ACCELERATION                                                               CURRICULUM POLICY NO. 14.6

RATIONALE
Advancement can be of invaluable assistance in the early years of school to young gifted children. Acceleration contributes to academic achievement and there is no research to indicate negative effects on social or emotional development where acceleration is well supported by the school culture.

PURPOSES

1. To identify accelerated learners as early as possible.
2. To offer acceleration to highly gifted students to ensure they are academically challenged.
3. To monitor all students in their early years at school.

 

GUIDELINES

1. Assessment. There should be some comprehensive evaluation of the student's intellectual functioning, academic skill levels and social-emotional adjustment.
2. Academic Level. Academically, the student should demonstrate skill levels above the 51st percentile of the class he or she desires to enter.
3. Student's Ability to Adjust. Socially and emotionally the student should be free of any serious adjustment problems. However some gifted students' social and emotional difficulties may be alleviated by accelerated progression.
4. Physical Health and Size. The student should be in reasonable physical health. The student's size, however, should be considered only to the extent that competitive sports may be viewed as important in later years.
5. Student's Eagerness to Advance. It is important that the child should not feel unduly pressured by parents. The student himself or herself should be eager to move ahead.
6. Receiving Teacher. The receiving teacher must have positive attitudes towards the year level and must be willing to help the child adjust to the new situation.
7. Social and Emotional Maturity. Judgements about the child's maturity should include input from the child's parents. It is important that teachers do not confuse the absence of close peer relationships with social immaturity.
8. Timing of Advancement. Year level advancement should occur at the beginning of the school Year.
9. Trial Period. All cases of acceleration should be arranged on a trial basis of at least 6 weeks. The child should be aware that if the trial period were not a success, he or she would return to the original year placement.

CONCLUSION

When this policy is working well all gifted children in our school should be catered for by possible year advancement or through workshops and differentiated programmes. Refer policy No. 11.11 Children with Special Abilities.

____________________________________________________________________________
Revision:                                                                                                              Ratified: 19.10.99
Revision Date:                                                                                                  Status: CURRENT

ART EDUCATION                                                            CURRICULUM POLICY NO. 11.3

RATIONALE
Art education provides students with important knowledge about the society they live in and their surrounding environment. The aim of art education is to enable students to learn to make art works and to develop an understanding of the actions   of art in cultures and society. This experience should be made readily and regularly available to every child at Nelson Central School.

PURPOSES

• To encourage children to organize and give meaning to their experiences in imaginative ways and broaden their perception of the world around them.
• To allow children to express thoughts, feelings, visions and ideas creatively and individually.
• To provides skills and motivation for the future, for career or recreational pursuit.
• To help students use art education to:

• How well does the child use skills taught in art lessons?
• What variety of skills is used throughout the child's schoolwork?
• Is the child developing the ability to appreciate the creativity of others?
• Is the child beginning to express/create/feelings/ideas in a variety of forms of art?
• How well does the child think about what s/he is doing?
• Is the child able to assess their own progress

CONCLUSION
A balanced art education programme will enrich the lives of students.
___________________________________________________________________________

Revision:                                                                                                             Ratified: 19.10.99
Revision Date:                                                                                                    Status:CURRENT

CHILDREN WITH SPECIAL ABILITIES (CWSA)          CURRICULUM POLICY NO. 11.11

RATIONALE
Children with special abilities have a capacity for outstanding achievements or accomplishments in one or more areas of worthwhile endeavour. These children need to have their capacity for achievement identified and developed if they are to realise their potential.

PURPOSES

1. To identify CWSA children as early as possible.
2. To continuously monitor all pupils with a view to identifying any emerging special abilities.
3. To provide programmes to ensure that CWSA are challenged.

GUIDELINES
1.             A designated member of staff will have responsibility for CWSA.
2.             Identify children with special abilities in one or more of the following areas -
- General intellectual ability
- Specific academic aptitude
- Creative and productive thinking
- Visual, cultural and performing arts
- Social leadership
- Psychomotor
3.             Teachers will be provided with identification criteria to support their observations.
4.             Material and human resources will be provided annually to support both teachers and children.
5.             A register of identified children and their talents will be compiled and reviewed annually by classroom teachers.
6.             Programmes may be one or a combination of
- Enrichments - providing additional activities to broaden understanding.
- Acceleration - involving curriculum activities at a challenging level.
- School wide - cross class / syndicate based groupings.

CONCLUSION
When this policy is operating well the school and staff will have a heightened sensitivity to children with special abilities and will have the capability to provide differentiated programmes to meet their needs.
___________________________________________________________________________
Revision:                                                                                                              Ratified: 19.10.99
Revision Date:                                                                                                     Status: CURRENT

CURRICULUM ASSESSMENT                                    CURRICULUM POLICY NO. 3.1

RATIONALE
Assessment is mandatory and fundamental to student learning. It provides information for decision making and reporting.

PURPOSES
1.     To improve student learning.
2.     To improve the quality of programmes.
3.     To enable high quality reporting of progress and achievement to students, caregivers, the Board of Trustees and the community.
4.     To ensure that all students are assessed according to the guidelines.

