Our Digital Citizenship model  recognises the important role that technology plays in achieving students' academic goals at our School. 

The model considers three aspects of digital technologies:

• Learning through digital technologies – using technology to enhance learning

• Learning about digital technologies – ensuring our students are equipped with core technology skills

• Learning with digital technologies – utilising technology to maximise the efficiency of school processes and communication to support our teaching and learning goals

Our aim is to develop smart, safe and savvy users of technology.

Learning Through Digital Technologies

Google Classroom is utilised school-wide to support collaborative learning and to allow students to access their work from any location, including at home. All students have an assigned Google account that teachers can use to communicate classwork.  This facilitates sharing of information and creates a community of learning.

Classrooms are equipped with projectors and 1:2 Chromebooks are available in every room. Students utilise devices and technology where appropriate to enhance the learning experience.

Learning About Digital Technologies

Students are taught in class as digital citizens to think critically about if information they see online is true, to speak the language of digital technologies and to respect other users of digital technologies and the equipment they are given to access the Internet.

Learning With Digital Technologies

Remuera Intermediate believes in our students to be responsible Digital Citizens and use technologies responsibly to learn, over their two years at the school, they will become confident and capable ICT users who are also able to help others in their learning journeys. 

The English programme is designed to facilitate progress in several areas:

• Writing for a variety of purposes. This includes making appropriate organisational and vocabulary choices.
• Understanding ideas and information through reading a wide range of material.
• Using oral and visual language to communicate effectively.

Support is offered to students experiencing difficulties in the above areas. These students will be part of extra classes that aim to fill the gaps they have in their literacy learning.

In every area of English we encourage students to think critically and in depth, to analyse language choices and to evaluate the effectiveness of their own and others' work.

The aim of Mathematics education is to develop a belief in the value of Mathematics and to develop in students the skills, concepts, understandings and attitudes that will enable them to cope confidently with the Mathematics they will encounter in the future.  We need to help students achieve the mathematical and statistical literacy necessary in a society which is technologically orientated and information rich.

In keeping with the curriculum, the emphasis is on a balanced approach to Mathematics learning, incorporating problem solving with the mastery of basic skills.  Mathematics is for all students regardless of ability, background, gender or ethnicity and the School provides programmes that acknowledge these important factors. 

Science constitutes an integral part of the curriculum and is taught as a two year course over Years 7 and 8.  All four strands are covered (Chemistry, Physics, Biology and Planet Earth and Beyond) with an underlying focus on the nature of science.  Science is well resourced, with a dedicated laboratory, as well as teaching and learning tools that are available for use in classrooms.

Science is taught by classroom teachers with the support and guidance of the curriculum leader of Science.

Curriculum Manager

The Science Curriculum Manager is Alaric Nichols alaricn@remint.school.nz

The Social Sciences learning area encompasses how people participate in society and how society operates.  It has significance for people in their everyday interactions as citizens and members of communities in New Zealand and the world.

Over their two years at RI, students will study topics from the four conceptual strands that provide the framework and achievement objectives for the Social Sciences.

• Identity, Culture and Organisations – society and communities and how they function
• Place and Environment – how people perceive, represent, interpret and interact with places and environments
• Continuity and Change – past events, experiences and actions and the changing ways in which these have been interpreted over time
• Economic World – the ways in which people participate in economic activities and about the consumption, production and distribution of goods and services

Learning is structured around these important conceptual understandings, using a range of approaches. The social inquiry process enables students to develop an understanding of people’s roles, actions and decisions. Contexts are drawn from the past, present and future and from places within and beyond New Zealand.

Looking at global issues, exploring different perspectives, developing student voice and keeping in touch with current events are essential elements of the Social Sciences programme.

Our Health and Physical Education programme contributes to the wellbeing of individuals and society as a whole by promoting positive and responsible attitudes. 

It is designed to give students skills to cope with a variety of situations that they might encounter in their lives.  This is accomplished through a number of teaching units that include Self Esteem, Keeping Ourselves Safe, Understanding Changes at Puberty, Kia Kaha (anti bullying), Bodywise, Firewise and Community Action.

