Our Selwyn Ridge Curriculum is infused with all the Principles, Values and Beliefs of the NZ Curriculum. As a learning community, we promote a Values and Vision based approach. Decisions about learning are based on rich concepts and enable students to make connections and see real purposes for their learning. Key questions are addressed in the design of our curriculum and are:
* What is powerful learning?
* What is it powerful to learn?
In developing curriculum, we must choose what is valuable; our decisions must be influenced by our desire to help children see the richness of their world and use their literacies to improve the quality of their lives, in school and out.
-Shelley Harwayne (2000)
Curriculum Learning Areas
Teaching and learning programmes at Selwyn Ridge are developed through a wide range of experiences with opportunities to achieve for success in all areas of the NZ Curriculum. Within the eight learning areas specified in the NZ Curriculum: English, The Arts, Health and PE, Learning Languages, Mathematics and Statistics, Science, Social Studies and Technology, links between learning areas are explored in connecting purposeful, powerful learning.
Our Integrated Curriculum allows learners to see a natural connection between learning areas. Rich concept themes are developed for each term of the year allowing for student centred, inquiry based opportunities for learning. The termly themes have links to the Kid on the Ridge, as learners are encouraged to build on knowledge, awareness, attitudes and values, skills and strategies for life.
When developing ideas for our Integrated Curriculum we refer back to these key questions:
What is powerful learning?
What is powerful to learn?
Other considerations include:
Authenticity – how are we allowing for real life authentic learning contexts for the children?
Does this lend itself to social action?
Does this allow for kids to take charge of their learning? (KIC Start)
Will this pathway allow for depth of learning and rigor of curriculum content?
Is this learning inspiring?
How can this theme/context have an impact outside the gates?
How does it make you feel as a learner?
Does this pathway allow for the natural integration of Ki on the Ridge attributes?
How can we differentiate our programmes and theme base to meet the wide range of learners styles/interests/talents we have in our classes?
How much learner input/interest has been considered?
Is their an opportunity to grow community links? Use experts? Draw on our community?
General aims of curriculum integration are:
To develop independence and interdependence as efficient and motivated learners.
Enable learners to perceive the curriculum as relevant to their learning needs.
Acknowledge that attitudes and values play a pivotal role in exploring concepts and principles in all curriculum areas.
To enhance teaching and learning more effectively than through a separate subject approach.
One of the key principles of teaching and learning at Selwyn Ridge is Personalising Learning for our students. With our school Vision firmly in the centre, we aim to consider readiness, interest and learning styles of our students when planning what we teach, how we teach and how we access.
Some of the big questions we ask ourselves as teachers…
How do we implement assessment strategies that engage with and support learning, improve progress and raise confidence and self esteem so that students realise where they are now and where to next?
How do we adapt our teaching to cover a range of teaching and learning styles and empower the learner to take ownership of their learning?
How do we provide opportunities for children to be confident, connected, actively involved lifelong learners?
How do we plan and organise to cater for the differing needs and interests of our learners?
How do we expand teaching and learning beyond the classroom environment?
How does the culture of our classroom encourage student voice by engaging them and involving them in the decisions of the learning community?
“Education is not the filing of a pail, but the lighting of a fire.”