Ōpaheke Learner Dispositions

Why we do what we do

Ōpaheke School: sharing, caring, learning, achieving.
Ōpaheke School is a visible learning school incorporating assessment for learning pedagogy and philosophy.

Why we do visible learning

As a school we have taken on visible learning practices because we have strong evidence that it makes a positive impact on student outcomes. Our students are empowered to direct their own learning beyond their time at Ōpaheke because they are active participants of their learning, whilst here. At Ōpaheke we have developed a learning partnership which involves:

  • teachers and learners identifying learning goals, learning intentions or outcomes and success criteria for achieving these
  • rich conversations between teachers and learners that continually build on learning, empowering students to be proactive learners
  • effective, timely feedback from teachers and peers to enable students to progress in their learning
  • the active involvement of students in analysing their assessment data, identifying next steps and setting challenging goals
  • teachers responding to identified learning needs and strengths by modifying their teaching approach(es)
    We believe our students leave us at the end of year 8 with a skillset which will enable them to be successful lifelong learners.

Learner Dispositions | Self regulator | 2 students making a planHere are the 5 Learner Dispositions


As an Ōpaheke SELF-REGULATOR I am responsible for my learning, behaviour, and equipment.

  • I use my initiative
  • I manage my self
  • I share responsibility for my learning

Why Self Regulator?

  • Learning how to learn will enable students to identify what works for them as learners. They will identify the conditions they learn best in so that they can make appropriate choices about where to work, who to work with and the best tools to use.
  • Identifying and selecting helpful strategies when they get stuck or meet challenges enables learners to keep progressing.
  • Learning is more than knowing information. It involves self-awareness, self-motivation and application of the acquired knowledge.
  • Setting goals, selecting strategies to achieve the goals, self- monitoring progress and re-working goals lead to success.

Learner Dispositions | Thinker | 2 students thinking - light bulb as an idea between themThinker

As an Ōpaheke THINKER I am a curious, engaged and motivated learner.

  • I can reflect on information and learning
  • I am inquisitive and ask questions
  • I can develop and organise information/ my understanding

Why Thinker?

  • We want students to be more than unquestioning, passive receivers of information
  • Knowing about creative, critical and caring thinking and how to apply it makes thinking visible
  • Developing the disposition of thinking is necessary for students to become ‘confident, connected, actively involved lifelong learners’ (NZC Vision 2007)
  • The intentional teaching of thinking helps deepen understanding.
  • Being a critical, creative and caring thinker leads to success.


Learner Dispositions | Collaborator | 3 students working together on a computer


As an Ōpaheke COLLABORATOR I work effectively with others to achieve goals.

  • I contribute co-operatively and actively participate to achieve a goal.
  • I communicate respectfully when interacting with others.
  • I encourage and accept others.

Why Collaborator?

  • Respectful partnerships and learning relationships are at the centre of effective learning and teaching.
  • Knowing how to collaborate, both face-to-face and on the internet, is changing the world we live in. We need to know how to interact on local, national, international levels
  • From discussion comes greater understanding and more retention of what is learned.
  • Opportunities to explain and teach others embeds learning and take it to deeper levels.
  • Many people engaging in genuine, meaningful collaboration leads to success.

Learner Dispositions | Innovator | 2 students working on a robot


As an Ōpaheke INNOVATOR I am motivated to explore, experiment and explain original ideas.

  • I ask questions and inquire.
  • I form new and original ideas.
  • I experiment, investigate and research to build new understanding

Why Innovator?

  • We are preparing students for their future, much of which hasn’t even evolved yet.
  • Investigating, exploring, asking questions and problem solving are skills required in an ever changing world.
  • Identifying ‘what if’, ‘maybe’ and ‘try this’ possibilities to generate new ideas and original outcomes is needed in a fast changing world where there are no easy answers to future problems.
  • Using a range of tools to create new ideas and products is engaging.
  • Student led innovation, entrepreneurship, and authentic problem solving in school and local community is motivating
  • Being adaptable, flexible and creative in the ideas we have and the things that we do leads to success.

Learner Dispositions | Challenge taker | 2 students rock climbing with ropeChallenge Taker

As an Ōpaheke CHALLENGE TAKER I want to have a go, not give up and try new things.

  • I am resilient.
  • I persevere.
  • I take risks and make mistakes with my learning
  • I set challenging goals to extend my learning.

Why Challenge Taker?

  • Setting challenging goals and working productively towards them has a positive effect on learning outcomes
  • Everyone has the right to feel a sense of accomplishment and fulfilment achieved by meeting challenges.
  •  Making mistakes is critical to learning new things.
  • Taking a risk puts you in a situation where you can develop new skills and find new tools/resources that you might not have thought about before.
  • You are challenging yourself to become the best you can be, and to get the best out of life