Hobsonville Point Secondary School:  Learning Hubs


Being a Learning Coach (4).jpg

HPSS Kaupapa of the Learning Hub

The Learning Hub

A Learning Hub is a small group within a Learning Community. Each Learning Hub has a Learning Coach.  They are central to the school’s goal to empower learners by  “Innovating through personalising learning,  Engaging through powerful partnerships, and inspiring through deep challenge and inquiry .

When the school is at full capacity, students will remain with the same Learning Hub for their time at school. This is so they will get to understand and know each other and their Learning Coach well.  In the first few establishment years there will be some shifts due to growing groups.  However, this will always be done by involving students and their families.  

The Learning Coach is to act as the academic and pastoral mentor for each of their students. In this way, the Learning Hub is a support system for the learner and is a bit like an extended family. Within this system every student has an adult in the school who cares about him or her deeply.

The Learning Hub is a time for students to be exposed to a wide range of ideas, interests, skills and experiences which support their learning. During Learning Hub time students develop skills around learning to learn, and the habits to be successful inquirers and self-directed learners.


The Role of the Learning Coach

The Learning Coach has the opportunity to be a teacher of learning and to radically change the entire schooling experience for their students.  An important role of the Learning Coach is to create a caring, intellectually stimulating and well-organised Learning Hub.

The Learning Coach is responsible for guiding each one of their students through their learning journey.  The Learning Coach works with students to identify passions and link their interests and needs to their learning. Learners negotiate their LearnPath (personalised learning programme) with their Coach to ensure that what they are learning is relevant to them.

The Learning Coach supports learners to reach academic and personal excellence by supporting them to set learning goals, constantly revisiting them and revising them and to seek ways of supporting each learner to enjoy the success of achieving their goals.  The Coach also works with learners to track their learning journey, to discuss learning issues and find solutions, provide pastoral care, provide guidance for life beyond school and build on learners’ capacities to take responsibility for their learning.

The Dispositional Curriculum

The ten Hobsonville habits are the foundation of our dispositional curriculum and promote deeper learning.  The role of the Hub and the Learning Coach is to make  learning relevant, connected & personalised for ALL learners.  Our Learners, use the habits to identify where they are at, what they are doing and where to next.  Through developing the dispositions of Adventurous, Creative, Compassionate, Contributive, Curious, Resourceful, Reflective, Responsive, Resilient and  Purposeful we are empowering our learners to attain both Personal and Academic excellence and “contribute confidently and responsible in our changing world” (HPSS vision statement).    

Being a Learning Coach means:

“Advisory in one word is communication.  It makes the school smaller

…(students) know someone’s there for them, they are not getting lost among all the other students .. In advisory we don’t talk at kids, we talk with kids.”  (Don Weisberger, in ‘The Big Picture).

HPSS  Learning Coach Attributes:


General Indicators:

Relationships:  Gets to know students and families well and creates an inclusive learning team in order to create relevant, challenging and supportive experience for students.  

  • Develops and maintains caring and supportive relationships with individual students.
  • Develops and maintains positive relationships with families.
  • Learns about and uses information about the history of the student as a learner, to develop interests and support personal and academic growth.
  • Seeks first to understand.

Hub Culture:  Creates a positive exciting culture of learning.

  • Builds a group dynamic that enables in-depth discussions and productivity, encouraging critique.
  • Exposes students to news ideas, perspectives, people, objects and situations to expand interest and find new ones.
  • Creates group cohesion, positive communications and conflict resolution.  

Personalisation:  Enacts ‘one student at a time’ philosophy by individualizing learning goals and experiences for each student.

  • Facilitates each student's path towards finding and pursuing their passions; uses supports and resources to do so.
  • Coaches each student to help him or her develop as a learner.
  • Conducts frequent (fortnightly), regular and intentional one-to-one meetings with students.
  • Teaches students to create personalized LearnPaths that include both academic and personal goals.
  • Personalised feedback to caregivers and parents to share success (IEMs / exhibitions)

Coach as a Teacher / Facilitator: Plans programmes of learning that support students to develop dispositions / Hobsonville habits.  

  • Uses the LDM to facilitate learners through dispositional growth.
  • Co-constructs with learners a programme that is personalised and authentic.
  • Provides opportunity for students to move from knowing about habits to being those habits.  

Coach as a Manager:  Designs and manages aspects of each students learning.

  • Responsible for managing student’s LearnPath and demonstrates investment in student’s success.
  • Coordinates and communicates with others who serve as resources to support student’s success (eg. teachers, mentors, pastoral support, etc.)
  • Demonstrates flexibility in designing and managing students educational experiences.
  • Advocates for students to help them gain access to opportunities.

Tools and Practices:  Helps students to develop and use appropriate tools for organization and reflection.  

  • Builds the student’s ability to realistically self-assess and reflect through modelling (peer critique, journals, exhibitions, narratives).
  • Teaches students to manage time and prioritise.
  • Teaches and supports students to maintain a learning story / portfolio.