GUIDELINES
1.     The Principal is responsible for ensuring the school has a suitable assessment programme in place.
2.     The Curriculum Director and Associate Principal (ICT) in association with Curriculum Team Leaders, are responsible for ensuring a school-wide assessment programme is developed annually.
3.     Each syndicate leader and teacher is responsible for the day to day implementation of the school wide assessment programme.
4.     Assessment, as an integral part of the planning and reporting process, must be meaningful and manageable.
5.     The best interests and progress of the student must be paramount.
6.     Students must see the purpose of the assessment and understand the criteria of the assessment.
7.     Effective assessment takes into account learning styles and cultural expectations.
8.     The school will use the National Curriculum Objectives and the Essential Learning Skills in association with Standards Based Assessment and other forms of authentic assessment.
9.     Cumulative assessment data for Years 0-6 will be collated and accessible to teachers, caregivers and the BOT.
10.   In line with the school reporting policy, student achievement will be reported in appropriate ways to students, caregivers/parents, the Board of Trustees and the community.
11.   Professional development will be provided, to develop and maintain consistency.

CONCLUSION
When assessment is planned for, and carried out teachers will make sound judgements and relevant audiences will have confidence in the judgements.

 

Revision:                                                                                             Ratified: 19.10.99
Revision Date:                                                                                                     Status: CURRENT

CURRICULUM DELIVERY                                               CURRICULUM POLICY NO. 11.2
                                                                                                                                                
RATIONALE
Curriculum delivery is our key business of the school and this is underscored by our Charter, and public expectation. Attention must also be paid to the social, cultural, academic and physical development of students.

PURPOSES
1.             To ensure delivery of a balanced curriculum.
2.             To provide direction for Principal and Staff.
3.             To provide students with high quality educational goals and objectives.

GUIDELINES
1.             The principal is responsible to ensure the curriculum planning and implementation process is managed.
2.             The New Zealand Curriculum Framework, curriculum statements and NEGS/NAGS will form the basis of curriculum planning to meet charter and strategic planning requirements.
3.             A balanced curriculum will be delivered so that students will have the opportunity to learn as broad a curriculum as possible.
4.             Resourcing for implementation of this policy will be provided at a level to be decided by the Board of Trustees.
5.             The Deputy and Assistant principals will manage the day-to-day issues of curriculum delivery.
6.             The Principal will report to the Board of Trustees at its monthly meeting at the commencement of each term on the previous term's work, and will indicate any changes in the term ahead.
7.             Where it is appropriate, learning and teaching will take place in an holistic and integrated way.
8.             Teachers will document and have plans available for the following:
-         Long term - constantly up to date;
-         Annual - August of year prior to year of implementation;
-         Term - before term starts;
-         Unit - prior to start of unit;
-         Weekly - prior to start of the week.  
Guidelines for detailed planning will be provided by syndicate and curriculum leaders.
9.             The Principal is responsible to ensure the school has an annual curriculum plan and that a review of the plan is reported to the Board of Trustees.

CONCLUSION
By ensuring that the curriculum is delivered in a planned and balanced manner, (taking heed of the Charter, the school's strategic plan, Government requirements and the limited resources of the Board of Trustees and local community), students shall be given the best possible chance to learn.
___________________________________________________________________________

Revision:                                                                                                              Ratified:
Revision Date:                                                                                                     Status: CURRENT

EDUCATION OUTSIDE THE CLASSROOM (EOTC)               CURRICULUM POLICY NO. 11.72

RATIONALE
Education outside the classroom provides students with opportunities to explore their community in a safe and meaningful way.

PURPOSES

1. To enrich the curriculum by providing enjoyable and worthwhile first-hand experiences outside the classroom.
2. To increase children's knowledge, understanding and appreciation of the school area, the local district and wider community.
3. To develop the skills required to move safely, responsibly and confidently in a variety of settings.
4. To provide opportunities for adventure and challenge.
5. To assist children's personal and social development by participating with others in situations different from their everyday lives.
6. To involve the community in the education of our children.

GUIDELINES

1. E.O.T.C. will be used to enhance learning in all curriculum areas.
2. Staff will utilise the resources of the school environment and community.
3. Parents, care-givers and the community will be involved in planning, preparation, staging and evaluating programmes where appropriate.
4. Children will not be excluded for financial, special needs, ethical, cultural or other reasons.
5. All activities should be conducted within established risk management legal safety and supervision, leadership, and experience guidelines and requirements.
6. Excursions of up to one days duration requires a completed RAM from to be presented to the Principal, Deputy or Assistant Principal prior to departure.
7. Camp programmes and RAM forms should be submitted to the Principal at least two weeks prior to departure. Board of Trustee approval is also required for overnight camps.
8. Written parental/care-giver consent be given for all excursions that involve transport or costs.
9. Cars and drivers used to transport children on class trips should be fully licensed and all children must wear a seat belt.
10. Intentions to leave the school environment should be indicated on the staffroom white-board and office staff notified.
11. Training in first aid will be regularly provided for all staff.

CONCLUSION
Programmes and activities outside the classroom are an integral part of teaching and learning in all curriculum areas.
___________________________________________________________________________
Revision:                                                                                                              Ratified: 16.5.2000
Revision Date:                                                                                                    Status     : CURRENT

ENGLISH/LITERACY                                               CURRICULUM POLICY NO. 11.12

RATIONALE
Students acquisition of literacy impacts on their ability to fulfil their role in the community.
We are charged with the responsibility of ensuring children reach a level of literacy that enhances their lives and allows them to reach their learning potential.

PURPOSES
1.     To encourage and lead students towards their literacy potential.
2.     To provide optimum learning opportunities.
3.     To engage students in literacy pursuits.
4.     To provide realistic challenge with appropriate support.
5.     To provide students with opportunities to develop the skills to communicate effectively.
6.     To promote personal development and enjoyment of literacy as a life-long endeavour.

