Curriculum

You can learn more about the New Zealand Curriculum here.

Paparangi School’s motto is: Confident, enthusiastic achievers

This leads to our mission statement: Within our safe caring environment we challenge each individual student through a range of stimulating opportunities to become a confident, enthusiastic achiever.

Vision: What we want our young people to be:

Resilient, empowered and confident
Respectful of themselves and the environment
Able to relate well to others
Active seekers, users and creators of knowledge

Areas of focus are:

Achievement in English and Mathematics across all learning areas
Development of the whole child to enable them to become the best they can be
Developing a positive school culture:

“…where people care, respect and trust one another and where the school organisation cares, respect and trusts people. In such a school people feel a high sense of pride and ownership which comes from each individual having a role in making the school a better place.”
– J. Pransky, ‘Prevention: the critical need’, 1991

Values: Values are deeply held beliefs about what is important or desirable. They are expressed through ways in which people think and act.
Students will be encouraged to value:

excellence
innovation, inquiry, curiosity
diversity
equity
community and participation
ecological sustainability
integrity

The Principles: The Principles are the foundation of curriculum decisions. The eight principles of the New Zealand Curriculum (High Expectations, Treaty of Waitangi, Learning to learn, Inclusion, Future Focus, Coherence, Cultural Diversity and Community Engagement) can be found embedded in the way Paparangi School carries out its everyday activities.

**High Expectations**
NZ Curriculum Statement	Paparangi School statement
The curriculum supports and empowers all students to learn and achieve personal excellence, regardless of their individual circumstances	Via our local curriculum we provide the encouragement and support our students to be the best they can be

At systems level:	At classroom level:	At teacher level:
Variety of assessment tools used Schedule for school-wide assessment Achievement expectations set Use of SMS – CLassroom manager to record, collate student data Full information passed on to next teacher Use of Teacher Aide to support learning Curriculum budgets	Self & peer assessment Self-managing students Actively engaged students Learning intentions clearly stated Positive teachers Co-construction of success criteria Regular assessment Clear expectations of work and behaviour Lots of student input Exemplars Diagnostic testing Class grouping Student goal setting Students who can articulate their learning	Well planned Sets appropriate expectations for all students Uses assessment data effectively to assist students achieve their potential Professional development for all Strong collegial support within and across syndicates Teacher appraisals PRT programmes when required Open communication with parents

**Treaty of Waitangi**
NZ Curriculum Statement	Paparangi School statement
The curriculum acknowledge the principles of the Treaty of Waitangi and the bicultural foundations of Aotearoa New Zealand. All students have the opportunity to acquire knowledge of te reo Maori me ona tikanga	Learning experiences help children to respect mutual understanding and respect for the bicultural tikanga of the treaty partners of Aotearoa New Zealand

At systems level:	At classroom level:	At teacher level:
The Treaty is one of our school objectives to be found in our School Charter Whole school Kapa Haka All students recognised as equals Student achievement of Maori is evaluated separately and reported to the Board	Visual evidence of basic Te reo Instructions in Te reo Concepts included in classroom planning Syndicates and classes are known by their Te Reo name	Modelling Observing cultural beliefs Integration throughout the learning areas

**Learning to learn**
NZ Curriculum Statement	Paparangi School statement
The curriculum encourages all students to reflect on their own learning processes and to learn how to learn.	Learning experiences are designed to teach the skills and foster the attitudes required for lifelong learning.

At systems level:	At classroom level:	At teacher level:
School charter includes annual goals aimed at raising student achievement	Children self-assessing/peer assessment Goal setting and reflection Co-constructed success criteria Formative assessment Next learning steps Growth mindset is practiced	Introduces and supports students to acquire the skills of a successful learner Professional conversations both formally and informally regarding students’ learning

**Inclusion**
NZ Curriculum Statement	Paparangi School statement
The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities, languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed	By providing a rich curriculum we endeavour to ensure that each child’s experience is one that honours and encourages them on their learning journey.

