FAQs

What ages does Seven Oaks cater for? When will the secondary and early learning schools start?

In 2010, we have students aged 5 to 11. Every year we will extend our age range by one year until our oldest students reach the end of high school at 18yo. We are also planning to open a pre school in 2012 when we shift to our Halswell site.

Is there a waiting list?

We have many children registered to start with us in the coming 5 years. However for many reasons not all of them will come to Seven Oaks. So even though we may have more names on our books than spaces available in a particular year, there is still an excellent chance that your child will be able to start with us.

Do students have to start at 5 or can they start at any age?

At the moment, we have spaces available at all ages from 5 through to 11yo.

What are the school’s hours?

We follow the standard school terms. Education hours are 9:15 to 3:16. Drop off time in the morning is between 8:45 and 9:15. Pick-up time in the afternoon is 3:16 to 3:45.

How many children are there in your classrooms?

We have 24 children and 2 educators (teachers) in each classroom. Whenever possible, one educator is female and the other male. Because of the 12:1 student/educator ratio, we are able to provide personalised learning for all students.

What is your philosophy? How do you differ from other schools?

Our philosophy is to provide an education that is not just relevant to today’s children, but empowers them to be leaders in the world they will inherit as adults. This means focussing firstly and foremostly on awakening them as fully as we can to their physical, emotional, mental and intuitive capacities. Secondly, it means awakening them to how our world really works – the systems and structures that are fundamental to all of nature. And thirdly it means providing an educational process which allows students to be fully and practically engaged in their learning, in their life, in the real world.

Do you have National Standards in your school?

As an independent school, we are able to choose whether or not we will implement national standards.  Our view is that National Standards will adversely effect the quality of education that children receive and have therefore chosen not to implement them. However we are still able to advise parents how well their children are going in the 3R's.

How aligned are you with the state curriculum? How do you teach reading, maths?

We offer the same range of subjects provided in most state schools. But we do differ in the way children learn those subjects. As much as possible, we teach every subject via practical experience so that the learning is relevant, enjoyable, deep and permanent.

How do children cover core subjects while following their interests?

Core subjects (3R’s) are ‘core’ for a practical reason – they are part of most things that we do in our society. Along with other typical school subjects such as arts and sciences they are involved in many of our activities. Typically, education teaches subjects or skills without the practical, real-world context, they are meant for. This is why students find school so dull. We encourage children to engage in a range of highly interesting activities so we can bring core subjects alive for them. They don’t have to wait until they are adults to find out why they (should have) learned maths etc.

If the children are having so much fun are they really learning much?

Play is the most effective way that children learn. When they are playing, they are open at all levels of their being. When lessons are tedious, irrelevant or just too hard for a student, they close their mental and emotional centres down so that learning becomes very difficult. As students grow through positive learning experiences, they learn to enjoy learning for the specific benefits they seek from it - ‘play’ grows into personal creativity.

How do you fit in personal growth and eco-literacy with the standard curriculum?

‘Building Brilliance’, our personal empowerment curriculum is learned mostly through the culture, processes and learning approach of the school. Rather than taking time away from the learning of standard subjects, it enhances students’ ability to learn. Eco-Literacy is founded on the growing awareness of the interconnected systems nature of all of life. Thus it becomes a guiding framework for learning about the world rather than a separate, additional subject.

What does a typical day look like?

Children arrive from 8.45am onwards, to be welcomed warmly by their educator. They are free to play, meet friends, plan their day, carry on with projects, and help out where needed. At 9.15 the first of the morning’s learning cycles begins. Usually the first learning cycle is based in the classroom, offering educators and students the opportunity to check in with each other while focussing on group and individual learning needs. Three of the learning cycles have an academic focus with literacy, numeracy, and sciences (technical and social) presented via appropriate and engaging topics. The second of the four learning cycles is based around physical well-being with all students taking part in physical games to develop general fitness and specific motor skills.

Each learning cycle is 40-50 minutes long and there is a transition of 10-15 minutes between each one, giving the students a chance to have a break, get some food and water and outside time, and prepare for the next cycle. After lunch all the students gather for a relaxation session, offering them an opportunity to settle after play and before the afternoon’s learning experiences.