GUIDELINES
1.     Teachers will be responsible for the on-going English programmes in their classrooms.
2.     The yearly English programme should be BALANCED between the following strands: visual, oral, written.
4.     English, where possible, should be integrated with other curriculum areas.
5.     Teachers will keep up to date with CURRENT research and pedagogy.
6.     Teachers will to take advantage of opportunities to upskill in DIAGNOSTIC practises.
7.     Teachers will cater for INDIVIDUAL NEEDS at the students' level.
8.     On-going assessment, observation and evaluation will be USED to help determine further learning needs.
9.     The momentum of literacy learning, begun in the Junior area, will be sustained throughout a child's time at school.
10.   Provision will be made for on-going resourcing.

CONCLUSION
Children who experience a balanced and stimulating English programme will increase their confidence and skill to communicate effectively in a wide range of situations.
                                                                                                                                                                
Revision:                                                                                                              Ratified: 19.10.02
Revision Date:                                                                                                      Status: CURRENT

FOOD AND NUTRITION                                      CURRICULUM POLICY NO. 10.6

Rationale:
Good eating habits are important to students, staff and the community's present and future health. It is important that our school promotes food and food choices that meet the New Zealand Food and Nutrition Guidelines.

Purposes:

1. To encourage our students, staff and the community to eat healthy food.
2. To educate students, staff and the community to be aware of food choices and use critical thinking about food choices for themselves.
3. To ensure that any food options at Nelson Central School meet the New Zealand Food and Nutrition

Guidelines.

1. To educate the students, staff and community for safe food handling, preparation and storage.
2. Children will be encouraged to bring healthy food from home.
3. Fish and chips could be offered as a choice no more than once a week.

The whole school will participate in a shared healthy lunch as part of the Health and Physical Education Curriculum, once a year.

1. Teachers will not use sweets for classroom or school rewards.
2. Through structured lessons in accordance with the Health and Physical Education Curriculum, healthy eating and safe food practices will be promoted.
3. School fund raising will reflect the New Zealand Food and Nutrition Guidelines.
4. Staff will be responsible in their role as models of people that make healthy food choices.

Conclusion
Our school endeavours to provide an environment that supports healthy eating behaviours.
                                                                                                                                                                        

Revision:                                                                                                              Ratified: 16.06.03
Revision Date:                                                                                                     Status: CURRENT

 

HANDWRITING                                                 CURRICULUM POLICY NO.11.4

RATIONALE
Children need to be taught how to write or print legibly.

PURPOSES
To ensure there is a consistent approach to teaching printing and handwriting across the school.

GUIDELINES

• Teach all children to write legibly, without strain, and with sufficient speed for all practical purposes.
• Handwriting is a motor skill. It needs to be taught and practiced regularly.
• Individual faults must be corrected in the early stages so that they do not become habitual.
• Ensure correct but comfortable posture, correct pencil hold and position of paper.
• Lessons should focus on letter formation. Correct movements matter most. Teaching, demonstrating and evaluation are important elements of the lesson.
• Accuracy in copying should be stressed.
• Letters to be introduced in families with the appropriate movement skill.
• Initially letters will be taught without ligatures.
• Ligatures to be taught by joining groups of two or three letters. It is not necessary to go through on interim stage between basic and cursive when 'ticks' are added.
• Praise and reward are seen as being most effective in the raising and maintenance of standards.
• Ballpoint pens to be introduced at the teacher's discretion in Year 6 by Term 3.
• Stationery guidelines;
• NE - J1 1F2
• J1 - J2 1F4
• J2 - 52 1F4
• Y 6 - 1B4

• The following basic script has been adopted:
• BASIC SCRIPT

 

• The lower case letters of basic script are:
• a b c d e f g h i j k l m n o p q r s t u v w x   z

• The capital letters of basic script are:
• A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

 

• Letter formation for capital M is
• Standards in handwriting should be transferred through to other areas of written work.
• Children may develop individual variations as they become more competent.
• Teachers must set a high standard by own presentation of neatness in books, in charts and on the blackboards.
• Children should be taught to evaluate their own work e.g. size, slope, etc.
• Teachers need to be consistent and persistent in their efforts to raise and maintain standards.
• Samples of the child's work to be collected 2 - 3 times a year.
• Close models, in books or on prepared cards, are likely to be more effective than blackboard models.
• Slope guides ( 70% ) are seen to be of value in assisting children to achieve an even slope.
• Teachers must make themselves conversant with 'Teaching of Handwriting Dept. of Education.

CONCLUSION
A consistent approach to teaching handwriting and printing across the school should provide students the opportunity to develop their skills to the fullest extent possible for them.
___________________________________________________________________________
Revision:                                                                                                              Ratified: 19.10.99
Revision Date:                                                                                                     Status: CURRENT

HEALTH AND PHYSICAL EDUCATION     CURRICULUM POLICY NO. 11.7

RATIONALE
Health and Physical Education is an essential learning area and a compulsory part of the New Zealand Curriculum.

PURPOSES

1. To understand the processes of growth and maturation.
2. To understand and appreciate the importance of physical activity to personal well-being.
3. To develop and apply a wide range of movement skills.
4. To accept challenges and extend their personal capabilities and experiences.
5. To take actions that contribute to their personal identity and self-worth.
6. To develop sensitivity and respect for other people.
7. To use interpersonal skills effectively to enhance relationships.
8. To identify the functions of resources and services that support well-being.
9. To meet and manage risks in their environment safely.
10. To help create healthy environments.

