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Learning Support
Learning Support refers to the additional support some ākonga need to engage and achieve in education. As with all full-time ākonga, a dedicated kaimanaaki will work closely with whānau and specialist support services (if required) to develop a personalised programme that takes individual needs and strengths into account.
Some ākonga with learning support needs will be able to access My Te Kura, our online learning environment, once specific supports are in place. Ākonga with higher and more complex learning needs, for example, those receiving ORS funding, may use a mix of online, print and other resources.
A personalised learning plan is developed in My Korowai, Step Up, the online learning plan platform in My Te Kura, with input from ākonga, whānau, kaimanaaki, and the support team. There are regular reviews of the ākonga learning plan, discussion of progress against goals, and opportunities to set new goals. My Korowai Step Up is the primary location for communication between ākonga whānau and kaimahi about ākonga learning.
Dual-enrolled ākonga in Years 1–8 are eligible to enrol in SEENG, SEMAS and SETOP, under the Learning Support Needs gateway.
Special Education
The courses offered under Special Education vary in curriculum levels. They ensure coverage of seven learning areas, as well as two life skill courses and are open to all ākonga in the compulsory education years and to adults.
Supported Learning Standards are intended for ākonga at Year 10 and above capable of working on NCEA Level 1 internally assessed unit standards when some form of support with their learning either through additional resources, specialised equipment or adapted teaching programmes is provided. These ākonga with learning disabilities also include those with an intellectual disability. Ākonga work towards the goal of achieving the New Zealand Certificate in Skills for Living for Supported Learners (Level 1) 60 credits. The programme is designed to support ākonga to learn to self-manage and participate in social, cultural, whānau and community contexts to improve their educational or employment pathways, and to assist them to become productive citizens of Aotearoa New Zealand. The Kaiako Matua Learning Support will approve enrolment on a case-by-case basis. Ākonga completing this course must have the support of a kaiawhina to act as the supervisor for the assessments. NOTE: US29307 literacy and US29308 numeracy do not meet the numeracy and literacy requirements for the NCEA level 1 qualification.
No prior learning needed.
| Standard | Description | Version | Credits | Assessment | L1 Lit/Num | UE Lit/Num | Vocational Pathways |
|---|---|---|---|---|---|---|---|
| 27106 | Describe the terms associated with whakapapa and use them within a family structure | 5 | 2 | Internal | |||
| 27108 | Describe the protocols and roles associated with pōwhiri | 5 | 2 | Internal | |||
| 29299 | Access and use facilities and services in the community | 3 | 5 | Internal | |||
| 29300 | Maintain hauora - personal health and well-being | 3 | 6 | Internal | |||
| 29301 | Demonstrate strategies to ensure personal safety | 2 | 4 | Internal | |||
| 29302 | Demonstrate interpersonal skills in familiar contexts | 2 | 4 | Internal | |||
| 29303 | Demonstrate behaviours appropriate to different types of relationships and contexts | 2 | 4 | Internal | |||
| 29304 | Describe elements of own culture, and basic rights and responsibilities of residing in Aotearoa New Zealand | 4 | 4 | Internal | |||
| 29305 | Set personal goals and carry out a plan designed to achieve personal goals | 3 | 5 | Internal | |||
| 29306 | Apply problem solving strategies to resolve day to day issues | 2 | 5 | Internal | |||
| 29307 | Use functional literacy skills in a range of day-to-day contexts | 3 | 5 | Internal | |||
| 29308 | Use functional numeracy skills in a range of day-to-day contexts | 3 | 5 | Internal | |||
| 32927 | Maintain commitments to a limited range of repetitive and familiar activities within defined contexts | 1 | 5 | Internal | |||
| 32929 | Maintain routines in a limited range of repetitive and familiar situations within defined contexts | 1 | 5 | Internal |