Thursday, November 4, 2010

a preview of the new school

School design shared at community meeting

Last night the Establishment Board of Amesbury School shared its proposed design with the local community, described the criteria it had used and the guiding principles. It also answered a range of questions in relation to the design and the building programme.

Our Values

The Establishment Board of Trustees:

  • recognises and respects New Zealand's bi-cultural heritage and the multi-cultural nature of the Churton Park community;
  • is committed to environmental responsibility in the school's design, operation and curriculum.

We value:

Excellence - encouraging each student to reach his/her potential
Learning through innovation, inquiry and curiosity - developing motivated, curious, confident, engaged, innovative thinking, self-managing learners.
Connectivity with the community - with family, whanau, the environment, local & global communities.
Positive relationships that reflect equity & integrity - honesty, transparency, empathy in interactions between students, teachers, parents and the wider community.
Respect for diversity - for self, others, different/diverse cultures and the environment.

Vision - what we want for our young people

Our Vision is that when students leave Amesbury School they will be connected, confident, actively involved, life long learners.

Connected - in the sense of being a team-player or leader, IT literate, sociable, principled and tolerant;
Confident - in the sense of being positive, happy & healthy, responsible, articulate, and self-motivated.
Actively involved - in the sense of being engaged, trustworthy, honest, valuing integrity - as well as being physically active.
Life long learners - in the sense of being curious & critical thinkers, problem-solvers, numerate & literate, skilled & knowledgeable.

Based on this Vision the Establishment Board developed 13 Principles we wished to see reflected in the the design work:
flexibility of the size of learning areas
optimise the potential sunlight and mitigate the negative aspects of climate & weather
ecologically responsive
functionality driving design but with a sensitivie exterior
vistas for all learning areas
the staffroom being a re-creation space with oversight of the outdoors
areas for teaching and professional development and co-operative learning
appropriate landscapes that support learning
modern but long life materials
light and airy learning areas with good sightlines
centrally-located library and learning resource area
IT integral for teaching and learning.