GUIDELINES

1. The Health and Physical Education Curriculum task group will use the National Curriculum guidelines to select achievement objectives and topics to be taught at each level of the school each year as part of the annual curriculum plan.
2. Syndicates are to plan specific learning outcomes and assessment tasks for each achievement objective in the syndicate's plan.
3. Teachers to deal with health risks on an as needs basis concerning
1. Smoking
2. Alcohol
3. Drugs
4. Resources, material and agency support will be provided to meet the requirements of the annual curriculum plan and any 'one off' interventions.
5. Children with disabilities will be catered for.
6. Staff will be encouraged to use Te Reo Kori in programmes.
7. Consultative parent meetings will be held prior to the Keeping Ourselves Safe programme and to explain Sexuality Education.
8. Sexuality Education is a key learning area but sex and contraception are not included. Children's comments or questions regarding these should be dealt with sensitively and referred to parents or care-givers if deemed necessary.
9. Children will be encouraged to participate in school and community based sport.
10. Fair play will be regularly emphasised and rewarded.

CONCLUSION
Through learning in Health and Physical Education, students will develop the
Knowledge, skills, attitudes and values to make informed decisions and to act in ways that contribute to their personal well-being of other people and that of Society as a whole.
___________________________________________________________________________
Revision:              18.4.2000                                                                              Ratified: 16.5.2000
Revision Date:                                                                                                   Status     : CURRENT

HOMEWORK                                                                   CURRICULUM POLICY NO.1.1

RATIONALE
Students need to be encouraged to take increasing responsibility for their own learning in preparation for a time when they will have complete responsibility for this. During the school day students will have the opportunity to experience new learning that will benefit from further revision and research. That work may be more suitably carried out at home or some other venue. Homework can also give parents an opportunity to be involved in their students' learning. Homework has a place for children, where school related activities are consolidated and extended (enriched) with the support and encouragement of parents.

PURPOSES

1. To ensure the Principal and staff have suitable guidelines to encourage students to undertake homework activities.
2. To encourage students to accept some responsibility for their own learning and develop independent work habits.
3. To provide a regular routine for using non-class contact time.
4. To encourage parental involvement in students' learning.
5. To provide a positive link between home and school that enhance a child's learning
6. To reinforce knowledge and practise skills previously taught in the classroom.

GUIDELINES

1. Teachers are expected to encourage students develop the habit of working independently. Setting of homework will be a part of that process.
2. Homework should be able to be achieved within the students' abilities and resources to which they might reasonably have access.
3. Some homework should be relevant to the school programme.
4. The classroom teacher should develop a system to ensure homework is regularly evaluated .
5. Homework should be set for no more than four nights per week for an average of no more than 40 minutes per night. This should not be seen as limiting the enthusiasm of keen students to work for longer periods, neither should it be allowed to encroach in an unreasonable manner on the activities of the student and his/her family. Some homework may require more time and frequency than set out in 4 above.
6. Parents/caregivers should be made aware of classroom expectations and systems for handling homework.
7. Homework should be relevant to the children's needs and levels.
8. Teacher directions should be clear, concise and pitched at a level that ensures they understand what is required.
9. Parent's role is to support, encourage, acknowledge effort and help children with their homework.

Homework could cover a wide range of activities.

CONCLUSION
When homework is related to class and school programmes and clear guidelines are understood and practised, students' progress in learning will be enhanced. A good relationship and understanding between the home and school about school programmes should also occur.
___________________________________________________________________________
Revision:                                                                                                              Ratified: 19.10.99
Revision Date:                                                                                                     Status:    CURRENT

INTERNET SAFETY                                                                           POLICY NO. 11.07

RATIONALE
Use of the Internet facilities at Nelson Central School is for educational purposes. This entails personal use by staff and students, use in the professional development of staff, and indirect use where small groups / pairs are using the Internet. The welfare and safety of children has to be paramount when using the Internet at school.

PURPOSES

1. To provide Internet access to all staff and students, so that they can:
1. Become effective and safe users of the Internet.
2. Extend their knowledge and awareness of the Internet and develop an understanding of its use as a learning tool.
3. Become motivated, responsible and competent users of the Internet.

GUIDELINES

1. Staff use of the Internet :
1. Training for staff members will be implemented in planned professional development and in individual peer training.
2. Students shall generally be directed to sites on the Internet. Where students need to search the Internet, this shall be done through a recognised suitable search system such as 'Yahooligans'. This makes it essential that all staff members gain experience using the Internet before allowing students to use it.
3. This documentation will be maintained with other school policies.
4. Issues of Copyright and Privacy will be addressed annually as a part of professional development.
5. Relieving teachers shall be made aware of the school's Internet Guidelines.
2. Student use of the Internet :
1. Students must sign the School Computer and Internet Use Agreement and have the signed permission of a parent/caregiver before using the Internet at school. These documents must be kept on file by the school.
2. A teacher or adult supervisor must be in the room whenever a student uses the Internet. This applies also to use of the Internet before and after school hours.
3. Safety Issues - Nelson Central School will continue to monitor, review and refine methods of improving safety on the Internet.
4. The Nelson Central School Computer and Internet Use agreement will be maintained with the Internet Safety Policy as a current policy in the school website to inform and remind students, staff and parents/caregivers of their responsibilities.
5. A signed student Internet Use Agreement will be in effect for the period from which a student enrols at Nelson Central School until such time as they leave school.