Students are encouraged to improve their fitness levels, motor skills and hand-eye co-ordination.  An emphasis is placed on assisting students to acquire many of the skills required to play a range of large and small ball games.  Athletics, cross country and orienteering skills and techniques, are also taught. 

Students are afforded the opportunity to utilise these skills through participating in schoolwide sporting activities as well as on a higher level when representing RI against other schools.  Developing our students’ positive attitudes towards physical activity is also an important focus of the programme.

During Year 7 and 8, students will do fitness, PE and health sessions with their classroom teacher.  This ensures coverage of the Key Areas of Learning that underpin the curriculum: outdoor education, sport studies, physical activity, mental health, food and nutrition, body care and physical safety.

Specialist subjects provide opportunities to develop various skills in a variety of contexts outside the classroom, whilst also providing multiple opportunities to build capabilities in creativity, collaboration, problem-solving and communication.

Reflecting one of our key belief statements; each subject is designed to provide fun, engaging and inspiring learning experiences which develop the knowledge, skills and understanding relevant to our students’ world now and into the future.

Specialist Subjects offered:

• Digitech
• Food and Garden to Table
• Multi Materials
• Music
• Performance Media
• Visual Art

Year 7 students complete all six subjects during the year on a cycle rotation and with a mixed group of students from their syndicate.

Year 8 students select three specialist subjects to participate in at a deeper level, check out the Specialist Classes 2025 website to view a snapshot of the Year 8 programmes and discuss with your child their preferred options. The website can be accessed via your child's school Google account.

Specialist Subject Team Leader

Sonja Potter - sonjap@remint.school.nz

One of the most memorable experiences for many people is their involvement in performance groups at school.  We are very proud of our outstanding programmes offered to students in The Arts.  Our highly skilled and devoted team of teachers provide a wide range of exciting opportunities for students, which encourage excellence and growth in a well-rounded education.

Music

Students are encouraged to participate in a wide range of musical opportunities through our specialist classroom programme. 

In Year 7 all students enjoy a six week music programme with two classes per week.  During the programme students learn ukulele, keyboard and song writing skills using Garage Band.  

Note: A selection of co-curricular Music options are also available throughout both Years 7 and 8.

Dance

Developing movement skills through dance opens new doors for many students and allows them to express themselves in a creative form.  RI offers a varied programme in dance, exposing students to different styles within the curriculum.

All students enjoy two terms of dance incorporating practical sessions with dance theory and literacy.  Year 7 students are introduced to dance through Hip hop with teacher in residence Richie Cesan followed by a term of Creative dance led by their classroom teacher.

Year 8 students begin the year with a focus on Ritual and Cultural dances followed by a term learning Ballroom and Latin in a programme called “Dance Like the Stars” taught by a professional dancer.

Performance Media

At our School students derive enormous benefit from the creative experiences offered through their Performing Arts lessons. Gaining dramatic skills enhances self-confidence and self-awareness allowing students to achieve through self-discovery while working collaboratively with peers.

Arts

RI is extremely fortunate in the outstanding resources available for the Visual Arts, allowing students to discover their artistic abilities using a diverse range of mediums and techniques. Student art work is exhibited within the community throughout the year and our School is greatly enhanced by the variety and beauty of student creations adorning our walls.

In Year 7, all students enjoy a six week art programme with two classes per week.  In Year 8 students can opt to further explore the Visual Arts for two hours per week over approximately 12 weeks. 

Students are also offered the opportunity to apply for Enrichment Art on a Friday afternoon over two terms.

The School provides opportunities to learn Te Reo Maori and it is taught once a week to all Year 8 students.

The teaching emphasis is on the communicative approach and the use of language in real-life contexts.

Tikanga Maori is included in the curriculum in a variety of ways including discussion of the Treaty of Waitangi and NZ History in Social Studies, Maori perspective in integrated units and Maori language in classrooms.

There is an opportunity for students to become involved in the Kapa Haka Group. The group works towards performances in the School and community and gives traditional welcomes to visitors of our School.

