Flexible Learning



FLE has been developed in recognition of some important factors for improving student outcomes:

  • Life-skills, such as the setting of personal goals and being personally responsible and respectful, are vitally important, not just ‘knowledge about subjects’.
  • Learning blossoms collaboratively, i.e. in pairs or small groups, and achieving things often involves working effectively as part of a team
  • Learning is often more interesting and beneficial when it is centred around developing useful skills (not just learning about things but how to do things) and linked to ‘real-life’ problems and contexts.
  • Most ‘real-life’ demands and occupations require use of a broad range of knowledge and skills, rather than from just those from one traditional subject
  • Learners need recognition that people have a broad-range of interests, needs, strengths, preferences and learning styles.
  • Learners like a high degree of choice in not only what ‘topics’ they explore but how they can develop and demonstrate these skills
  • Information literacy and use of digital technology is increasingly entrenched in most aspects of learning and working.

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Flexible Learning

What it looks like


Therefore, in FLE, students opt into ‘real-life relevant’, skill-developing and/or problem-based projects that are cross-curricular and structured to allow a high degree of personal choice and flexibility, as well as necessitating a high degree of personal responsibility.

Currently, four hours each week, based in our Learning Centre , are allocated to this time with Year 9s. The team of teachers come from a range of learning areas including maths, ICT, English, health, social sciences, PE, and Art.

With a favourable response from our current year 9s, this mode of teaching and learning is looking to expand in 2016.



Flexible Learning Environment Leader

Kyla Dench


Flexible Learning

Changemakers Project.


In this project students were encouraged to make the world a better place by improving the health/well-being of individuals/communities/society or the planet!

During this project about 5 Year 9 girls fund raised money to purchase toys/art and craft material for the Children's Ward at Christchurch Hospital.

Earthquake simulator


During this project students created an earthquake simulator.

This involved learning some basic electronic theory and then producing a prototype circuit on a breadboard so they could control a variable speed motor.

Stage 2 involved creating a platform that could shake when connected to the motor. Lastly the motor and platform were integrated into an earthquake simulator.

The first prototype produced a fast ground shake similar to the Christchurch earthquake.

Ben and Alan then decided to produce a second prototype that produced a slower rocking motion. Although the final product was uglier than the first it was very effective.


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