Teaching and Learning 

​

Our teaching and learning is based on the Kelburn structure of the New Zealand curriculum. Guiding our teaching and learning are a set of Key Principles and defined teacher actions that promote student learning. 

​

The Key Principles that underpin the NZ Curriculum for Kelburn Normal School:

​

High expectations

Our curriculum is based on developing the key competencies and dispositions of all learners. 

 

Inclusion

Our curriculum is delivered in versatile ways that connect up the many dimensions of learners & learning; students are actively involved in learning processes and in creating a rich learning culture.

​

Coherence

Our curriculum is coordinated through the development of the key competencies, and of the associated values. This process is linked to a long view of the learning areas as defined by essence statements and big picture objectives; achievement objectives are selected to go with these.

​

Learning to learn

Reflective learning is planned and delivered through the daily practice of learning conversations which unfold out of  authentic learning contexts.

​

Community engagement

Connections are made to students' wider learning and life worlds in all phases of the learning cycle; parents and community play their role in students’ learning stories.

 

Treaty of Waitangi

Te reo Māori and tikanga Māori enrich the classroom curriculum, and the school’s cultural activities.

 

Cultural diversity

Opportunities are created for students to take part in a variety of cultural activities, particularly those associated with the city and its community.

​

Future focus

Our curriculum encourages students to become resilient and resourceful learners, able to adapt to change and contribute to society.

 

Effective pedagogy are teacher actions that promote student learning.

​

Kelburn Normal School Curriculum delivery - teaching in action.

 

Learning as interaction

Teachers create learning cultures with their students where relationships and reciprocity are foregrounded, along with the literacies indispensable to them.

​

Building reflection into action

Teachers set up and guide rich learning in which reflection is implicit in both context and process, and so unfolds throughout.

​

Involving students as seekers after knowledge

All learning engages students curiosity and other dispositions, so they are actively involved in the discovery of knowledge and the creation of meaning.

​

Developing learning conversations

Students see learning as a partnership and a conversation with their teacher, their classmates and their wider community.  Learning conversations promote the development of literacy, a crucial part of which is the development of individual voice.

​

Constructing learning stories

Students learn to make their learning coherent by building up their self knowledge and their knowledge of learning processes, and the connection between their personal development and knowledge of the learning areas.

​

Less is more and deep is most

Learners are provided with authentic and sequenced learning where practice, reflection and a variety of perspectives link new knowledge with the know how of the values and the key competencies.

​

Professional Learning

Teachers are also learners and collaborative inquiry into their own practice and its effect on students learning is the basis of their professional development, and the development of shared knowledge.

​

Teachers purposefully make links with their own experience and that of other teachers, and also with research, to progress a powerful, coherent learning culture both in their own classroom and school wide.