Following are some of the assessment tools used by teachers to gain information about student achievement and progress and to keep parents informed.

ASTTLE – Assessment Tools for Teaching and Learning

ASTTLE gives teachers and schools baseline data for setting targets and measuring student progress.  It provides learning pathways for individual students.   It identifies at which level students should be working and assists teachers in planning appropriate programmes in Maths and English.

PAT – Progressive Achievement Tests

PATs are standardised tests developed by the NZ Council for Educational Research.   Results provide teachers with information about student achievement compared to other NZ students of a similar age and same year level.   Schools can track progress from year to year.

PATs are also used to compare progress throughout a year for individual students.

ICAS – International Competitions and Assessments for Schools

(formerly NSW Competitions)

Our students can opt to take part in ICAS exams to determine their achievement compared to others in NZ.

Subjects include English, Maths, Science, Digital Technologies and Spelling Bee. 

Certificates of High Distinction, Distinction, Credit and Participation are awarded.

NMSSA – National Monitoring Study of Student Achievement

Each year approximately 3% of all Year 4 and Year 8 students in NZ are randomly selected to be involved in testing for a particular curriculum area.   The results of NMSSA assessments are published and sent to school.   Teachers use NMSSA test items to compare their students’ achievement with the national results.

STAR – Supplementary Test of Achievement in Reading

STAR was developed by the NZ Council for Educational Research.  It identifies students’ ability in reading and helps teachers to group students for reading instructions.  STAR is usually used twice during the year to measure progress.

Related Websites

• Education Reivew Office  www.ero.govt.nz

• Assessment Tools for Teaching and Learning  http://e-asttle.tki.org.nz/

• International Competitions and Assessments for Schools  www.eaa.unsw.edu.au

• National Monitoring Study of Student Achievement http://nmssa.otago.ac.nz/

• Supplementary Test of Achievement in Reading  www.nzcer.org.nz

As part of the implementation of National Standards, schools are required to report to parents in writing and using plain language at least twice a year. At least one of the written Reports should include:

• The student’s current learning goals
• The student’s achievement and progress in relation to the National Standards
• What the School will do to support the student’s learning
• What parents, family and whanau can do to support their child’s learning

Year 7

Year 7 students are assessed early in the year so that teaching and learning can be at appropriate levels. With students joining RI from over 40 primary schools, we need to ensure consistency in our assessments and Overall Teacher Judgement.  

Reporting to parents takes the form of:

• Parent Interviews - held at the beginning of Term 2 to discuss achievement, progress, effort and attitude, as well as personal and social development.
• Reports - Mid-year report end of Term 2, End of year report end of Term 4

Year 8

Year 8 teachers have valuable information passed onto them by Year 7 teachers. At the beginning of the school year they use assessments to confirm and review this information.  

Reporting to parents takes the form of:

• Parent Interviews - held at the beginning of Term 2 to discuss where students ‘are at’, what the next steps should be and the general well-being of the student.
• Reports - Mid-year report end of Term 2, End of year report end of Term 4

The School has a number of programmes established to support students in need of special education assistance.  

English for Speakers of Other Languages (ESOL)

This programme is available to support non-English speaking background students irrespective of whether they are immigrants or were born in New Zealand. The School employs a trained ESOL teacher. 

Gillian Waters gillianw@remint.school.nz 

Support for Special Teaching and Learning Programmes

The School provides learning assistant support for those students with special teaching and learning needs that cannot be adequately covered by the normal classroom programmes. Each student in this programme has an individual education plan that is supported by the School, parents and RTLB.  Priority is given to students with physical, sensory or intellectual disabilities and students with serious learning difficulties.

Learning Assistance for Language and Mathematics

These programmes are aimed at providing extra guidance and small group support for those students who need additional assistance to remedy some of the difficulties they have with their reading, written language, speech or mathematics. 

Student Support Team

Lead by members of our Senior Management team, our School has established a student support team comprising the following support personnel:

• Special Education Co-ordinator (SENCO) Lesley King lesleyk@remint.school.nz
  
• Resource Teacher of Learning and Behaviour (RTLB)

• Learning Assistants