2. Purpose
• To provide a structured teaching programme for
school-wide consistency in the delivery of building
positive relationships and intelligent behaviours to
support
the building of the
school culture and
Hauora.

3. Tō tātou tūrangawaewae Tō tātou wā mua Ō tātou tāngata Tō tātou painga
Through Kahikitia we focus on Haoura….
A1 Quality Hauora
School wide approaches
Respects Positive Relationships
Behaviour management system Intelligent Behaviours
Privilege programme Tuakana Teina Literacy -
Connected Approach
A1 Quality
Numeracy
Inclusive practices Foundation TRUMPS
TEAM Learning Achievement
A1 – High Expectation targets Expectations
Mauri Learning
Community Assessment
Communication Pedagogy
Team planning VISION
Tō tātou tūrangawaewae Profession
Effective Teaching practices Tō tātou wā mua Ō tātou tāngata Learning
Tō tātou painga conversations
Our Place, Our Future, Our People Triples
Making a difference
Support
programmes
A1 Quality A1 Quality
Reflection and Powerful Experiences
Transfer
Goal setting, Co-construction of Learning The ARTS Health and PE INQUIRY
Reflective practice. Self and Pair Assessment, Actively involved,
Student Ownership Creativity
THINKING Learning to learn
Making connections Transfer learning. Community involvement
“Learning to make a difference” So what, what next Ka Hikitia

4. Benefits
• Builds consistency in school culture through the weekly/daily teaching of Kahikitia themes
• Students self manage learning (playground) behaviours to achieve Kahikitia
• It puts both child and teachers on a level playing field for managing classroom behaviour
• Provides a structure for the deliberate acts of effective teaching
• Addresses school A1 attitudes and behaviours
• Rewards children on a weekly basis who consistently set and strive to achieve A1 Quality
goals and earn the right to attend a Privilege
• Provides opportunities for children to develop leadership skills
• Provides opportunities for “whanau” groupings
• Provides opportunities for children and teachers to develop strengths, interests and passions
• Provides extra opportunities to deliver the curriculum learning areas in a fun setting
• Provides behaviour recovery opportunities for those children who do not earn or deserve
privilege within the teaching programme
• Gives children opportunities to practice the Key Competencies
• Makes learning FUN on Friday afternoon

6. Privilege NOT EARNED
• Any child who has not made the effort to set and achieve the learning goals of the
classroom programme for the week does not earn Privilege. This is exclusive of
HOMEWORK tasks.
• During the Privilege hour these children have the opportunity to complete work
tasks to A1 standards
• Some children will go to the school library at lunch time on Friday to complete
tasks to ensure they earn Privilege. This is not actively encouraged and work
should always be of A1 standard.
• The teacher taking LOSS or NOT EARNED will do their best to assist the children
with the completion of this work.
• Special Needs children who are on the Special Programmes register should not be
regularly sent to Privilege Not Earned. These children should have classroom
programmes in operation that support their learning needs and reflect their
abilities. Get help from The Special Programmes teacher if this is not the case.

7. Privilege Warnings
There are school-wide expectations for the management of behaviour. (We proactively teach
intelligent behaviours).
Your syndicate will have Behaviour Management expectations. These may be kept in your
Syndicate Folder.
An example from the Senior Syndicate
• Senior Syndicate Behaviour Management Trail
• Oral warning, expected behaviour is stated
• Second offence, name is recorded on board. Expected behaviour is stated.
• Third offence, a mark ( / ) is placed against the name. Expected behaviour is stated. Ten minutes in class
“time-out desk”.
• Fourth offence, a reverse mark ( X ) is added to the name. The expected behaviour is stated.
CONSEQUENCE: A Privilege Loss warning is given. The student is timed out to a buddy teacher’s class for a
set time. Work tasks are completed there or school rules copied out and discussed with Buddy teacher.
Parent “Time –Out” form is completed or parents are contacted.
• Fifth offence, the student is timed out with the D.P. or Principal and Privilege Loss is issued.
• Further offences will result in removal from class, restricted play areas, litter duties etc. This is monitored
by duty staff and reported to the classroom teacher, syndicate leader and principal. RTLB may be involved
should a child lose Privilege on three or more occasions.
• Each day is a new beginning. “We learn from our mistakes”.
• Buddy Classes: Rooms 2 & 4, 3 with 17.
• Support is available from Special Programmes for Individual cases.

8. Warning/LOSS Behaviour
There are some behaviours that require an immediate
Privilege Warning or LOSS
• Bullying – emotional or physical
• Physical abuse (This is not tolerated)
• Swearing
If this is done by a Duty teacher, the class teacher must
be informed, or consulted.

9. What happens to a child who gets Privilege
LOSS?
• On Friday at lunch time the child reports to the Principal/DP’s immediately
after eating lunch
• During this time a letter is prepared for their parents (This also happens for
children who have been given a Warning, but generally on the day the
Warning is given)
• The child is withdrawn from interaction with peers for the entire lunch hour
and an appropriate punishment is negotiated on an individual basis–
detention, letters, ground duties etc. This should be a disciplinary
experience.
• During the Privilege hour the Privilege LOSS teacher will work individually
with children to provide a pro-active behaviour recovery programme. This
will be shared with the class teacher and may take the form of a contract
for the earning of Privilege/ EOTC activities over the coming week. This
should be a positive experience where children are “put on track” or given
strategies for managing self more constructively. At Springlands School we
focus on positive relationships and Intelligent behaviours.