Our Western Heights School Curriculum Plan allows teachers to make choices that best meet the needs of their students’ interests and needs. Teachers’ choices will be consistent with this plan. Our “curriculum” is the sum of the practices that occur in our learning environment.

Our Western Heights School Curriculum, with its emphasis on excellence in numeracy and literacy, prioritises learning time in these two areas. Clear programmes of work and guidelines are provided (see attached) to ensure that teachers provide learning opportunities that will assist students to achieve at or above national standards. The National Standards in numeracy and literacy affirm the direction of our Western Heights School Curriculum and provide a reference point for staff and the community to assess the progress of their children.

Our Western Heights Curriculum is organised as follows:

    English (literacy) 
    Mathematics (especially numeracy) 
    Integrated Inquiry / Challenge Based Learning (Social Sciences, Science, Technology, Health and the Arts) 
    Health and Physical Education 
    The Arts

English (p.18)

•By engaging with text-based activities, students become increasingly skilled and sophisticated speakers and listeners, writers and readers, presenters and viewers. 

•The study of NZ and world literature contributes to students developing sense of identity, awareness of NZ's bicultural heritage, and their understanding of the world.

Science (p.28)

•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 modeling, 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.

The Arts (p.20)

•Learning in, through, and about the arts stimulates creative action and response by engaging and connecting thinking, imagination, senses, and feelings. By participating in the arts, students' personal well-being is enhanced. As students express and interpret ideas within creative, aesthetic, and technological frameworks, their confidence to take risks is increased. 

• In the arts students learn to work both independently and collaboratively to construct meanings, produce works, and respond to and value others' contributions. They learn to use imagination and engage with unexpected outcomes and to explore multiple solutions.

Technology (p. 32)

•Quality outcomes result from thinking and practices that are informed, critical, and creative. 

•The aim is for students to develop a broad technological literacy that will equip them to participate in society as informed citizens and give them access to technology related careers.

Mathematics & Statistics (p26)

•Both mathematics and statistics equip students with effective means for investigating, interpreting, explaining, and making sense of the world in which they live. 

•Mathematics and statistics use symbols, graphs, and diagrams to help find and communicate patterns and relationships. 

•By studying mathematics and statistics, students develop the ability to think creatively, critically, strategically, and logically.

Social Sciences (p.30)

Using a social inquiry approach. students:

•Ask questions, gather information and background ideas, and examine relevant current issues.

•Explore and analyse people's values and perspectives;

•Consider ways in which people make decisions and participate in social action;

•Reflect on and evaluate the understandings they have developed and the responses that may be required.

Health and Physical Education (p.22)

•Concepts at the heart of this learning area (includes): Attitudes and values- a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment: and a sense of social justice •Through learning and by accepting challenges in health-related and movement contexts, students reflect on the nature of well-being and how to promote it. As they develop resilience and a sense of personal and social responsibility, they are increasingly able to take responsibility for themselves and contribute to the well-being of those around them, of their communities, of their environments (including natural environments) and of the wider society.