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Years 3 and 4

Nurture

Working in small groups with a trusted adult who knows them well enables students to feel valued and develop positive relationships

Engage

Learning at the right pace for each individual and clearly linking subjects to real-life experiences keeps students focused and engaged

Inspire

When students feel comfortable in their environment, they feel safe to try new things and challenge themselves
Read more on the Seven Oaks approach
Alison Beatty
Alison Beatty
YEAR 3-4 EDUCATOR

"My role is to support each child as they use their unique abilities to become their best selves. I feel so privileged to witness the progress of each individual over time!"

Pegs
Designed for life: our bright and spacious campus gives each student plenty of space for their personal belongings – it's all part of encouraging a sense of belonging and respect and our school is a more interesting place for it!

A stimulating and rich learning environment

This is typically the age when the rational/logical centre in the brain begins a concentrated phase of development. This part of the brain defines our individual separateness and girls and boys tend to divide socially. This is a period of exploring, observing, discovering and explaining – when lifelong beliefs and subsequent behaviours start to emerge in response to experiences.
Outdoor play
Cementing learning through experiences

In this class, all students formally engage in reading, writing and maths. They are met at their individual learning levels and supported to work at a pace that is appropriate for them, expanding their basic literacy and maths skills, extending their writing and learning different writing styles. Numerous hands-on activities and engaging materials link to these foundations they are developing. For example, cooking cements maths skills, zoo and farm visits support animal studies, playing an active part in the annual school production develops teamwork skills.

planting our campus
Having influence and working collaboratively

Learning is still essentially play-based, but is more directly structured around curriculum goals. The children have a lot of say in what goes on during the day, which engages them in class and allows them to feel safe trying new things, adjusting to difficulties and asking for help when needed. Students are often teaching one another skills they have learnt, taking their learning to new levels and developing collaborative relationships.

Developing self-awareness skills

In this important stage of personal development, students are asked to take responsibility for the decisions they make and how these impact on others in the class. Daily centering supports the children to come back to themselves and notice how they are feeling, and what they need. The children are also introduced to Feuerstein cognitive enrichment (read about Feuerstein here) to support their decision-making abilities.

“All about developing more than just educational outcomes!!!” 

The right school... Small class sizes. Play-based learning is developing our child amazingly well. Key element for me is it's... Read more

Liam, parent

“Can’t wait to send our youngest next year!”

We are happy we made the choice to send our 5-year-old son (now 6.5) to Seven Oaks. He has been... Read more

Kurt, parent

“Both our children have thrived”

We chose Seven Oaks because of its holistic, child-centred approach to education. In today’s environment of large class sizes, Seven... Read more

Fiona, parent

“His energy can be focused on learning and not worrying”

Seven Oaks School would have been off my radar had it not been recommended by a leading Christchurch businesssoman, whose... Read more

Di, parent

“Our boys look forward to going to school and they are engaged”

We are delighted with our experience at Seven Oaks School. All of the educators, as well as the head of... Read more

Cecily, parent