• Howick Intermediate

    Howick Intermediate

    De Bon Vouloir Servir
    "To serve with goodwill"
  • At Howick Intermediate we thrive on 'PRAISE’

    At Howick Intermediate we thrive on 'PRAISE’

    Perseverance, Respect, Attitude, Integrity, Service and Excellence are the hallmarks of success and we make these key features of our school
  • Howick Intermediate

    Howick Intermediate

    A school of excellence where every person is enabled to succeed in a safe, happy and stimulating environment.
  • Howick Intermediate

    Howick Intermediate

    A school of excellence where every person is enabled to succeed in a safe, happy and stimulating environment.
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Special Programmes

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

CWSN (Children with special needs)

Through both our rigorous transition process from Year 6 to Year 7 and robust testing, students are identified that need extra assistance or a modified learning programme. At Howick Intermediate we have a personalised approach to all students. We train all of our staff to offer a differentiated programme within the classroom for both literacy and mathematics. All students should be working at their own curriculum level. Additional resourcing may be provided to support our staff with students who have learning differences and who are working significantly below expected curriculum levels. Data analysis occurs on a regular basis and all staff are expected to adjust their programmes accordingly.  Research suggests that inclusion is the best way to support students and that withdrawing them from the mainstream is detrimental to their self-esteem and self-efficacy. With targeted teaching and purposeful learning programmes these students receive an injection of help which brings them up to standard and enables them to grow in confidence.  Depending on the level of need and funding provided by the MOE, some students will receive additional support with learning assistants in small group teaching scenarios. Students that require specialist help because of diagnosed conditions work in conjunction with special education services, RTLB, our school LSC and our Deputy Principal: SENCO.

CWSA (Children with special abilities)

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, debating with other local intermediates and working creatively with digital media.

We also offer Future Problem Solving. This is a national competition where students use a degree of skill to solve a global problem using a prescribed research process. This is a fantastic programme for gifted students in both oral and written language. 

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.