International

Our School Mission

To educate, guide and mentor all students to become successful, internationally minded, lifelong learners.

Bucklands Beach Intermediate School opened on 1 February 1976 with a roll of 199 students. Since those early days it has grown significantly. For many years the roll was stable in the mid 500-student range. Additional in-fill housing, immigration, and a growing demand for out of zone places, are all factors in causing the school roll to grow substantially in recent years.

Over recent years Government immigration policies have resulted in significant changes to our school population. From a community with a predominant NZ born European population some years ago, we are now a multi–cultural school with the following ethnic balance:

  • NZ European/Pakeha 41.0%
  • Asian 36.5%
  • Other European 13.5%
  • NZ Maori 3.5%
  • Pasifika 1.5%
  • Other groups 4%

A significant challenge for teaching staff is being able to adequately cater for all students owing to the wide range of ability levels present. Many students show a high degree of competence across the curriculum. At the other extreme is a significant number who need considerable additional assistance. Included in this group are the many students from non-English speaking backgrounds. Programmes are in place to provide additional assistance to these students.

BBI strives to be at the forefront of institutionalizing digital learning. The use of technology to enhance the learning experience at BBI has seen school invest heavily in hardware and infrastructure during the past 5 years. Approximately 10% of BBI students (as of March 2010) own personal laptops, which are fully integrated into class programmes.

The ongoing adoption of International Baccalaureate is a major current goal, and achievement of World School status is a target during the next 2 years.

Our Vision

BBI students are self-motivated, with a love for learning. They are excited by the opportunities provided at school, and have the independence of spirit to become lifelong learners. They are active participants in their learning, rather than it being seen as something that is ‘done’ to them.

Learners give consideration to their own learning and experience, assessing and understanding their strengths and limitations in order to set targets and goals to support their learning and personal development. They are effective thinkers, with the creative, critical and metacognitive skills required to enable them to learn how to learn.

Students develop self awareness, courage and confidence in themselves as risk-takers in their learning. They are proud of their achievements, recognising their uniqueness. They are confident decision makers, and have high expectations of themselves and others.

Students have an understanding of the bicultural and multicultural nature of our school and New Zealand society. They are internationally-minded, future focused citizens, aware of their responsibilities towards the environment in which they exist, and to the people they share it with. Students act with integrity and respect, acknowledging the consequences of their actions.

In turn, BBI provides the structures, the environment and the support to enable each student to meet with success. There is a positive school culture based on mutual respect and understanding, inspiring all to strive for their personal best at all times.

For students to be successful, we establish a partnership between students, teachers and parents/ caregivers, with all working together in the best interests of the learner. The school actively promotes this partnership.

Student learning is the focus for all that we do.

ESOL

English for Speakers of Other Languages (ESOL) students at BBI are given a specialised programme to develop their English skills. Skills covered include speaking, listening, reading, writing and ICT. The students are tested and then placed in groups according to their needs. There are three levels to the programme and students progress through these stages. Sometimes students can be very able in one aspect of English, but need assistance in others.

There are three well-qualified, experienced teachers who are committed to offering the best experience for the students. There are two language assistants – one speaks Korean and the other is fluent in Mandarin and Cantonese.

Students in each level are grouped according to their reading age and are given comprehensive instruction with oral discussion, workbook activities and extension work on the computer.

Each term a different writing genre is taught which is marked and placed into their individual portfolio and/or their e-portfolio. These written assessments are the same as those covered in the mainstream classes.

The benefit of working in the ESOL programme is that the numbers of students are small and this enables the teachers to focus on each student’s learning needs.

Throughout the year a variety of activities are provided to enrich and extend their English language skills. This includes trips outside the classroom, presentation of Science Fair experiments, art, cooking and speeches in English as well as their first language. Extra cultural activities such as Korean Fan Dance, orchestra, choir, art extension and language enrichment are also offered. A recent development is the Radio broadcasts which are given in Korean, Mandarin and Hindi. The students themselves select the music and news and write up the scripts. This has proved to be a very popular programme.

We are always very impressed with the quality, and enthusiasm for learning, of the students in our groups. They work hard, participate fully in activities and make very pleasing progress.