At systems level:	At classroom level:	At teacher level:
A variety of curricular & extracurricular opportunities offered to students Development of a local curriculum that reflects the principles of inclusion	Cooperative learning opportunities Development of an inclusive class culture that fosters respect and where all students experience success	Teachers model and support the values and behaviours that foster a climate of inclusion

**Future Focus**
NZ Curriculum Statement	Paparangi School statement
The curriculum encourages students to look to the future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation.	As an Enviroschool we provide many learning experiences that encourage our students to look to the future.

At systems level:	At classroom level:	At teacher level:
Our local curriculum will incorporate these future focused issues – with a special focus on environmental sustainability	There is evidence of Green/Gold holistic reflection Environmental projects: – recycling, composting, wormery, GOOS boxes, gardens, tree planting Culture of caring	Where appropriate teacher planning will reflect a future focus Unit/integrated planning will provide opportunities for environmental experiences

**Coherence**
NZ Curriculum Statement	Paparangi School statement
The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and opens up pathways to further learning.	Learning is experienced in ways that incorporate values and key competences throughout the learning areas.

At systems level:	At classroom level:	At teacher level:
As a community of professional learners teachers’ dialogue and reflection on practice will be supported via professional development.	Integrated units of study Teachers seek ways to demonstrate links within and between learning areas	Initiatives in place to support transition into school; change of school, change of classes/teacher Teachers help children to make links within and across learning areas

**Cultural Diversity**
NZ Curriculum Statement	Paparangi School statement
The curriculum reflects New Zealand’s cultural diversity and values the histories and the traditions of its people.	We foster a respect for cultural differences and values and promote tolerance and understanding.

At systems level:	At classroom level:	At teacher level:
SMS identifies most ethnic groups Charter refers to cultural diversity/Treaty of Waitangi Recognise, embrace diversity of students and other cultures	Cultural diversity is fostered in the classroom Greetings in a variety of languages spoken by the children throughout the school Basic Te reo used in classrooms Acknowledgement/recognition of the various nationalities within their class Use of literature reflecting different cultures Students encouraged to share aspects of their culture	Sensitivity to cultural beliefs & customs Teachers model a positive approach to diversity Acknowledgement and valuing of differing cultures are modelled

**Community Engagement**
NZ Curriculum Statement	Paparangi School statement
The curriculum has meaning for students, connects with their wider lives, and engages the support of their families, wh?nau, and communities	Students are directly involved in decisions relating to their learning, and numerous community events are held in order to showcase and celebrate their achievements.

At systems level:	At classroom level:	At teacher level:
Family assemblies Fun days Whole of school performances Meet-the-teacher Community consultation	Kapahaka Sports events Parent evenings e.g. numeracy 3-way student conferences	Kindergarten liaison Homework – family orientated activities Jump jam Open door policy – parents made to feel welcome

Key Competencies

People use competencies to live, learn, work, and contribute as active members of their communities. More complex than skills, the competencies draw also on knowledge, attitudes, and values in ways that lead to action. They are not separate or stand-alone. THey are the key to learning in every learning area. Key competencies are to be integrated throughout the curriculum and when planning teachers need to be aware of opportunities for students to develop the key competencies.
The following tools are used in a supportive manner:

Habits of Mind – will be introduced to support and enhance the integration of the KC
6 Kinds of Best – affirmations to reinforce core values
Behaviour Management Toolkit – David Koutsoutis

Our understanding of the key competencies

Managing self is about…	Children need to…	Therefore we need to…:
Children learning how to achieve the best they can by managing their learning/lives Children developing the skills and attributes needed to meet challenges and adapt accordingly Children developing resilience	Learn how to organise themselves Set high and realistic personal expectations Learn social/cooperative learning skills Manage themselves when things don’t go as planned	Teach time management skills Teach high personal standards…and that people have different abilities Teach group work/cooperative skills Foster resiliency in our children. Refer to ‘Personal Resilience Builders’

Thinking is about…	Children need to…	Therefore we need to…:
Reflection Challenging assumptions Curiosity Problem solving Making informed decisions Making sense of information	Develop good questioning skills Be able to take sensible risks See possibilities and opportunities Make links to prior knowledge Challenge assumptions	Teach effective, relevant questioning skills Model thinking aloud Plan for and model reflection Value students thought and ideas Support risk taking

