Learning Statement

Vision: Enabling students to be confident, active, resilient learners

Epsom Girls Grammar School is a leading New Zealand school founded on traditions of service and commitment to girls’ education and focused on developing young women to become confident and resilient learners, actively contributing to their communities.

Values: Courage, compassion, curiosity, community

Building this sense of belonging in our diverse community is important to us. Right from the beginning students and their whanau are welcomed through powhiri. We seek to develop a sense of inclusion and local and global connectedness through providing a broad range of learning and leadership opportunities. Respecting the mana of all is reflected in our values of compassion, courage, curiosity and community.

Aims: Building confidence, critical engagement, student agency

Our aim is to enable students to become critically engaged in learning. This is evident in our students’ intellectual curiosity, engagement with new technologies,  production of high quality design and performance, and in their sense of social responsibility.

We also aim to enable student agency. A strong sense of self is evident in our students’ ability to recognise their strengths and be proactive in addressing their needs, in their awareness of their own language and culture, in their physical pursuits and creative expression. Student confidence and agency will develop as students gain the skills to become literate, numerate and articulate; to become critical, creative and caring thinkers; to be reflective, to manage change and to achieve the qualifications required for their next stage in life.

Strategies: Student centred pedagogies and curriculum, constructive learning relationships,  collaboration and reflection, teaching as inquiry

Learning in our school is informed by the New Zealand Curriculum. Key strategies include putting students at the centre of learning, listening to student voice and being responsive to students’ strengths, needs, interests, and aspirations. Strength based conversations and restorative approaches help build constructive learning relationships. Collaboration enables collective understanding and independent reflection deepens complex thinking. Teachers demonstrate that they know each of their learners. They make connections and reflect and refine their practice through the EGGS Teaching as Inquiry process.