In Literacy all students (Year 0 to 8) are provided with rich language instructional strategies and activities in a range of contexts to cater for their varying pathways and needs. They learn, use and enjoy language and literature. They communicate orally, visually and in writing for a range of purposes and audiences and in a variety of text forms. This gives them the understanding, knowledge and skills they need to participate academically, socially and culturally along their lifetime learning pathway.
Oral Language is a key part of students’ literacy learning. All classes place an importance on oral discussions, brainstorming, problem solving, current events and using thinking skills as part of the language process.
At Conifer Grove School our Year 0 – 3 students learn how to read and write through the explicit and systematic teaching based on the Science of Reading. This involves following a scope and sequence (systematically ordering the sounds and skills taught) and the teaching of all elements of Reading (decoding, vocabulary, fluency, comprehension, language structure and phonological awareness). The way we teach is based on research from a range of disciplines. Research has shown that this is beneficial for all students, but integral for students who may struggle with literacy learning.
In Year 4 – 8 (or when students no longer require Structured Literacy), students move onto ‘The Code’ which is a systematic approach to teaching spelling. The Code has a clear scope and sequence that begins with simple spelling rules and patterns, and these become more complex.
All Literacy learning follows an ‘I do, We do, You do’ approach. The ‘I do’ involves teachers modelling the desired skill, before moving to ‘We do’ where teachers and students work together on the same skill. Finally, students work independently on the skill in the ‘You do’ phase.
Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. These two areas are related but different ways of thinking and of solving problems.
Mathematics and Statistics is divided into three strands:
- Number and Algebra
- Geometry and Measurement
- Statistics
Students develop skills, knowledge and understanding across all areas of the NZ Mathematics Curriculum. Achievement objectives are presented in three strands (as above) and it is important that students see and make sense of the connections within and across these strands.
Mathematic programmes provide opportunities for:
- Development of logic and reasoning
- Communication of mathematical thinking
- Development of mathematical language
- Thinking creatively, critically, strategically and logically
- Problem–solving procedures and strategies
- Enjoyment of intellectual challenge
By learning mathematics, students develop important thinking skills. They learn to create models and predict outcomes, conjecture, justify and verify, and seek patterns and generalisations. They learn to estimate with reasonableness, calculate with precision, and understand the processes used.
Numeracy is the key learning area for classroom maths programmes. NZ Curriculum guidelines determine the emphasis given at different levels for each strand from Year 0 – 8.
Mathematics and statistics have a broad range of practical applications in everyday life, and in other learning areas.
Students develop skills, knowledge and understanding across all areas of the NZ Mathematics Curriculum. Achievement objectives are presented in three strands (as above) and it is important that students see and make sense of the connections within and across these strands.
Mathematics Assessment
Assessments are on-going throughout the year; data may be collected to provide information on what students know, and inform future learning programmes.
Assessment procedures may involve the following:
- PAT Maths
- E AsTTle Maths
- Ikan – Knowledge
- Gloss – Strategies
- Conferencing and observation
- National exemplars
- Class pre and post tests
- JAM
Science is a curriculum area of investigating, understanding and explaining our natural, physical world and the wider universe. Science develops a curiosity, and through experiments and investigations students learn the skills to gain knowledge.
Conceptual Curriculum
At Conifer Grove School we have a concept based curriculum. We have 4 concepts, each spanning one year. These are:
- Sustainability (2022)
- Innovation (2023)
- Identity (2024)
- Change (2025)
Students learn about these concepts through the learning areas of: Science, Social Studies (including Aotearoa NZ Histories), Technology (including Digital Technology), Health, and The Arts.
Our conceptual curriculum is orally based and develops deep understandings alongside knowledge and skills, beginning with students’ personal connections. We plan collaboratively for the development of purposeful conceptual understandings that are authentic and integrated through our curriculum. By identifying Big Ideas, skills and knowledge to be taught, students will be able to develop, apply and transfer understandings across contexts to create positive and sustainable change for the issues that are pertinent to them and their world.
All learning will relate to the Big Understanding for the given year.
Sustainability: ‘People contribute to a sustainable future by taking economic, environmental and/or social action’
Innovation: People innovate to meet their needs and wants, explore new possibilities and/or overcome barriers
Identity: Identity is shaped by relationships, connections and the environment.
Change: Change occurs in different ways which may initiate reactions, opportunities and /or challenges.
Additionally, students in Years 5-8 are beginning their journey in Guided Inquiry learning. Guided Inquiry builds on students’ prior knowledge and accesses a variety of primary (first hand) and secondary (second hand) resources to develop their understanding. Teachers develop students’ skills to formulate questions and encourage students to pursue their wonderings. Guided Inquiry teaches students how to learn and think, rather than what to learn and think.
We place an emphasis on keeping fit and healthy – “Hauora”, with exercise and healthy eating to keep us well and actively involved. All students participate in Fitness, Physical Education and learning of skills, Sports and Health Studies.
Our students compete in school sports programmes (Year 1 to 8), inter-school sport and field days (Year 5 to 8), and for Yr 5-8 students who excel in sport, there are opportunities to compete at Zone sports levels in Counties and Auckland.
Health topics include safety programmes – keeping ourselves safe, water, play and road safety, healthy eating/nutrition, hygiene, and for Yr 7/8 sexuality education. The school places an importance on swimming and water safety and we try to fund (with some Ministry of Education Kiwi Sport support) a Swimsafe Program at least every second year.
Outdoor Education gives the opportunity for children to have safe and enjoyable learning experiences involving outdoor pursuits while developing respect (for others, themselves and the environment), co-operation, initiative and confidence.
Year 5 to 8 students may have overnight camp experiences or opportunities for outdoor pursuits, learning experiences or physical activities.
Year 1 to 4 students have at least 1-2 outdoor trips each year to provide learning experiences outside the classroom (such as the zoo, museums, parks and historical places).
Ministry of Education regulations insist that on all visits there will be a set ratio of adults to children. The ratio required depends on the type and duration of the trip. Trips are therefore only possible if sufficient parent volunteers are available to help us in this way. We greatly appreciate this assistance, which has been a feature of parental support for the school.
All teachers deliver Level 1 Te Reo to our students in recognition of the bi-culturalism that is New Zealand. Children are made familiar with basic Māori words, legends and stories, cultural attitudes and beliefs.
Alongside Te Reo in the classrooms is the component of understanding the Treaty of Waitangi, and the special place NZ history and geography has in understanding who we are in today’s society.
We encourage and explore the special place cultural diversity has in Aotearoa New Zealand.
Based on Level 1 of NZ Curriculum requirements for learning basic vocab to be able to converse in other languages. This is a Ministry of Education requirement for Year 7 and 8 students. Students are exposed to these languages, which helps them to make informed choices at secondary school when choosing subjects.