CONCLUSION
Appropriate training at all levels, along with monitoring the use of the Internet will help to ensure that safe access to learning opportunities is provided within the school.
___________________________________________________________________________
Revision Date:                                                                                                     Ratified: 10.4.03
Revised:                                                                                                               Status: CURRENT

LIBRARY COLLECTION DEVELOPMENT                CURRICULUM POLICY NO. 11.06

RATIONALE
The school library will contain a wide range of high quality, multimedia resources to support the N.Z.C.F. and the needs and interests of students of varying ages, abilities and cultural backgrounds.

PURPOSES
Resources are selected in order to:

• Support and enrich the educational programmes of the school in particular the development of reading and information skills.
• Help students to develop as independent readers and leaners.
• Develop and foster a love of reading and literature.
• Increase the effective use of information technologies throughout the school.
• Promote the school's goals on equity, gender and biculturalism.

GUIDELINES

• The teacher with library responsibility will have overall responsibility for resource selection and will seek input from staff and students.
• Selection/acquisition of materials will be in accordance with a plan based on curriculum, student and staff needs.
• The following selection criteria may apply:

• Priorities for the collection
• Age appropriateness
• Format
• Frequency of use
• Value for money

• While donated resources will be welcomed their acceptance will depend on meeting the selection criteria for new resources.
• The collection will be maintained on a regular basis.

• New resources will be processed prior to borrowing.
• Repairing will be undertaken if cost effective.
• Weeding-out will be ongoing. Specific areas of the collection may be targeted at annual stocktake.

• When a challenge to a specific resource cannot be resolved informally, the form "Request for the Reconsideration of Library Materials": will be used. The Board of Trustees will decide the outcome.

CONCLUSION
This policy will ensure that there is a wide range of high quality materials available to children.
___________________________________________________________________________

Revision:                                                                                                             Ratified: 19.10.99
Revision Date:                                                                                                    Status: CURRENT

LIBRARY                                                                            CURRICULUM POLICY NO. 11.05

RATIONALE
We support the view that the library is a focal point of the school and a vital centre of learning with a focus on reading. It is a facility that should be kept up to date, adequately staffed and well equipped.

PURPOSES

1. To provide a stimulating and positive learning environment.
2. To foster a love of reading and an appreciation of literature.
3. To develop independence and information skills through resource based learning.
4. To provide a wide range of current resources across the curriculum and a wide range of interests incorporating equity principles as stated in school charter.
5. To provide the widest possible range of good quality fiction and non-fiction resources to cater for the needs and interests of all students.
6. To develop independent learners by promoting research and information skills.
7. To ensure the inclusion of materials that address equity issues.
8. To organise and maintain well organised systems and resources to facilitate the smooth running of the library.
9. To foster an awareness and encourage the use of community resources outside the school.
10. To provide teachers with class programmes and resource support.
11. To ensure that Māori ethnic values, language and culture are recognised and promoted.
12. To ensure the values, language and culture of other ethnic groups within the school community are recognised.

GUIDELINES

1. Provide opportunities for a balance between recreational and research reading.
2. Provide a set of guidelines for classroom library programmes and inform teachers of available teaching resources, policies and reviews.
3. Provide the TWLR with adequate release time and ancillary assistance to manage the school library.
4. Develop the use of parent helpers to assist in the running and management of the library.
5. Fund the library sufficiently to achieve school policy goals.
6. Formulate a written collection plan and build the collection accordingly. Ensure the plan reflects equity goals and priorities identified in charter.
7. Identify resources and resource personnel outside the school and establish strategies for use.
8. Establish efficient school library management systems for circulation, stock control, mending, processing, purchasing and acquisitions.
9. Organise and maintain resources in a practical functional manner and ensure that they are accessible.
10. Provide a positive and stimulating learning environment.
11. Foster an awareness of community resources such as TRC, SLS and Public Library.
12. Define roles in the form of job descriptions.
13. Promote across the curriculum, use of the library by developing a sequential information skills programme.
14. Promote regular and independent use. Actively involve children, staff (and parents) in all aspects of the library.
15. Promote the value of the library and its services to maintain the support of the Principal, Staff and the School Community.
16. Promote Māori values, language and culture in the library according to recommendations with reference to the 'Te Ao Māori School Library.'
17. Plan and fund future buildings, technology, furnishing and equipment needs.
18. Evaluate library policy regularly and initiate changes as necessary.

___________________________________________________________________________

Revision:                                                                                                              Ratified: 19.10.99
Revision Date:                                                                                                    Status: CURRENT

MATHEMATICS                                                                CURRICULUM POLICY NO.11.6

RATIONALE:
Children require exposure from a very early age to a wide range of Mathematical abilities experiences so that Mathematics becomes a natural part of their lives. Mathematics is a coherent, consistent and growing body of concepts that makes use of specific language and skills to model, analyse and interpret the world.

PURPOSES:

1. To nurture confidence in children's' own Mathematical and to foster a sense of personal achievement.
2. To help children develop a belief in the value of Mathematics and it's relevance in everyday life.
3. To develop in students the tools, skills, understanding and attitudes necessary for present and continuing learning in all curriculum areas.
4. To develop open-mindedness about ways to approach and solve problems.
5. To support each child at his/her level, encourage creativity and promote confidence and enjoyment.
6. To teach Mathematics in a way that fulfils the requirements of MINZC.

