Four Avenues offers alternatives

Press, 30 July 1986, Page 17

Four Avenues offers alternatives

Margaret Baker continues her series on Christchurch high schools as seen by senior pupils.

Four Avenues is an alternative high school which aims to promote strong feelings of selfworth, self-esteem, selfconfidence and self-as-surance.

The principal, Graeme Penney, says three broad groups of students attend the school: the very shy who find the personal atmosphere of the school supportive; the alternative learners who are able to develop their own talents; and those who have failed in, or been unable to cope with, the normal secondary school system.

"A lot of the students are turned off about school when they arrive here. It is often only when they are desperate that they come — and that is often six months too late,” he says.

"If we could get them a bit earlier it would'be so much easier to help build back their own self-es-teem.”

He finds, however, that most fit into the relaxed environment, and gradually settle down to work. “For a while it may just be a time out for them, a time to get themselves together and try to think positively about themselves.”

Most of the students have chosen the school because it suits their needs and personalities, and because they are selfmotivated.

Shanti, a fourth-former, attended a Rudolph Steiner school for eight years, and says she began to feel a bit trapped by working with the same group of people since she started school.

“Four Avenues seemed to be the only school that really appealed. I knew I couldn’t handle a norma) school.”

She says the pupilteacher relationship is very equal, with the teachers learning just as much from their students as vice versa.

"I like having the freedom to choose what you do, and to be your own person.”

The school year is broken into six week modules of a selection of classes, and the students

choose which module they want to take.

Subjects include all the basics, as well as requested topics such as the road code, films, money, essay writing, flora and fauna, creative writing, photography and variety of outdoor activities.

“You’re encouraged to do exams, but mostly you’re encouraged to learn for yourself — and enjoy it,” says Shanti. Fourth formers Sonya Campbell and Leah Warbick agree that the lack of pressure from teachers and rules is one of the best things about the school.

“I had problems getting on with the teachers at my old school,' but here everyone gets on well,” says Sonya. “It’s small, and you don’t get hassled. I work a lot better here and don’t find it hard.”

Graeme Penney says the friendly atmosphere helps bring students back into the learning experience.

“We’re not a school full of slow learners — they have to be self-motivated to survive, so it’s up to them what they get out of it.”

The students work out a contract with the school when they arrive, and this may mean beginning with just half a week’s classes, and building up. Some limitations on their choice are that juniors are expected to complete certain elements of the basic core (English, science, maths and social studies), and those in the 16 examination classes need to contract to do a year’s course.

The school information sheet describes the range of subjects as “as wide as the city of Christchurch can offer.” This stretches to include weightlifting at the Y.M.C.A. and horseriding classes. With an average roll of 80, and classes of about 10, students are encouraged to select topics and work on their own with tutor help and guidance. Work experience is also a big part of the school’s philosophy. Senior student, Angus McNorton, is interested in becoming a sound engin-

eer, and has organised his own work experience around Christchurch. “Four Avenues lets you develop your own personality and talents. I’m able to structure my own programme because of the flexibility and freedom of the school.”

He says the only discipline usually exerted within the school is selfdiscipline. “If you haven’t got that you don’t get anywhere.”

The rules and decisions are made by a group called the Senate — which comprises 50 per cent students and 50 per cent teachers and parents. This democratic body makes all the decisions about the school on matters such as finance, programmes and staff appointments. Students are also part of the appointments interviewing committees and the controlling Four Avenues Council.

Discipline is by discussion with co-ordinators, or with the Senate in the presence of parents. Four Avenues definitely appears to be a school that all its pupils are happy to attend — pupils from a great range of different backgrounds and past learning experiences, and many with a maturity that adapts itself to the freedom and opportunities offered.