Vision

flat =Vision=

The school vision statement represents the educational direction of our school. The vision has five dimensions:
 * Character
 * Thinking
 * Culture
 * Growing
 * Learning

Central to these are the students, who are actively involved in their learning.

=The Five Dimensions=

Character
The Character Education programme is school wide and is a component of the Foundations of Learning dimension of the school vision. As such the learning criteria are identified in the student graduate profile. The programme underpins the school’s behaviour management plan and is visual through the school in classrooms and the way students interact with each other and their teachers.

It is the aim of Forrest Hill School to ensure that each of the Character Wheel values is focussed on in classrooms. There are eight Values:
 * Duty
 * Honesty
 * Responsibility
 * Perseverance
 * Co operation
 * Kindness
 * Respect
 * Resilience

Each term, one value will be focussed on in each classroom. To ensure maximum impact, the same value will be addressed in all classrooms at the same time. Outlined below is a two year rotation, indicating which value is to be addressed in which term.
 * = Term ||= Odd Year ||= Even Year ||
 * = 1 ||= Duty ||= Honesty ||
 * = 2 ||= Respect ||= Consideration & Concern ||
 * = 3 ||= Kindness ||= Responsibility ||
 * = 4 ||= Obedience ||= Compassion ||

=Values= "To be encouraged, valued and explored" (NZC 2010, p.10)

The values that have been identified by the school in consultation with the community can be placed into two categories:
 * Values that reflect the belief about what is important and desirable
 * The Character Education Programme

The New Zealand Curriculum values are integrated into the Forrest Hill School student graduate profiles. Through these profiles, students will be able to think and reflece in an ongoing way about the way they play and work with others. The assessment process will involve dialogue with peers and teachers as well as providing the opportunity for parent feedback, leading to the co-construction of further personal goals.

=Key Competencies & Graduate Profiles= "Capabilities for living and life long learning" (NZ Curriculum 2010. p12)

The Key Competencies of the NZ Curriculum (2007) are integrated into the FHS Graduate Profiles. The profiles detail expectations for knowledge, skills, attitudes and competencies for students by the end of Year 2, 4 and 6. The graduate profiles reflect the school vision dimensions.

Graduate profile competencies are central to all learning. The competencies are integrated into teaching and learning programmes and are reflected across all curriculum areas. Students will have ownership of their own profile and asses their own competencies along with their teachers, peers and parents. Assessment will be kept in Learning Journals. Each term a profile dimension will be focused on school wide. This will be reflected in long term and weekly planning. Each classroom will have a wall display focusing on the dimension including the learning intention and the success criteria that students will measure themselves against.

Key Competency - Graduate Profile Links
=Principles= "Foundations of curriculum decision making"(NZ Curriculum 2010. p 9)
 * = ====**Key Competency**==== ||= ====**Graduate Profile**==== ||
 * = Managing Self ||= Motivation, Opportunities ||
 * = Participating & Contributing ||= Communication, Community ||
 * = Thinking ||= Thinking ||
 * = Relating to Others ||= Communication, Opportunities, Community ||
 * = Language, Symbols & Text ||= Thinking, Foundations of Learning ||

The Principles of the New Zealand Curriculum 2007 will underpin decision making relating to teaching, learning, curriculum development, communication and governance. The Principles are:
 * High Expectations
 * Learning to learn
 * Treaty of Waitangi
 * Community Engagement
 * Cultural diversity
 * Inclusion
 * Coherence
 * Future Focus

The principles will help to focus: __//Teachers//__ thinking and actions when they are planning, assessing, delivering the curriculum and reflecting on the effectiveness of their practice in light of student achievement outcomes. __//Leadership and Management Personnel//__ when leading development and change through the school, managing the day to day working of the school, and when working with students, parents, teachers, other staff members and the Trustees of the school. __//The Board of Trustees//__ as they make governing decisions in the best interest of the students in the school.

//**Students**// will feel accepted and valued for who they are; they will feel confident and connected with each other and their teachers; they will find a love for learning and be seekers of challenge; and they will aspire to high achievement and their personal best. //**Parents**// will feel accepted and valued for who they are; they will feel confident in the school’s ability to provide quality learning for their children, which in turn will encourage parents into taking an active part in the home school partnership commitment of the school. //**Professional Leaders and Managers of the school**// will place students at the centre of all decision making; will work collaboratively with parents in an inclusive way that enable’s parents to feel valued and accepted no matter what ethnicity they represent; and will communicate with Maori families and whanau in a planned and strategic way. //**Board of Trustees**// will make governing decisions in the best interest of the students and their learning that earn the respect and trust from the students, teachers and the parents of the school.
 * Expected Outcomes**: