Figure 1.--
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Figure 1.-- |
New Zealand high schools are very well equipped educational institutions. Most make extensive use of computers and have excellent libraries. The country's coed schools are the newest schools. There have been no sdingle-gender sdchools built in recent years. As a result the coed schools often have the best facilities among New Zealand secondary schools. Secondary school have very
extensice atlletic and recreational facilities. Many schools have specialized facilities. Sophisticated media centers and fine arts facilities in particular have become very
popular. The smaller rural schools, especially the areaa schools, howerver, because of the limited number of students have few of the resources that students in the larger urban schools enjoy.
One large coed high school described during 1999 its facilities.
"Our school has excellent facilities and is set in beautiful, spacious, park-like surroundings."
This facility is central to our teaching and learning. It is the envy of most schools in New Zealand. It is not just a traditional book lending centre, although the school does have over 20,000 volumes for student issue. In addition it boasts: 1) comprehensive Information File resources, 2) a networked CD-Rom facility, 3) full Internet connections which allow the students to access information from around the world, 4) more importantly the school has a virtual full-time Teacher Librarian, who together with
the school's qualified Librarian, is able to support the students and teachers in their
research work in all subject areas, 5) a wide range of magazines, and 6) comprehensive computer catalogue. The Library staff also provide guidance in information skills and research techniques to all subject classes as needed.
The school continues to be at the forefront of Careers and Transition education. The school's comprehensive resources and well trained and qualified staff give students the opportunity to make informed decisions about their courses and their careers. To this end, each student receives personal course counselling at least once a year. Students are encouraged to access courses outside the school and to gain work experience. In this way students are given the best chance of making the right decisions. The Careers/Transition programmes and activities assist students to bridge the gap between school and the world of work.
The science facilities have been recently upgraded and thus students have access to facilities and equipment arguably second to none. The upgrade includes a laboratory for senior students which allows them to pursue ongoing scientific experimentation. Additionally, there is a seminar room for the presentation of research projects.
This impressive facility is unique in the South Island. It incorporates a large teaching space (used for meetings and sleep-overs), smaller meeting rooms, resource storage space, a kitchen and ablution block. The interior is adorned with tuku tuku panels, carvings and other art work. In association with the local whanau, the whare supports the learning
of Te Reo Maori and Maori arts and crafts for both the school's own students and members of the School community. There is, therefore, the opportunity for all students to appreciate the bi-cultural heritage of our country.
At School there are seven computer suites where students can learn to use a variety of applications on Apple Macintosh and PC platforms. The school is developing a school wide network with a fibre optic cable backbone. This network currently links more than 50 of
our machines in classroom and administration blocks. It is envisaged that as teaching suites are upgraded, all computers will be on our network. An internet service (e-mail and limited web access is available to students in the library), CD-Rom distribution, database access, and a number of other services are readily available. Computers are used by many teachers within their normal programmes; for example in the
teaching of Languages, Computer Aided Design, Social Sciences, Mathematics and Art. Computers are also available for students to use at lunchtime and after school.
The School prides itself on the very positive relationships it enjoys with the various communities it serves. There is extensive use of school facilities by a variety of community groups. Our Community Education programme provides a wide range of learning opportunities. Our Community Education Co-ordinator publicises courses prior to the commencement of each term. The school office also takes enquiries. Adult students have been attending day classes at School for a number of years. These people range from retired people in their seventies to those who have left school recently. The need to constantly enhance one's skills and qualifications is well recognised. Many of our career-related courses have particular appeal. Others find the subjects currently offered at school very different from those available during their own time at school and are keen to take advantage of these wider opportunities.
A medium-sized school in a suburban community describes its facilities. Hornby High School is a co-educational secondary school which opened in February 1975 on an eight hectare site. The school was designed for a maximum roll of over 900, so today's students benefit from the spacious buildings and grounds. The current roll has grown to just on 600
students in recent years.
The buildings for the opening year of the school were specially designed by the Canterbury Education Board and are in a particularly attractive setting. The rooms
look out on to sheltered courtyards which are liberally planted with native shrubs.
We are fortunate that these 'CEBUS' blocks of eighteen classrooms have remained as a permanent feature of the school. These blocks house general classrooms and well-equipped specialist rooms for, Home Economics, Clothing, Metalwork, Woodwork and Art.
The school has superb facilities in other curriculum areas too. The Music Suite includes a specialist teaching room, practice rooms, an electronic keyboard laboratory a sound control room with extensive computer facilities for music composition. The modern, well-appointed Auditorium provides the ideal performance venue for drama and music.
The Library is being developed as the Information Centre of the school with the introduction of the latest computer technology. The Library now has three multi-media computers for student use.
The Horticulture laboratory, glasshouses and extensive gardens situated behind the tennis courts cater for a well-resourced and rapidly growing Horticulture programme.
Currently there are three computer rooms. One room is equipped
with a network of seventeen Archimedes computers used to enhance basic reading and comprehension skills for junior students. The second computer room has a network of IBM-PC computers which are used across the curriculum to provide access to word processing, typing and desktop publishing skills. The third is modern suite of networked IBM-PC computers, to enable students to gain experience on this family of business computers and through which
students will be able to use the Internet as a learning tool.
The Art Department is equipped with its own computers, scanner and colour printer to enable senior students to enhance graphics and computer art skills. The Transition Department also has its own IBM-PC's.
Sports activities are well catered for with the full-sized, heated Gymnasium, eight tennis courts, six netball courts and playing fields for all sporting codes.
A small rural school reminds us that elaborate facilities are not always what is critical for effective secondary-level learning. Indeed factors like a family atmosphere and closer personal attention may be much more important.
Opaki students are in the enviable position of being able to enjoy the best of two worlds. The school is small enough to offer a family atmosphere, with smaller classes than most other schools, yet large enough to be able to form its own sports teams and foster in children a sense of identity and belonging. We have seen a substantial rise in the school roll, which will peak at 136 children this year. We have six permanent teachers and one part-time teacher who takes small individual groups in the morning for language and maths. Because of the relatively small classes, they are able to give personal attention to individual children. The school also has the distinct advantage of being set apart in a pleasant rural situation which helps create a favourable learning environment, yet is close enough to Masterton to take full advantage of all the extra facilities and resources the town has to offer. In addition to the standard curriculum, we offer a Reading Recovery programme and parent tutoring. SPELD tutors for children with specific learning difficulties are also welcomed into the school. We encourage the senior students to provide their own form of support to the younger children through an ongoing peer tutoring programme.
We pride ourselves on the honesty of our children and their positive attitude to learning and to the school. Due to the family atmosphere and the total involvement of every child in school activities, children readily take responsibility for their actions, creating a harmonious environment.