GUIDELINES

1. Mathematics needs to be taught in a way that is meaningful to the learner and teacher.
2. Support and guidance will be available to all teachers for planning and teaching programmes as appropriate.
3. Flexible grouping should be used to enable individual needs to be met.
4. The emphasis of the Achievement Objectives at Level 1 relate to 'exploring and talking about' Mathematical experiences as may be found in B.S.M. Cycles 1-3.
5. B.S.M. Cycles 9-12 contain many valuable activities appropriate for children entering Level 2 Mathematics in MINZC.
6. Using apparatus at all levels, provides a foundation of practical experience on which children can build abstract ideas. It encourages them to be inventive and develops confidence and independence.
7. A wide range of resources offering ideas for problem solving activities to develop skills and understandings and to provide students with practice and enrichment may be used.
8. The MINZC statement assumes calculators will be available and used in teaching and learning of Mathematics at all Levels.
9. In keeping with curriculum it is expected that new Mathematical ideas will be introduced within a range of meaningful contexts that encourage application of Mathematical thinking to real life problems.
10. Communication of Mathematical ideas can take a wide range of forms including written word, symbols, oral, and demonstration formats.
11. Monitoring and evaluation are necessary to assess students' readiness for new learning, to give teachers feedback on success of methods and approaches to assist planning for new learning.
12. The Task Group will administer the budget, oversee purchase of expendable items, maintain storage areas and equipment and instruct staff in borrowing procedures.
13. The BOT will be responsible for provision of finance for equipment resources and teacher development that may be school or in-service based courses.

CONCLUSION
Mathematics must have meaning. It must relate to everyday problems which children experience. Learning outcomes should be varied to cater for all needs and should give children opportunities to experience satisfaction, enjoyment and success.

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Revision:                                                                                                              Ratified: 19.10.99
Revision Date:                                                                                                     Status: CURRENT

PERFORMERS IN SCHOOLS                                         CURRICULUM POLICY NO. 11.04

RATIONALE
People from outside of the school can often provide worthwhile educational experiences for children. This is particularly so of people proficient in the performing arts such as music, drama, mime, puppetry and story telling.

PURPOSES

1. To allow children to experience the magic, wonder, and entertainment that proficient performers can engender.
2. To provide worthwhile role models against whom children can measure their own achievements in the performing arts.
3. To add further dimension to the pursuit of curriculum objectives and goals.
4. To use such occasions to enrich children's lives.
5. To familiarize children with the social conventions related to being part of an audience.

GUIDELINES

1. Prospective performers will be asked to provide references as to suitability of their programme in a school such as ours.
2. Selection bookings and evaluation will be the responsibility of the Arts Curriculum Task Group.
3. Performers who are prepared to accept a set sum for their programme will be given priority.
4. Performers not selected by the Arts Curriculum Task Group to perform in school time will be offered the use of the school hall out‑of‑school hours at 10% of the gross takings. Such performances will be advertised through the school newsletter.
5. All teachers will be required to carry out in‑class preparation and follow‑up activities related to the performance.
6. Every attempt should be made to provide both balance and variety in the performers selected to perform each year.

CONCLUSION
Making provision for quality performers recognises the contribution such people can make to education of the child. In doing so the need to protect the child from the tardy and untalented is also recognised.

___________________________________________________________________________
Revision:                                                                                                              Ratified: 19.10.99
Revision Date:                                                                                                     Status: CURRENT

POLICE/EDUCATION                                                      CURRICULUM POLICY NO. 11.71

RATIONALE
Keeping Ourselves Safe has been developed in response to an increasing awareness among police, parents and teachers of the need to protect children from abuse.

PURPOSES
To ensure suitable guidelines are in place to allow effective implementation of the programme.

GUIDELINES

1. The Programme will be taken on a schoolwide basis each odd year i.e. 1991, 1993 etc.
2. The Police Education Officer will be involved in preparing teachers, particularly those unfamiliar with the programme, and to inform parents of the scope and nature of the programme.
3. The assistance of social workers, Public Health Nurse and/or psychologists may be sought to provide teachers with information and inservice about child abuse.
4. Teachers should acquaint themselves with school policy about how to deal with suspected or known abuse.
5. Teachers will select relevant programme material from the appropriate teaching units - Knowing What to do J 1 - 3, Getting Help 52 - 4.
6. Programme planning will be syndicate based.
7. Parents should be informed of the timing of the programme and its major objectives so that they can play their part.   Supplied pamphlets will also be distributed.
8. Parents should be given access to teaching units if they desire.
9. Parents will not be able to withdraw children from the programme.
10. Activities for children to share and complete with their parents at home will be an integral part of the programme.
11. Teachers need to be aware of the need to deal with the programme content in a factual and sensitive manner.
12. Genuine questions, which children raise about sexual matters, may be dealt with in incidental and factual manner. Private counselling may be an outcome from such questions but should only occur after consultation with Senior Staff. Matters of contraception are not to be dealt with either incidentally or in private counselling.

CONCLUSION
The programme is not designed to inform children about sexual practices but to teach them how to recognise potentially dangerous situations and provide them with strategies to protect them from abuse. For some children it will provide encouragement to seek help.
___________________________________________________________________________

Revision:                                                                                                              Ratified: 19.10.99
Revision Date:                                                                                                     Status: CURRENT

REPORTING TO PARENTS/CAREGIVERS               CURRICULUM POLICY NO. 11.15

RATIONALE
Parents/caregivers need to have regular and reliable information to enable them to fully participate in their child's development at school.