Emotional Maturity:  Exhibits personal characteristics that facilitate student’s success; serves as appropriate model for students.  

  • Communicates respectfully.
  • Manages / uses emotions appropriately.
  • Manages conflict.
  • Avoids power struggles.
  • Sets and maintains boundaries.
  • Encourages students; conveys belief they can succeed.
  • Is student focused.
  • Cultural competence - demonstrates an understanding and / or willingness to learn about social issues that affect students.  

Hub Structure / Curriculum:

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Dispositional Curriculum:  Hobsonville Habits / Learner Profile:

Our School Values of: Excellence, Inquiry, Connectedness, Collaboration and Innovation will be developed through our Hobsonville Habits.

When I am displaying these habits I will be ...

Through the development of the Hobsonville Habits I will strive to attain both Academic and Personal Excellence:  

Academic Excellence:  Has developed the generic learning skills and the specific knowledge, skills and understandings that enable learners to excel in their chosen pathway.

Personal Excellence:  Has developed the personal values, dispositions and capabilities that enable the learners to lead a happy, healthy and successful life.

Hobsonville Habits:  


Indicators:  How will I know?

Resilient:  I don’t give up when times are tough.







A Positive Thinker




  • I am focused towards reaching my goals.
  • I can analyses a problem, develop a system, structure, and strategy to work towards solving it.
  • I have a number of different ways /  strategies to approach problem solving.
  • I search  for evidence  to clarify  my learning.
  • I can recognise when a theory or idea must be rejected and another employed / explored.
  • I have efficient  strategies for problem solving that include knowing how to begin, knowing what steps must be performed and what questions to ask, and what information needs to be generated or collected.  
  • Because I have consistent problem solving strategies, I am comfortable with uncertainty.
  • When I am uncertain I don’t give up, but find different ways to tackle the problem.  

Responsive: I am empathetic, aware, and flexible when making decisions and taking action.

A Flexible Thinker

Open Minded

Actively engaged



Showing integrity





  • I am able to change my mind based on additional information, data, or reasoning, even when it is the opposite to what I originally thought.
  • I engage in a number of  outcomes and activities.
  • I can draw upon a number of problem-solving strategies and are flexible, knowing when it is appropriate to be broad and global in my thinking and when a situation requires detailed, analytical precision.  
  • I look for different and new ways to approach situations.
  • I am a lateral thinker:  I consider different points of view.
  • I am a flexible thinker: I am able to shift, at will,  my perception on different positions.  
  • I think and communicate with clarity and precision, supporting my statements with explanations, comparisons, evaluations and evidence.  

Resourceful: I use my initiative to seek out resources and use them in different ways.

A Problem Solver






Making links




  • I am able to access and use a wide range of sources.
  • I learn from my experiences.
  • I am able to use my  prior knowledge and apply it to other situations.
  • When confronted with new and perplexing problems I can draw on experiences from my  past.
  • I am able to use my  knowledge, experiences and  intuition to support ideas and processes to solve each new challenge.
  • I can gain meaning  from one experience, carry it forth, and apply it in a new and novel situation.  

Curious: I am inquisitive and playful. I explore in search of awe and wonder.











  • I discover problems to solve, and enjoy the problem-solving process.
  • I am aware of and recognize discrepancies and phenomena in my environment and enjoy inquiring into their causes.
  • I know how to ask questions to fill in the gaps between what I know and what I don’t know.
  • I am inclined to ask a range of questions.  
  • I gain information and gather data through all senses, therefore absorb more information.

Contributive: I make a difference by using my skills, thoughts, and ideas when working with others.



giving back

Showing Leadership


displaying Team-work





  • I think  interdependently
  • I am able to think in collaboration with others.
  • I am sensitive to the needs of others.
  • I have the ability to justify ideas work with others to test out strategies towards a solution.
  • I contribute time and energy to tasks which others would quickly tire when working alone.
  • I realise that all of us are more powerful, intellectually or physically, then any one of us.
  • I am willing and open to accept the feedback from critical friends.
  • I listen, seek consensus, and can give up an idea to work with someone else’s.
  • I am empathetic, compassionate and displays group leadership -  I know how to support group efforts.  

Creative: I am imaginative and I explore the what if. I dream. I view things in new ways.

Using initiative










  • I am continuously in learning mode.
  • My confidence, curiosity, and persistence allows me to constantly search for new and better ways.
  • I am always striving for improvement, always growing, always learning, always modifying myself.
  • I seize problem situations, conflicts, and difficult circumstances as valuable opportunities to learn.  
  • I am humble, able to admit I don’t know, but want to find out.  

Compassionate: I work with and learn from others.











