Springlands School Curriculum Threads

Our Curriculum

These threads are the pedagogy behind curriculum delivery at Springlands School and are developed across the class levels of the school. These form the basis for curriculum design.

A1 QUALITY FOUNDATION LEARNING

We want all students to build strong foundations for a lifetime of learning in Literacy, Mathematics and Statistics, and Key Competencies. In literacy we aim to ensure our students are able to read, write, speak, listen, spell, view and present for success. In mathematics we teach children to use strategies to problem solve using acquired mathematical knowledge and understandings.

A range of extension and support programmes; in literacy and mathematics, are provided to support students to reach their potential.
We work to raise the standard of student achievement and effort by acknowledging students who give their ‘personal best’ as A1 Quality. A1 achievements are acknowledged in attitudes, behaviour, presentation of bookwork, effort in learning, improvement motivation and environment.

Key Competencies are ‘attitudes and behaviours’ we all need to become participating, motivated life long learners.
We call our competencies: Coming up TRUMPS
Thinking
Relating to others
Using signs, symbols and texts
Managing Self
Participating and Contributing
at Springlands

A1 QUALITY POWERFUL LEARNING

A1 Quality Foundation Learning : Springlands School Blenheim Marlborough NZSpringlands School aims to provide a wide variety of powerful experiences to help children develop these competencies. The experiences provide rich contexts for learning across the seven areas of the NZ Curriculum: Literacy, Mathematics and Statistics, Inquiry (Social Sciences, Science and Technology), the Arts, Health and Physical Education.

We all use the competencies simultaneously at any one time, however, different experiences sometimes require a specific focus. It is important for children to have opportunities to apply the competencies in new and different situations or context. These should be evidenced in practice.

The Springlands School Inquiry model “High  Five It to Success” develops school-wide consistency in our inquiry practice. This model promotes our philosophy of ‘Learning to Make a Difference’  and exploring the ‘So What’ aspect of making connections and transferring knowledge and skills to next step learning. 

We have a specialist PERFORMING ARTS teacher who provides all students with quality dance, drama and music tuition. Health and Physical Education are also proactively taught to ensure fitness and physical activity is valued. Both Education outside the classroom and community involvement is a high priority when designing powerful learning experiences. Twice a year we celebrate and reflect on our learning with the community. 

A1 REFLECTION AND TRANSFER

At Springlands School we want our children to develop the skills of higher order thinking, creative, critical and caring thinking. Goal setting and reflection are important aspects to learning. We encourage self and peer assessment and student ownership of learning. Students share their learning with parents twice a year in our three way conferences.
We encourage our students to think, making connections and transfer learning what they know to new situations.  Learning to make a difference – So what, what next?

 

A1 Quality Hauora

Our School Values focus on ‘intelligent’ behaviours and quality relationships, students who think carefully about rights and responsibilities, choices and consequences, students who have high expectations of themselves as learners (A1 Quailty).  We have a zero tolerance to bullying.  Each week we reinforce the values and principles that are the cornerstones of our TEAM ethos through our school wide Ka Hikitia programme. All children and cultures are valued for the contributions they bring. Student voice is acknowledged in the class inquiry processes and in student leadership, School Council, Eco Warriors, Peer Mediation and Physical Activity Leaders. We acknowledge the student’s background, culture and family influence their learning and work coherently towards realising the potential of this partnership with parents.

Student Goals

Nga TikangaWe believe that our school values: The Respects -Nga Tikanga are all implicit in this Charter and our goals for our students.  
Students Goals are co-constructed in the classroom and displayed.
Children are expected to show respect and act intelligently, taking responsibility for their own actions. 

Recognising New Zealands’s Cultural Diversity

The values and concepts underlying the Treaty of Waitangi contribute to a school wide philosophy of manakitanga (character education -values), aroha (love) and mana (respect).  Integral to that philosophy is the recognition and celebration of our unique New Zealand bi-cultural heritage.  
Springlands School has fostered procedures and practices that reflect New Zealand’s cultural diversity, and the unique position of the Maori culture.  We recognise that Maori are the Tangata Whenua of Aoteoroa and their language and culture are a living part of our society. All New Zealanders should therefore recognise, show respect for our cultural heritage.
Springlands School will take all reasonable steps to provide instruction in tikanga Maori (Maori culture) and Te Reo Maori (Maori language) for students.
To achieve this Springlands School will:

  • Greet and sing in Te Reo regularly
  • Integrate Te Reo into curriculum areas when planning. Introduce Taumata 1 and 2 Te Aho Arataki Marau m? te Ako I Te Reo Maori 
  • Intergrate manakitanga and mana practices into our Ka Hikitia programmes. 
  • Have an active Kapahaka group that represents the school and performs for significant events /assemblies. 
  • Have a teaching team with responsibility of Maori and be involved in regular professional development in Te Reo. 
  • Develop a library of resources to support te reo and tikanga teaching at Springlands school.
  • Seek support and advice from the ‘Resource teacher of Maori’, the local marae and parents with expertise or knowledge.