Snapshot: Te Horo School

Te Horo School is a Year 1-8 primary school located in a coastal and farming region in New Zealand. With a roll of 191 students, the school has a diverse student body, including Māori (36), Asian (1), MELAA (9), and Pasifika (10) students. The school community is highly engaged, with strong support from whānau, and students actively participate in outdoor, sporting, and recreational activities.

Te Horo operates a BYOD program for Years 5-8, with Chromebooks available for students who need them and iPads for junior classes (Years 1-4). The school has a mix of long-standing and new staff, reflecting a blend of experience and fresh perspectives.

The Problem: Bridging the Digital Literacy Gap

Prior to engaging with Code Avengers for Professional Learning and Development (PLD), Te Horo School recognized key challenges in its approach to Digital Technologies (DT) and Digital Safety:

• Lack of familiarity with the DT curriculum: Staff were unsure how to integrate DT into their teaching and were not confident in the progress outcomes.

• Consumers vs. Creators Mindset: Students were proficient in consuming digital content but lacked the skills to create and problem-solve with technology.

• Varied Staff Capability: Teachers had different levels of confidence and experience with digital tools, requiring a structured and supportive PLD approach.

• Whānau Concerns: Parents wanted their children to develop strong digital literacy, digital citizenship, and safety skills to thrive in an increasingly digital world.

• Need for a Digital Safety Framework: With students having access to devices both at school and at home, the school sought to develop a foundation of digital well-being and safety practices.

• Integration Across the Curriculum: Teachers needed support in recognizing how DT intersect with literacy, sciences, and numeracy, using both unplugged and digital learning activities.

The Solution: Code Avengers’ Tailored PLD Approach

To address these challenges, Code Avengers partnered with Te Horo School to deliver a structured, hands-on PLD program that equipped both staff and students with essential DT skills. The approach focused on:

1. Building a Shared Understanding of the DT curriculum

• PLD Facilitator Anjie Webster provided a progressive introduction to digital tools, ensuring all staff were on the same page.

• Staff explored key DT curriculum concepts, including Computational Thinking (decomposition, algorithms, debugging) and Designing and Developing Digital Outcomes (creating digital products).

• Teachers gained confidence in recognising where Digital Technology fit across various learning areas beyond just ICT use.

2. Upskilling Staff to Support Student Learning

• Teachers participated in hands-on workshops focused on coding, game design, UX principles, and digital creation.

• Unplugged and digital activities were modelled to help integrate Computational Thinking into literacy, numeracy, and sciences.

• Staff had the flexibility to explore specific tools best suited to their students’ age groups.

3. Strengthening Digital Literacy and Digital Citizenship

• A key focus was preparing Year 8 students with strong digital literacy skills before transitioning to secondary school.

• The PLD journey emphasised safe and ethical technology use, including lessons on privacy, security, and online risks.

• Digital safety and wellbeing sessions were delivered to students, staff, and whānau, ensuring a whole-community approach.

4. Developing a Long-Term Roadmap

• The school developed a DT curriculum overview document, mapping out digital learning progressions across all year levels.

• Investments in new digital tools were made based on student and teacher needs, balancing unplugged and digital learning.

• Teachers became more adaptable, with students demonstrating the ability to switch between digital tools with ease.

The Impact: A Transformation in Digital Learning

The PLD program led to significant changes in both teaching practices and student engagement:

• Teachers gained confidence in integrating DT concepts across subjects.

• Students became creators, using digital tools for problem-solving, design, and innovation.

• Staff felt inspired and motivated, with continued use of Code Avengers' resources.

• Digital safety awareness increased, equipping students with strategies for online well-being.

• Students demonstrated adaptability, quickly learning alternative tools when faced with new challenges.

• All students, including those with additional learning needs, benefited from increased engagement with digital tools.

A notable shift was observed in senior students:

“In our Technology programme, we saw Year 7-8 students take an unfamiliar tool and apply it effectively when their usual tool was unavailable. This adaptability was a direct result of the PLD program.”

Conclusion: A Lasting Digital Transformation

The Code Avengers PLD program empowered Te Horo School to embrace the Digital Technologies curriculum with confidence. By addressing gaps in digital literacy, bridging staff capability, and fostering a community-wide approach to digital safety, the school has built a strong foundation for future-ready learners.

This case study highlights how structured, hands-on PLD, aligned with the NZ Digital Technologies Curriculum, can drive real transformation in teaching and learning. Through this journey, Te Horo School has ensured that both teachers and students are not just digital consumers but digital creators and problem solvers.