PURPOSES
1.             To inform parents/caregivers of their child's learning, achievement and social development.
2.             To establish systems of communication that facilitate the sharing of information between parents/caregivers and teachers.

GUIDELINES
1.             This policy should be read in conjunction with policy on Curriculum Assessment.
2.             Information will be conveyed regularly to parents/caregivers. This will take the form of:
a)             an informal interview to be held early in the year, including goal setting for the year.
b)           an information sheet that reports on work habits, personal and social development, and outlines possible points of discussion for a term one interview.
c)             an interview late in term one that consists of an oral report on the student's progress, may enable goals to be set for the rest of the year.
d)           a full written report in July and December.     
3.             Informal contact with parents/caregivers will be maintained throughout the year so that teachers' expectations can be clearly communicated and parents/caregivers can become involved in the students' activities.
4.             Teachers and parents/caregivers should share concerns at the earliest possible stage.
5.             Students should be involved in discussions with parents/caregivers and teachers when appropriate.

CONCLUSION
As a result of this process parents/caregivers should gain a comprehensive understanding of and input into their child's development throughout the year.
___________________________________________________________________________

Revision:                                                                                                              Ratified: 19.10.99
Revision Date:                                                                                                     Status: CURRRENT

SCIENCE                                                                              CURRICULUM POLICY NO. 11.8

RATIONALE
Children are growing up in a technological age where the sciences are becoming an ever increasing part of everyday living. The future relies on children acquiring knowledge, skills, values and an understanding that will help them to preserve their environment and to develop inquiring minds towards the physical, biological and technological aspects of the world.

PURPOSES

1. To promote curiosity and inquiring minds.
2. To develop higher level thinking skills.
3. To build up knowledge of a scientific nature.
4. To clarify and broaden children's thinking about the world around them.
5. To develop process skills: observing, measuring, classifying, inferring, hypothesising, experimenting, predicting.
6. To help children acquire the skills for exploring and interpreting their accessible environment
7. To enhance children's learning through hands on experience.
8. To encourage children to formulate, check and modify an hypothesis.
9. To promote the active articulation of ideas and greater accuracy of presentation through the appropriate use of scientific terms.
10. To develop a caring attitude for their environment.

GUIDELINES

1. Teachers will be responsible for the on-going science programmes in their classrooms.
2. The yearly science programme should be balanced between the following themes: Living, Physical, Material and Planet Earth and Beyond and bring in Technology where appropriate.
3. Field trips are encouraged. The local environment and its resources are of prime importance.
4. An interactive approach to the teaching of science is recommended. Interactive learning is based on direct hands on experience and builds upon the child's level of knowledge and understanding. An integral part of the interactive approach is allowing children to ask questions for further investigation. Some interactive units are available. Teachers should supplement their programme with the Dept of Education Science Booklets. Also remember some units are difficult to fit the interactive programme.
5. Science, where possible, should be incorporated into other curriculum areas but in assessment/evaluation tasks agreed upon at each Syndicate level.
6. Ideally science should happen when children notice things or ask questions. We should endeavour to take advantage of opportunities as they arise. Things that children bring to school can be the catalyst for further investigation/discussion. Science tables should be considered as a means of motivation.
7. Opportunities must be readily available to all students.
8. The Board of Trustees will provide funding for further development in sciences.

CONCLUSION:
A balanced school programme is one that enables the development of an inquiring mind and the skills for exploring and interpreting the accessible environment.
___________________________________________________________________________

Revision:                                                                                                              Ratified: 19.10.99
Revision Date:                                                                                                    Status: CURRENT

SOCIAL STUDIES                                                             CURRICULUM POLICY NO. 11.9

RATIONALE
Social Studies enable children to develop a better understanding of themselves and others, and of their involvement in society. It is the study of people: of what they are like - their beliefs, their hopes, their aspirations, their pleasures, the problems they have to face and how and where they live, the work they do and the ways in which they organise themselves.

PURPOSES

1. To assist children to develop ideas and skills (inner resources) that will contribute to their understanding and knowledge of themselves and society in which they live.
2. To help children to think clearly and objectively about human behaviour and values so that they can make informed decisions for choices they face daily.
3. To enhance the children's sense of personal identity, dignity and self esteem, which addresses the Treaty of Waitangi by reflecting bi-cultural roots of Aotearoa N.Z., and helps children identify their place in it.
4. To develop the children's respect and tolerance for others especially those people with whom they interact, and those from other cultures or communities.

GUIDELINES:

1. The focus in our school is how people think, feel and act in different circumstances.
2. Topics will be planned/assessed on a Syndicate basis in accordance with the annual school curriculum plan.
3. Skills will be taught as a means to further learning, not as an end in themselves.
4. The children will be encouraged to respond to, and interpret social situations.
5. Children will be encouraged to recognise that individual differences are not bizarre or wrong, simply because they are different.
6. Monitoring of children's progress will be carried out regularly.
7. The school will provide the resources to support the programmes. Money will be set aside in the budget for the maintenance and updating of these.
8. Staff members should take part in professional training in order to update knowledge and teaching practice.

 

CONCLUSION
A balanced school programme is one that demonstrates the relationship between the essential skills and the social studies processes.
___________________________________________________________________________

Revision:                                                                                                              Ratified: 19.10.99
Revision Date:                                                                                                     Status: CURRENT

SWIMMING POOL                                                            CURRICULUM POLICY NO. 11.14

RATIONALE
The B.O.T. is legally obliged to ensure the safety of all people who use the school pool. The two key pieces of legislation concerned are the Health and Safety in Employment Act 1992, and the Fencing of Swimming Pools Act 1987.

