Learning Charter


This whakatauki was presented by @CathKnell in her first staff meeting as principal at Lynfield College. Part of this was her vision for the use of common learning language to be used across the schools in our COL #lyncolnz. This linked in nicely with the plan we had for this first meeting.


Last term I was working with our Academic Council around making our Learning Charter Awards more visible in school. These are based on the school’s Learning Charter.


Each aspect of the Learning Charter relates to a symbol from the crest. A Plough, Stars, Book and Kowhai.

When speaking with the council they had very little knowledge of the Charter despite being at school for 4 years and most of them had only ever received one or no awards!!!!! Anyway we soldiered on. Next step was trying to interpret what each part of the charter means!!!! So I left it in their capable hands to interpret each part.

Plan… and Action


After struggling with this and having a Learning Charter that should be full of everyday language the challenge was to take it back for consultation to the invested parties.

First up the Staff….. Bring on the front half of the NZC. This involved staff highlighting the characteristics they believe students from Lynfield College should develop whilst @ Lynfield College. This led to conversations around just all of the KCs, or all of it should be there. But what is something that is unique to Lynfield Learners? (hopefully this will be fleshed out in more detail when students involved)


After having time to do this (and catch up on holiday gossip) it was time for the collaboration, bringing their individual ideas together in groups and placing their characteristics under each of the symbols where they thought it best suited. This is where conversations and debate started. Can we change the school crest? How out of date are these symbols? (yes the plough was a traced picture of an Indian plough) Can the same characteristics fit into different categories?

In retrospect we should not have had the symbols but taken it back a level by asking each groups to create their own categories/headings under which these characteristics could be placed. This would have allowed staff more freedom in how they expressed their ideas. Though this did not stop some adding to the diagrams, rearranging them and practicing their colouring in!

The next step was having staff walk around to view other groups work and ask questions and take back to their work new ideas and characteristics.

Next Steps…

All of these are going to be put on display for further conversations to happen and adjustments made. Then the exciting job of unpacking the data gathered and summarising it all begins. Whilst this is ongoing student focus groups will be consulted.



Goes mainly to Steve Mouldey @GeoMouldey for the great conversations at the end of last term to get the ideas flowing and Gabrielle Clark for her support in revisiting the Learning Charter and helping me to understand its origins.


One thought on “Learning Charter

  1. Pingback: Time Warp | Steve Mouldey

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