Developing Christ-Centred Learning Communities

This year, as part of our Professional Growth Cycles, each teacher is focusing on creating a Christ-centred learning community within their classrooms. This initiative is built around five key aspects (as outlined in our framework below), guiding how we nurture faith, relationships, and learning.

Throughout Terms 2–4, teachers will have ongoing opportunities to reflect on their practice and share their experiences as part of the Professional Learning Group (PLG) process.

Christian Worldview

We were blessed to welcome Renée Ford from Hastings Christian School, who led a session on developing Christian narratives across each curriculum area.

Together, we began building overarching biblical worldview statements to thoughtfully contextualise learning from Years 1–13 within a Christian framework. This work began on our start of year Teachers’ Only Day and continued over the following two terms.

Our Deputy Principal, Raeleen Simpson, is now leading the next stage of this initiative, shaping it into a parent-friendly statement that will support and guide both families and teachers.

Connecting Without Barriers

As part of the Teacher Only Days below, at the beginning of the year, one of our Pastoral Staff - Nate Sextus - introduced us to an activity called Circle Time. Using random photos alongside our educational philosophy, teachers shared stories from their holidays in a way that felt natural and non-threatening.

This approach emphasised connection without pressure and provided a practical strategy that teachers can also use with students as they return from breaks—helping to build relationships and connections in a safe and engaging way.

Cultural Competency

Our year began with two Teacher Only Days focused on a number of things including cultural competency. During this time, we had the privilege of hearing from Wiremu and Trieste Te Awe Awe, who shared local stories and explored the connections between iwi at our partner marae, Te Rangimarie.

We were warmly welcomed onto the marae and had the opportunity to remain there after the storytelling session, spending the day together in professional learning. This experience deepened our understanding of local history, relationships, and cultural context—an important foundation for our work as teachers in the Manawatū.