice model has “contributed to new ways of thinking about teaching and learning throughout the school. The new approach focuses on the important interrelationship between learning and behaviour.”
(ERO, Education Review Report)
Students are placed at the centre of teaching and learning, asserting that they should experience a curriculum that engages and challenges them.
Our broad curriculum involves each student in a wide range of learning experiences. Each learning area is designed to engage maximum student interest and curiosity by providing learning opportunities that are flexible and develop an acute awareness of the world we live in.
Through academic, cultural, social and recreational activities our students realise their potential to succeed.
We offer multiple learning pathways which are sensitive to and cater for the different needs of students. The courses offered are designed to prepare students for university and other tertiary institutions and the workplace.
In addition to the traditional academic subjects, vocational courses such as Outdoor Education, Sports and Leadership Studies, Travel and Tourism, Hospitality, Barista, Engineering and Building and Construction have been introduced to prepare students for future employment.
Innovative teaching strategies using SOLO taxonomy of thinking, Habits of Mind and Assessment for Learning place an emphasis on creativity, reflection and critical thinking. Students are encouraged to develop the ability to learn independently which helps them to be successful in higher education and training.
Our curriculum has a strong focus on skill development. Skills of research and presentation, skills in technology applications, along with communication and subject specific skills are developed in all subjects.
In many subjects the skills are taught and learnt in real world settings. Biology students, for example do real world data gathering and analysis in bush and beach settings; History students carry out research for NCEA level 3 at sites in the Bay of Islands; students in senior Hospitality classes hone their skills of planning, preparing and serving meals to guests in our specially designed restaurant.
Interests and talents are also developed through such programmes as ‘Artist in Residence’, ‘Auckland Philharmonia’ and ‘Royal Ballet Mentor schemes’, sessions with top sports coaches and athletes and a new initiative called ‘World Mentor Project’ that assists Year 10 students.
We extend our students through an enrichment programme for gifted and talented students who learn at a higher level of the curriculum than other mixed ability classes. The programme has included a Singapore school exchange, placement in accelerated learning programmes, scholarship mentoring and coaching for international academic competitions. Other recent teaching and learning innovations include our Net-book computer classes and Mobile Learning technology.
Subjects such as Biology, Geography and History have field trips to venues such as the Bay of Islands, Rotorua, Wellington and our own outdoor education centre at Waharau on the Firth of Thames.
Students in Year 10 may take a course which includes the Duke of Edinburgh award scheme – we are the only school in the country offering this as part of the curriculum. Outdoor Education (a subject in Years 12 and 13) is widely recognised as the best in the country.
Our co-curricular programme enriches our wider curriculum. Students have numerous opportunities to develop their talents within various groups including, the visual and performing arts, service organisations, sports and leadership teams. These programmes promote our core values, known as the 3 C’s (courtesy, commitment and citizenship) and are closely aligned with those of the NZ curriculum which are excellence, ecological sustainability, community and participation.
Central to Howick College are our strong pastoral care networks and systems. Underpinning our safe and happy learning environment is our commitment to Restorative Practice and shared belief in our core values of courtesy, commitment and citizenship.
In an environment where every student matters we pride ourselves on the quality of our pastoral care. "‘The school continues to promote a positive culture, and affirming relationships are evident amongst students and teachers."
(ERO, Education Review Report 2010.)
We focus on building quality learning relationships which value partnerships and teamwork and develop a learning community which respects diversity and promotes equity. This is illustrated by our behaviour management system which is based on restorative practices.
The well-being of our students is of critical importance to us. Students are supported through an expert and experienced team of health care professionals, guidance and career counsellors, wraparound services, tutors, deans and level managers.
Every student is placed in a tutor group and house for their entire stay at Howick College. New students are orientated and welcomed by peer support teachers and senior students. The vertical tutor system provides a safe environment for informal mentoring by senior students. The tutor group and house system play a crucial role in providing our students with a sense of belonging with tutors and deans guiding them toward a successful pathway through school and beyond.
The College has implemented Restorative Practice as a school wide initiative to develop positive and healthy relationships. This means promoting understanding and healing over assigning blame or punishment.
While the ‘traditional’ methods of dealing with unacceptable behaviour such as detentions and stand-downs may still be used, the college is committed to restorative practice as a positive strategy for repairing relationships.
By demonstrating our '3 C’s' as core values in their behaviour, students help to ensure that our school is a safe and positive learning community, and they develop the personal attributes necessary to live, learn, work and contribute as members of our wider communities.
Enrolment at Howick College is governed by an enrolment scheme. To enrol a student at the College, please ring our reception staff on 09 534 4492 to make an appointment for an enrolment meeting. A parent/caregiver must attend this meeting with the child.
Please bring along:
Prospective parents should be aware of Government requirements for the school to sight an original birth certificate for all NZ citizens enrolling, or a passport and visa for students not born in New Zealand. As we cannot confirm an enrolment until these documents have been sighted, please make sure you have them available at the time of enrolment.
Out of Zone Enrolments
The Board of Trustees has determined that a fixed number of places for Out Of Zone places are available.
Application for out of zone enrolment can be made at the school office. If a ballot is necessary this date will be published and all applicants notified in writing.