Our Literacy approach will be based on establishing strong foundations in phonological and phonemic awareness, decoding and encoding, fluency, vocabulary and syntax in order to provide students with the skills and knowledge to be able to communicate purposely through written and spoken words.

Our Mathematics approach will be based on establishing strong foundations in number sense and to develop conceptual understanding and procedural fluency of mathematics in order to provide students with the skills and knowledge to engage with real-world problem solving and integration of the different strands of maths, such as Measurement, Geometry and Statistics.

We view Health and Physical Education as one of our core foundations. In Health and Physical Education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts.

Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe. It involves generating and testing ideas, gathering evidence - including by making observations, carrying out investigations and modelling, and communicating and debating with others - in order to develop scientific knowledge, understanding and explanations. Scientific progress comes from logical, systematic work and from creative insight, built on a foundation of respect for evidence. Different cultures and periods of history have contributed to the development of science.

Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities. Adaptation and innovation are at the heart of technological practice. Quality outcomes result from thinking and practices that are informed, critical and creative. Technology also includes the Digital Technologies curriculum.

Learning in the Social Sciences aims to help students thrive in the diverse communities and environments of Aotearoa New Zealand and beyond. This includes understanding the mutual responsibilities to Te Tiriti o Waitangi | The Treaty of Waitangi of tangata whenua and tauiwi as they live together in relationships that promote respect for one another, tikanga, and the natural environment.
Aotearoa New Zealand’s histories supports this aim through its focus on stories of interactions across time that connect people to each other and to place. Students will build understandings about how Māori, and all people for whom New Zealand has been and is their home, have shaped Aotearoa New Zealand’s past. This will help them make sense of the present and inform future decisions and actions.
Aotearoa NZ histories online

Te reo Māori is included in Learning Languages, which is one of the eight learning areas in The New Zealand Curriculum (Ministry of Education, 2007). This learning area “provides the framework for the teaching and learning of languages that are additional to the language of instruction” (The New Zealand Curriculum, page 24). It emphasises the inseparable links between language, culture, and identity. As students learn te reo Māori, they also deepen their knowledge and understanding of tikanga Māori and develop their own personal, group, and national identities.
Te Aho Arataki Marau mō te Ako i Te Reo Māori – Kura Auraki/ Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1–13 pg 6

The Arts are powerful forms of expression that recognise, value, and contribute to the unique bicultural and multicultural character of Aotearoa New Zealand, enriching the lives of all New Zealanders. The Arts have their own distinct languages that use both verbal and non-verbal conventions, mediated by selected processes and technologies. Through movement, sound, and image, the arts transform people's creative ideas into expressive works that communicate layered meanings. The Arts covers four disciplines; Dance, Drama, Music and Visual Arts. NZC, pg 20

Learning Areas