HIGHPEAK
  • Home
    • Executive Summary
    • Critical Essay
    • Project Report
  • @ Ash
  • MCE
    • Assignments
    • NEW Action Research Outline >
      • PAL Model Evolution
      • Appreciative Inquiry
      • PALS Teacher Learner Model
      • PALS - Discovery to Delivery
    • Published
    • Readings
  • Sprints: 1 - 10
    • 1 Valerie Hannon
    • 2 Sharing Learning Vehicle
    • 3 Who - Why - Where To
    • 4 The Three Gogies
    • 5 Mahi Tahi
    • 6 Ideas for Change
    • 7 Critique 8201.1
    • 8 Broadening Horizons
    • 9 Future Leadership
    • 10 Ko taku muri, taku mua
  • Sprints: 11 - 20
    • 11 Learner Focused Solutions
    • 12 Cultural Diversity
    • 13 Cultural Responsive Assessment
    • 14 Place Based Education
    • 15a Critical Thinking
    • 15b Critical Literacy
    • 16a Defining Digital Fluency
    • 16b Digital Literacy
    • 17a Technology as Enabler of Pedagogy
    • 17a Technology, Values and Culture
    • 17b Ethical Cultural Learning
    • 18 Building Sustaining Collective Leadership
    • 19a Map of Optimal Learning Spaces
    • 19b Map Learning Space Plan
    • 19c Building and Sustaining PLCs:
    • 20 Defining Digital Fluency
  • Sprints: 21 - 30
    • 21 Digital Tech PD
    • 22 Technologies and Learning Approaches
    • 23 Technology Integration Models
    • 24 Defining and Defending My Topic
    • 24b Scaffolding
    • 25 Complexity in Education
    • 26 Introduction to Methodology

Map of Learning Space Plan

Planned Upgrade to Middle School Classroom Block

We have a very limited budget and we are further constrained by the fact that we cannot add to our physical footprint by even one additional square metre of learning space with our Five Year Agreement (5YA) funds.

We have therefore had to think considerably outside the learning rectangle (typical classroom shape).
Our answer has been to build a huge outdoor shade cover over the current area. This will overlap three roofs and create an outdoor breakout learning area. We will carpet it with outdoor carpet, put end covers in place to protect from the elements and outdoor learning furniture in the space - including moving a sink and painting area out into this space.

All the existing clear-lite verandah will go. Large double-door sliding aluminium ranch sliders will go into all three rooms, adding to the indoor-outdoor flow. Enough gap will be left between roof and canopy to allow airflow. 

Interior classroom layout will change, with flexible learning spaces, places and organisation.

Space is a major issue in all three rooms, so Potter Wall Cupboard units will be installed. These are not deep - so dont impose on room space - but are tall to maximise storage, and have sliding and locking double whiteboard sliders that allow equipped to be locked and or stored behind the whiteboard. Our teachers are really excited by these cupboards - yes excited.
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Vision

Thriving People in a Thriving Land

Mission

Love  Ourself
Love Others
Love Our land

Purpose

Love to Learn to Lead
We Love to Learn, so we can Learn to Lead, so we can Lead with Love
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© COPYRIGHT 2015. ALL RIGHTS RESERVED.
  • Home
    • Executive Summary
    • Critical Essay
    • Project Report
  • @ Ash
  • MCE
    • Assignments
    • NEW Action Research Outline >
      • PAL Model Evolution
      • Appreciative Inquiry
      • PALS Teacher Learner Model
      • PALS - Discovery to Delivery
    • Published
    • Readings
  • Sprints: 1 - 10
    • 1 Valerie Hannon
    • 2 Sharing Learning Vehicle
    • 3 Who - Why - Where To
    • 4 The Three Gogies
    • 5 Mahi Tahi
    • 6 Ideas for Change
    • 7 Critique 8201.1
    • 8 Broadening Horizons
    • 9 Future Leadership
    • 10 Ko taku muri, taku mua
  • Sprints: 11 - 20
    • 11 Learner Focused Solutions
    • 12 Cultural Diversity
    • 13 Cultural Responsive Assessment
    • 14 Place Based Education
    • 15a Critical Thinking
    • 15b Critical Literacy
    • 16a Defining Digital Fluency
    • 16b Digital Literacy
    • 17a Technology as Enabler of Pedagogy
    • 17a Technology, Values and Culture
    • 17b Ethical Cultural Learning
    • 18 Building Sustaining Collective Leadership
    • 19a Map of Optimal Learning Spaces
    • 19b Map Learning Space Plan
    • 19c Building and Sustaining PLCs:
    • 20 Defining Digital Fluency
  • Sprints: 21 - 30
    • 21 Digital Tech PD
    • 22 Technologies and Learning Approaches
    • 23 Technology Integration Models
    • 24 Defining and Defending My Topic
    • 24b Scaffolding
    • 25 Complexity in Education
    • 26 Introduction to Methodology