PURPOSES

1. To ensure the safety of all people who use the school pools.
2. To ensure the chances of people drowning or injuring themselves while using the pool are reduced.

GUIDELINES

1. The school swimming pool shall be fenced in accordance with the Fencing of Swimming Pool Act 1987.
2. The pool gates shall be securely closed at all times.
3. A Swimming Pool Safety User's Code shall be developed, maintained and attached to this policy.
4. No person shall swim alone.
5. All classes are to be supervised at all times by a teacher. At all times children under 8 years of age must be supervised by an adult.
6. A first-aid kit shall be provided at all times accessible with the gate key. The kit shall be checked weekly to ensure there are sufficient supplies.
7. Emergency contact phone number shall be provided on the pool notice board together with directions to the nearest accessible phone.
8. All pool chemicals shall be securely locked in a place away from the changing rooms. Storage and disposal shall be in accordance with the manufacturers instructions.
9. Pool water quality shall be regularly checked and should fulfil the requirements of NZS5826 where applicable.
10. All pool equipment shall be kept in a secure place and if stored near the pool chemically shall be stored safely and carefully off the floor.
11. The use of any equipment, toys or other aquatic gear that may be unsafe to others in the pool is prohibited.
12. Any potential hazards shall be assessed and any concern or recommendation documented using a Risk Analysis Management Systems, sheet.
13. The Swimming Pool Safety Checklist shall be completed daily by the caretaker during school use and not less, than fortnightly outside school hours. A copy of the Checklist and any resulting RAMS sheet shall be displayed on the pool notice board.

CONCLUSION
Following the guidelines above should help to ensure the safety of all people who use the swimming pool.

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Revision:                                                                                                             Ratified:
Revision Date:                                                                                                     Status: CURRENT

TAHA MāORI                                                                     CURRICULUM POLICY No. 11.13

RATIONALE

The Board of Trustees accepts an obligation to develop policies and programmes which reflect New Zealand's dual cultural heritage and to recognise the place of tangata whenua in New Zealand today.

PURPOSES

1. To meet the Board of Trustee's obligation under the school charter and Treaty of Waitangi.
2. To ensure all staff accept an obligation to meet the curriculum requirements under the curriculum Syllabus for Schools "Tihe Mauri Ora"
3. To ensure that all students have the opportunity to know and understand New Zealand history and culture from the perspective of tangata whenua.
4. To provide guidelines by which the school can meet its obligations to recognise and value the unique position of Māori in New Zealand society.

GUIDELINES

1. Develop and maintain strong links with Whakatu Marae.
2. Ensure that Te Pouahi classes are an integrated part of the school.
3. Ensure that all children participate in a weekly Te Reo programme.
4. To provide resources to support learning of Te Reo Māori.
5. All students have the opportunity too acquire some knowledge of Māori language and culture and an appreciation of our bicultural heritage.
6. The students will be exposed to written and oral forms of Māori language.
7. The students will get to know about basic Māori protocol.
8. Taha Māori will be an integral part of each class programme and will permeate all curriculum areas.
9. The Teacher with responsibility for Taha Māori and the task group will provide leadership and support as required. The implementation of the programme will be the responsibility of teachers, supported by curriculum and syndicate leaders.
10. An annual budget will ensure the Taha Māori programme is adequately resourced and delivered in all classrooms.
11. Teams in the seven essential learning areas will be aware of the need to provide resources to support their commitment to the Treaty of Waitangi.

CONCLUSION
A successful Taha Māori programme will result in an increase in staff and student understanding of Taha Māori, Te Reo Māori and an appreciation of the dual culture and heritage and place of tangata whenua in New Zealand society.
                                                                                                                                                              
Revision:                                                                                                              Ratified: 19.03.03
Revision Date:                                                                                                     Status: CURRENT

TECHNOLOGY                                                   CURRICULUM POLICY NO. 11.10

RATIONALE
Technology is an essential area of learning. A knowledge of, and confidence in using, existing technologies is becoming increasingly important in today's world. Intellectual and practical problem-solving, is a desirable attribute of members of society.

PURPOSES

1. To provide a technology curriculum for all students, based on Technology in the New Zealand curriculum.
2. To assist each student to:

- Understand and use existing technologies.
- Design solutions to practical problems.
- Construct appropriate models or artifacts.
- Understand the relationship between society and technology.
- Appreciate that there are many possible solutions to a problem.

GUIDELINES

1. Each teacher or syndicate is responsible for planning and implementing a programme of technology education, consistent with Technology in the New Zealand curriculum.
2. Over the course of a year work undertaken will include objectives from each of the three strands.
3. Technology Education should be equally accessible to all students. Care should be taken when planning topics for study to provide a good balance of contexts so that none are disadvantaged.
4. Students will be made aware of their responsibilities for their own safety and that of others and the importance of using equipment and materials correctly. Teachers should be aware of and refer to the recommendations in Safety in Technology Education.
5. Opportunities should be taken to build and maintain links with local enterprises and businesses.

CONCLUSION
Children who experience a balanced and stimulating technology programme gain confidence and skills in problem solving and the design process.

___________________________________________________________________________

Revision:                                                                                                             Ratified: 19.10.99
Revision Date:                                                                                                    Status: CURRENT