Our Curriculum
Our school day consists of the following:
8.55am - School starts
10.40-11am - Morning tea
12.30-1.10pm - Lunch
2.45pm - School day finishes
In our school the importance of language, literacy and mathematics is emphasised within an engaging curriculum framework that aims to develop active learners, risk takers, a growth mindset and learning wonderers who understand who they are as a learner and how they participate and contribute as a key member of a social group.
To be literate is to have the ability to understand, respond to and use language that is needed and valued in the world we live in. This means being able to listen to and speak with others and then beyond that, being able to write and read.
Everyone needs to learn mathematics. Reasons for this include it being a basic necessity in many aspects of our day-to-day life and essential in most areas of employment. An understanding of mathematics will help your child develop logical approaches to procedures and arguments.
The enrichment and context that our broad based national curriculum contains with content from the other five essential curriculum areas (Science, Technology, Social Sciences, The Arts and Health and Physical Education) is then wrapped around that. But just how do we do that?
Two teachers collaborate together with a learning team (across two classes) at any one time. Core foundation skills such as Basic Facts knowledge, reading comprehension skills, good written language structure (that includes spelling, grammar and the development of a clear and legible handwriting style) along with key thinking skills are encouraged and expected. One teacher provides specifically directed teaching in the core concept areas of reading, writing and maths within a focussed group workshop time. The other teacher then extends the understanding of this core knowledge in the more independent action station or pathway learning environment where the thinking development is exampled through the use of the SOLO Taxonomy framework. Depending on the age and stage of the children determines the exact structure of this and the level of agency that is encouraged of individual students.
Below is a report to the Ministry of Education in 2012 which supports the work that proactive schools are doing in developing effective modern practice to meet the needs of today's learners for tomorrow's world.
"Supporting future-oriented learning & teaching — a New Zealand perspective" R Bolstad & J Gilbert with S McDowall, A Bull, S Boyd & R Hipkins New Zealand Council for Educational Research
8.55am - School starts
10.40-11am - Morning tea
12.30-1.10pm - Lunch
2.45pm - School day finishes
In our school the importance of language, literacy and mathematics is emphasised within an engaging curriculum framework that aims to develop active learners, risk takers, a growth mindset and learning wonderers who understand who they are as a learner and how they participate and contribute as a key member of a social group.
To be literate is to have the ability to understand, respond to and use language that is needed and valued in the world we live in. This means being able to listen to and speak with others and then beyond that, being able to write and read.
Everyone needs to learn mathematics. Reasons for this include it being a basic necessity in many aspects of our day-to-day life and essential in most areas of employment. An understanding of mathematics will help your child develop logical approaches to procedures and arguments.
The enrichment and context that our broad based national curriculum contains with content from the other five essential curriculum areas (Science, Technology, Social Sciences, The Arts and Health and Physical Education) is then wrapped around that. But just how do we do that?
Two teachers collaborate together with a learning team (across two classes) at any one time. Core foundation skills such as Basic Facts knowledge, reading comprehension skills, good written language structure (that includes spelling, grammar and the development of a clear and legible handwriting style) along with key thinking skills are encouraged and expected. One teacher provides specifically directed teaching in the core concept areas of reading, writing and maths within a focussed group workshop time. The other teacher then extends the understanding of this core knowledge in the more independent action station or pathway learning environment where the thinking development is exampled through the use of the SOLO Taxonomy framework. Depending on the age and stage of the children determines the exact structure of this and the level of agency that is encouraged of individual students.
Below is a report to the Ministry of Education in 2012 which supports the work that proactive schools are doing in developing effective modern practice to meet the needs of today's learners for tomorrow's world.
"Supporting future-oriented learning & teaching — a New Zealand perspective" R Bolstad & J Gilbert with S McDowall, A Bull, S Boyd & R Hipkins New Zealand Council for Educational Research
| supporting_future-oriented_learning_&_teaching_—_a_new_zealand_perspective.pdf |