The afternoon’s experiences are a mix of educator or parent-led projects, introducing students to new ideas and activities through “you don’t know what you don’t know” experiences. At other times students develop previously learned skills and knowledge in subjects such as art, music, and technology. This is also the time when everyone works together to experience ‘eco-literacy in action’ with activities such as planting and maintaining vegetable gardens, harvesting fruit, pruning trees, and maintaining the grounds.
Towards the end of each afternoon some time is given over to supported personal choice where students are free to imagine and choose activities to engage with, with support from an educator, adult, or other students as needed.

‘Typical days’ also include adventures off-site, using the local community and relevant resources to complement the experiential learning opportunities offered within the Seven Oaks environment.

The end of the day involves a clean up by the school community, a chapter or two from a novel then a “haere ra” - farewell and take care, see you tomorrow.

How much freedom does my child have to do what s(he) wants?

It is important that children are guided on their educational journey, because too much freedom too soon, causes them to struggle. The level of freedom to choose which learning experiences students engage in, is guided by their educator. Our educators bring their personal and professional experience to the learning environment so they can identify and respond to each child’s current abilities, skills, knowledge and qualities to ensure that learning is constantly positive. “Self Awareness and Responsibility” is a core value of our education, but children need to grow into it over time, with the support of adults.

What is your policy on the use of computers in school?

On one hand, we are aware of the education and communication benefits that computers provide. On the other hand we are also aware of their addictive qualities and the associated health issues that come with extended use of them. We embrace the fact that technology is undeniably part of modern life along with nature, family, personal health and so on. Our balanced perspective is to use computers and other technology as tools to be used when and where they are the most appropriate tool for the job.

What’s your policy on homework?

In a nutshell, we are opposed to children taking schoolwork home. Doing so is a very unhealthy form of conditioning. It robs children of their right to own their time out of school and to live a balanced life. If we ask children to do homework, it will be home work not school work.

What is your view on play? Will you let boys be boys?

We are clear that play is a very important ingredient in any child’s life. The kind of play that boys are often attracted to is sometimes seen by adults as violent, and banned or discouraged. In fact this play, is full of fun, mutual respect and agreement. It is the banning of it that is a violent act – the children’s sense of self, fun, freedom, companionship is being violated by adults’ fearful projections. Rough and tumble, climbing trees, running and yelling are fundamental to being fully alive - and it is our goal to increase aliveness.

How are children assessed? How much emphasis will there be on tests and exams? How will graduates sell themselves to employees and tertiary institutes?

We strongly believe that comparative assessment is unhealthy, unnecessary and inaccurate, causing incalculable damage to the self-esteem of most students. It is a continuing hangover from the military origins of our traditional educative process. Personalised assessment however, is useful to gauge a student’s strengths or problems, to monitor how their own learning is going and to evaluate the most effective way for that child to learn.

Most subjects have measurable levels of growth. Students are guided to monitor their own abilities, and together with their educator determine when they are ready for the next level.
At the high school level, a formal nationally recognised assessment system is legally required. When we open our secondary school, we will announce which of the available options we will be applying.

How will you counter an image of being “hippy”? How will you avoid becoming the collection pot for drop-outs from other schools?

We aware that in our increasingly cynical world, many will think of us ‘alternative’, because we do not follow the traditional state model. Our model is based on a variety of contemporary scientific, psychological, educational and spiritual awarenesses that support each other. So we are certain that our results will continue to speak for themselves. Our enrolment procedure ensures that the students who join us are serious about their education and agree with our advanced approach.

Will you request or allow parent involvement? Is there a PTA?

Parents are encouraged to participate in their children’s education via discussion about their learning programmes. They are also encouraged to provide practical learning opportunities in areas where they have experience that will benefit students.

Our version of a PTA is what we call a ‘parent partnership’. This is designed to give parents a voice in the school along with educators, trustees and students (see Community/Partnerships).

How do you deal with conflict?

It has become normal in our institutions to repress or to deny conflict. This causes conflict to go underground and grow or leak out in unhealthy ways.  Our approach is to accept conflict as a normal part of human life and to work with it constructively as an opportunity for growth and clarity.

What parent education do you offer?

Over time, we will develop educational courses for parents. In the meantime, we suggest that you check out the books, DVD’s and courses recommended in our Community/Parent Education page.