  • I listens attentively to understand another’s point of view.
  • I listens not only for what someone says but also for what he or she is trying to say and represent.
  • I am aware of the diverse perspectives of others.
  • I am able to responds non-judgmentally, even when their ideas differ.
  • I am aware of how others might feel through their oral language and body language.  
  • I can demonstrates my understanding of and empathy for an idea or feeling by paraphrasing it accurately, building upon it, or clarifying it.
  • I have a  sense of humor, appreciate and understand others’ humour.
  • I am able to laugh at situations and myself.  

Purposeful: I do things with intent and determination.




On Task

A Goal setter



Showing Mastery



  • I have strategies for managing impulsivity.
  • I think before acting, and make deliberate choices.  
  • I have a plan of action.
  • I am able to clarify and understand directions.
  • I withhold making value judgements before fully understanding an idea.
  • I consider alternative and consequences of several possible directions.
  • I takes time to reflect on an answer before giving it.
  • I have a desire for truth, exactness, accuracy, correctness, precision, and craftsmanship.
  • I know that I can continually perfect my craft by working to attain the highest possible standards.
  • I pursue ongoing learning.
  • I take pride in my work.

Reflective: I look back to look forward.





Self Aware


A Critical Thinker




  • I am always thinking about my thinking.
  • I am conscious of the steps and strategies I use when problem solving.
  • I am able to reflect and evaluate the usefulness of my  thinking.  
  • I plan a strategy before embarking on problem solving.
  • I am aware of my  actions and the effect of those actions on others and the environment.
  • I am able ble to pose internal questions as I searches for information and meaning.
  • I am aware of the need for correction if my plan is not working.
  • I am able to reflect on the plan for the purpose of self-evaluation, and editing for improved performance.

Adventurous: I am willing to take risks and look for opportunities which may not yet exist. I give everything a go.


Dreaming Big

Risk Taking


A Leader

A Team-Builder

A Catalyst




  • I have an urge to go beyond established limits.
  • I lives on the edge of myr incompetence and can place myself  in situations where the outcomes are unknown.
  • I accept confusion, ambiguity and the risk of failure as part of the norm.
  • I view setbacks as interesting, challenging and opportunities to learn.
  • I make educated and calculated  risks.
  • I am able to draw on past knowledge.
  • I am thoughtful about consequences.
  • I have a sense of what is appropriate and gather relevant information before embarking.

Community / Hub Practice:  

Focus and Purpose?

How might we do this?

Resources and Tools?

8.40am:  Students check into Hubs: 

  • 10 minutes each morning before coaches arrive students to develop / build on self managing skills.

Admin:  check email, read daily notices, update google calendar,  be ready in a circle to check in with coach.


8.50am:  Hub Kitchen Table (20 min): 

  • to reinforce the Kaupapa of the ‘Advisory model’:  that every student is important and is cared for by their Hub Coach and Hub Group.
  • Building resilience through Mindfulness  

Kitchen Table  / Campfire:  Check-in activity

Attendance:  Having conversations that support learning.  

Mindfulness:  Readiness / Planning for the day:  How am I?  What am I doing?  Where to next?

Teaching mindfulness / well-being

  • Mindfulness activities / focus
  • Teaching mindfulness

Extended Hub Times:  Monday, Wednesday, Friday:  To support each learner's journey towards both Personal and Academic Excellence through the development of Dispositions (Hobsonville Habits).  

  • Dispositions for Deeper Learning
  • Dispositions for Well-Being

Monday Focus:  My Learning:  Dispositions for Deeper Learning.

  • What Dispositions do I need to focus on to develop my learning?
  • Dispositional focus / links
  • Understanding myself as a learner.
  • How do I think and learn best?
  • My LearnPath (includes Learning Hubs, Big Projects, Modules, MyTime, Co-Curricular)
  • conferencing, and  goal-setting
  • Learning to learn
  • Reflecting
  • Self-management
  • Curriculum Tracking

Wednesday Focus:  Dispositions for Well Being

  • My place in the world and how I make a difference, now and in the future. The connections I bring and the connections I make.
  • My Hauora:  my well-being (mental, physical, emotional & spiritual)
  • Who am I as a person and what do I bring?
  • Health education
  • careers
  • internships
  • passion projects

Friday Focus:  What do we need right now as individuals / a hub / a community.

  • Learner stories - evidencing my academic and personal growth

Parent contact - Whanau Connections: Because we value the partnership Whanau have in their child’s learning and we value them as members of our learning community.  

Fortnightly contact home

  • Expectation is that there is contact home from coaches to parents every fortnight (general)
  • Individual / personal - twice a term
  • Important dates / information / newsletters - to be sent via Maliina to all parents.
  • Hub / Community Blog
  • IEMs
  • KAMAR parent Portal

Check in / Conferencing / IEMs:  

Coaches uses KAMAR data and Student learner

stories to guide / inform their one-on-one


Goals / Learner Narrative / Habit review:  Coach and Student co-construct notes on KAMAR around What am I doing? How am I going ? Where to next?