Diverse Learners

Howick Intermediate caters for diverse learners to ensure all students receive an inclusive education

At Howick Intermediate, inclusivity is a core value, and we are dedicated to meeting the diverse learning needs of all students without exception. Our goal is to eliminate obstacles to learning, engagement, and well-being, ensuring that every student, can thrive. We prioritise collaborative efforts to ensure that learners' needs are effectively addressed.

Every year, we identify students who might need extra help. Furthermore, we continuously assess students' needs throughout their educational journey with us and offer assistance as necessary. 

At Howick Intermediate, we adopt a personalised approach for each student. We equip all our staff with training to deliver differentiated programs in literacy and mathematics within the classroom setting, we ensure learning different learning styles are acknowledged.  

We apply a structured literacy approach to support students who have significant deficiencies in reading and writing, using the Agility with Sound programme.

We offer math materials and resources suitable for students experiencing difficulties in the subject, fostering confidence through enjoyable and interactive small-group lessons tailored to their learning styles. 

Our aim is for all students to engage with the curriculum at their appropriate level. Additionally, we offer supplementary resources and enlist learning assistants to collaborate with teachers in addressing specific needs, ensuring that students requiring extra assistance receive the support they require.

Through targeted teaching and purposeful learning programmes, we provide students with the assistance they need to reach academic standards and cultivate confidence.  

Depending on the level of need and funding allocated by the Ministry of Education (MOE), some students will receive benefits from additional support through learning assistants, generally in small-group teaching environments.  We co-create and facilitate Individual Education Plans for identified students (IEP's) if required with families, teachers, and external agencies. 

For students requiring specialist assistance due to diagnosed conditions, we collaborate closely with special education services, RTLB, the school's Learning Support Coordinator (LSC), and our Deputy Principal: SENCO.  

Extension Programmes

For exceptionally able students Howick Intermediate offers extension classes as part of our approach to Gifted and Talented Education. We have extension maths and literacy classes operating on a daily basis which form part of academically able students' normal learning programme.

For our extension maths programme, we offer a stimulating, challenging and varied programme. We compete in the annual Auckland Maths Association Mathex Competition and two external problem solving competitions - Otago Problem Challenge and APSMO (Australian Problem Solving Maths Olympiad). The students enjoy this robust competition alongside their strand based maths work.

Extension literacy focuses on higher-order thinking skills and teaching students how to critically respond to a text via a variety of learning experiences. These students get to participate in authentic writing competitions, debate with other local intermediates and work creatively with digital media.

Dyslexia Friendly School

Howick Intermediate School is a dyslexia-friendly school.

This means that: 

  • Dyslexic learners are welcome at our school. 

  • We recognise that dyslexia is a learning difference and we will work hard to meet the needs of dyslexic learners.

  • We will conduct teaching, learning, and assessment activities in a manner that maximises success for dyslexic learners. 

  • We will ensure that all staff are aware of the challenges and talents associated with dyslexia and will do their utmost to help dyslexic learners reach their full potential. 

  • We realise that every learner is different and we will make every effort to understand and meet the individual needs of dyslexic learners. 

  • We recognise that success for dyslexic learners requires a whole-of-organisation approach, including research-based practices, management and leadership, the quality of teaching and learning, the teaching and learning environment, and the organisation’s engagement with external stakeholders. 

  • We recognise that practices helpful for dyslexic learners are also good practices that support learning for all learners.