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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