Curriculum

Our School Vision Statement

• 1Independence through responsibility
• 2Attitude is everything
• 3By being the best that we can be so we are Respectful, Responsible and Resilient learners

---

Innovative Learning

The National Curriculum sets the direction for learning in New Zealand. It starts with a vision of young people developing the competencies they need for study, work and lifelong learning, so they may go on to realise their potential.

This document makes it clear that education in New Zealand puts learners at the centre of teaching and learning, asserting that they should experience a curriculum that engages and challenges them, is forward-looking and inclusive, and affirms New Zealand’s unique identity.

The National Curriculum further establishes that learners will be encouraged to value:

• Excellence by aiming high and by persevering in the face of difficulties.
• Innovation, inquiry, and curiosity by thinking critically, creatively, and reflectively.
• Diversity as found in our different cultures, languages, and heritages.
• Equity through fairness and social justice.
• Community and participation for the common good.
• Ecological sustainability which includes care for the environment.
• Integrity which involves being honest, responsible, and accountable and acting ethically, and
• Respect for themselves, others, and human rights.

Extensive research has proven that students learn best when they are:

• actively involved in decision making
• initiating learning
• collaborating together
• making connections within and across learning areas.

New teaching approaches have evolved from this knowledge. Traditional approaches to teaching and learning are no longer enough on their own to give children the best education to prepare them for life. Along with strong foundations in reading, writing, mathematics and other learning areas, young people need other skills such as digital fluency, complex problem-solving and the ability to work with others both in person and virtually. Professional learning and development can help teachers prepare for transitioning into this environment.

Innovative learning approaches have not replaced familiar teaching approaches. Rather, they have expanded teaching and learning practices to suit today’s learners. 

Fairfield School has developed a curriculum designed to cater for student needs and interests, and community values. The diagram below displays the community kete (basket) and highlights the links between learners, teachers, and whanau.

The basis of this curriculum development can be found in a slideshow via this link.

---

Curriculum Standards

Schools are required to report to parents on the progress of their children twice a year. Reports must be written and in plain English, and reflect student achievement against levels of the NZ Curriculum.

Teachers are required to make 'overall teacher judgements' when determining a child's level of achievement that take into account multiple sources of information. 

NZ Curriculum levels are detailed below. There is, of course, an expected variation across a child's educational journey and these are merely indicators of expected levels.

• End of one full year: beginning Level 1 of the curriculum
• End of two full years: working at Level 1 of the curriculum
• End of three full years: beginning Level 2 of the curriculum
• End of Year 4 : working at Level 2 of the curriculum
• End of Year 5 : beginning Level 3 of the curriculum
• End of Year 6 : working at Level 3 of the curriculum
• End of Year 7 : beginning Level 4 of the curriculum
• End of Year 8 : working at Level 4 of the curriculum 

 

Student achievement is communicated to parents through learning conferences (parent-teacher meetings), written reports (mid and end of year) and informal chats.