‘What you get by achieving your goals is not as important as what you become by achieving your goals.’
~ Henry David Thoreau
School is but one place where we empower our students to be ‘confident, connected, actively involved, lifelong learners’ (Ministry of Education, 2007, p7).
Home and community are also places for learning to occur and it is my intention to develop conversations between these arenas for our girls to be holistic young women. Inhouse and Tempus will be avenues for me to share academic and learning stories that will inspire and support your daughters’ learning journey at Woodford.
End of Year Projects 2014
For the last eight days of school we ‘collapsed’ the timetable for the juniors to experience independent and collaborative projects based on the inquiry model. Independent time was in the morning and girls inquired into a huge range of topics which they then shared in the last three days. The photographs show the depth and interest in which they were received.
Wow – what an exciting and enriched time was had by all! The aim was to create authentic learning in a project/inquiry based environment and the type of learning opportunities experienced were wide reaching, involving a great combination of rich contexts, use of expert performers and connection with outside organisations. The collaborative projects finished with presentations to the junior school and the range of presentation tools and content shown was amazing. I was especially impressed with the amount of service given to our community. The Year 10s helped at Irongate Primary School after their fire and tended the Havelock North Food Garden, while a Year 7-9 collaborative group, Festive Fairies, went to Kowhai School and the Canteen social room.
We are pleased to announce our Level 1, 2 and 3 NCEA results from 2014. These are an outstanding outcome from an environment rich with personnel and resources. The girls who achieved their personal academic excellence (whether that be achieved, merit or excellence) are to be congratulated on a wonderful set of results.
|Woodford House||National results||Decile 9 Girls’ Schools||Decile 10 Girls’ Schools|
|Year 11 students gaining NCEA Level 1||100%||82.8%||93.9%||97.1%|
|Year 12 students gaining NCEA Level 2||100%||87.2%||94.7%||97.8%|
|Year 13 students gaining NCEA Level 3||95.5%||79.2%||88.6%||96.5%|
|Year 13 students gaining university entrance (UE)||88.6%||59.4%||78.5%||90.5%|
NB. These are based on participation rates.
Congratulations to the following 2014 Year 13 students who gained five scholarships:
Gaining three scholarships enabled Tessa to gain a Scholarship Award: $2,000 each year for up to three years as long as she maintains a ‘B’ grade average in tertiary study. This is an outstanding achievement from our 2014 Dux.
Level Endorsements (2013 results in brackets)
|Year 11 students gaining NCEA Level 1 with merit||46.3% (39.1%)|
|Year 11 students gaining NCEA Level 1 with excellence||51.5 % (39.1%)|
|Year 12 students gaining NCEA Level 2 with merit||43.5% (40.4%)|
|Year 12 Students gaining NCEA Level 2 with excellence||37% (17%)|
|Year 13 students gaining NCEA Level 3 with merit||35.7% (31.5%)|
|Year 13 Students gaining NCEA Level 3 with excellence||16.7% (18.5%)|
Our Level 1 endorsements are outstanding – 97.8% of Level 1 candidates received a merit or an excellence endorsement.
Year 10 NCEA Level Contemporary Issues Course
NB. In 2014 all Year 10 students gained between 3 and 61 credits, with an average of 32 and 93% of the cohort gained more than 21 credits.
How can you help?
- In junior and senior high school young people are developing emotionally, intellectually, and physically. Parents can help their children be successful students by encouraging them in the following ways:
- Create a quiet space for homework to be completed. A place free from disruption and fully stocked with supplies (pencils, pens, paper, stapler, tape, calculator, etc.) is ideal.
- Communicate with them about their prep and any large projects or tests that are upcoming.
- Keep a family routine concerning dinner, prep and TV.
- Remember that intrinsic motivation leads to greater creativity. Allow them to try a variety of activities in order to find their true interests.
- Encourage them to keep trying when faced with a challenge. Remind them that you and their teachers are available to provide extra help.
- Encourage them to read if they want to improve their scores on standardised tests. The best way to improve reading comprehension and vocabulary is to read regularly.
- Help them to set realistic goals and work towards them systematically. Also, no matter what the goal (making a sports team, improving academic grades or learning a new skill) remind them that the journey is as important as attaining the goal.
- Allow them some freedom yet stay involved in their lives. We all learn through experience and sometimes failure is the best teacher.
- Praise them for their contributions to family, school, and community. This conveys a belief in their accomplishments and helps to build a positive self-image.