Relating to others is about…	Children need to…	Therefore we need to…:
Listening effectively Being respectful of others Working cooperatively with others Being tolerant of other people’s ideas/views Sharing and caring Compromising Behaving appropriately Being aware of how our words and actions affect others Communicating clearly	Actively listen Share ideas/items Accept others (ideas) Learn to give and take Show empathy Learn to win & loose Aware of time & place Innovative in thinking/flexible Have their basic needs met to put in right response frame	Model Allow opportunities to practice Teach the skills Teach/give/use vocabulary & knowledge structures Be innovative/flexible/stimulating Be aware of prior experience/cultural awareness Be aware of medical/learning needs

Participating and Contributing is about…	Children need to…	Therefore we need to…:
All actively involved Confidence Team minded Different experiences i.e. sports/arts/kapahaka	Take risks to share ideas & take part in many activities school has to offer Become confident to express ideas Allow others to contribute & value other’s ideas (no put downs) Succeed & therefore prepared to contribute in other sessions/topics Have shared goals	Give them opportunities to work collaboratively Encourage them to become involved Acknowledge and praise when we see it Model & discuss various skills Ensure activities are engaging & relevant to their levels Celebrate success

Using language, symbols and texts is about…	Children need to…	Therefore we need to…:
Making meaning of the codes in which knowledge is being expressed Representing and communicating information, experiences and ideas	Interpret and use language, symbols and text in a range of contexts Recognise how choices of language, symbols or text affect communication Become confident users of ICT to access information and communicate with others	Deliver quality teaching and learning that caters for the individual needs of the student Provide uninterrupted time for students to practice and develop new skills Provide the technology required for 21st century learners

Quality Teaching and Effective Pedagogy: Teaching and Learning

At Paparangi School we have identified our beliefs about quality teaching and effective pedagogy and recorded them using the criteria from the New Zealand Curriculum.
Supportive learning environment

Teachers foster a caring class climate
Cultural differences are celebrated and attended to
Teachers foster respectful relations with parents and caregivers
The classroom culture reflects and exists along side that of the wider school and the local community
Parents are given the opportunity to be included in their child’s learning (3-way conferences and goal setting)

Encouraging reflective thought and action

Teachers model reflective thinking and provide students with opportunities to develop this skill
Teachers encourage thinking about thinking via specific tasks and opportunities that require critical evaluation
Think-time is modelled
Regular feedback and feed forward
Student self and peer assessment

Enhancing the relevance of learning

Teachers look for opportunities ti involve students in decisions relating to their own learning
Learning intentions are made clear to the children
When appropriate, students are involved in identifying success criteria
Teachers engage students by stimulating curiosity

Facilitated shared learning

Students learn from shared activities and conversations with a wide spectrum of people
Teachers cultivate a learning community in their class, where everyone is a learner:
- learning conversations and earning partnerships are encouraged
- students are supported and challenged
- feedback is always available

Making connections to prior learning and experiences

Teachers deliberately build on students’ knowledge and past experiences
Teachers help students make connections across learning areas and the wider world

Provide sufficient opportunities to learn

Students are given time and opportunity to transfer new learning
Students encounter new learning a number of times and in a variety of different tasks or contexts
Teachers will need to cover less but cover it in greater detail
Assessment is used by teachers to determine what ‘sufficient’ opportunities means for individual students

Teaching as inquiry
Effective pedagogy requires that teachers inquire into the impact of their teaching on their students.
In this process teachers ask:

What is important (and therefore worth spending time on), given where my students are at?
This focusing inquiry establishes a baseline and a direction.
What strategies (evidence based) are most likely to help my students learn this?
Teachers use evidence from research and their own experiences to plan opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
What happened as a result of the teaching, and what are the implications for future teaching?
In this learning inquiry, the teacher investigates the success in the terms of outcomes.

E-Learning and pedagogy
E-Learning (learning supported by or facilitated by ICT) has considerable potential to support effective pedagogy.
E-Learning may:

Assist the making of connection by enabling students to explain new learning environments, overcoming barriers of distance and time
Facilitate shared learning by enabling students to explore new learning environments, overcoming barriers of distance and time
Assist in the creation of supportive learning environments by offering resources that take account of individual, cultural, or developmental differences
Enhance opportunities to learn by offering students virtual experiences and tools that save their time

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Curriculum