Curriculum Delivery

Outcome statement

Curriculum delivery at Southland Adventist Christian School reflects the special character/strategic plan aims and meets legislative requirements.  This special character is to maintain the ideals of the Seven-day Adventist Church in matters of faith, conduct and morals.  The teaching of these ideals alongside curriculum is one of the reasons for the school’s existence.    

Scoping

The board’s primary objectives are to ensure that; every student at the school is able to attain their educational potential; the school is a safe and inclusive environment for all students and staff; students’ (human) rights are protected; the school gives effect to Te Tiriti o Waitangi.  These objectives are to lead young people into a saving relationship with Jesus Christ by developing their characters, minds and academic skills for service to God and man for life and eternity.

Delegations

As the professional leader of the school, the principal is responsible for fostering quality teaching and learning outcomes at Southland Adventist Christian School.

Expectations and limitations

The principal of Southland Adventist Christian School will ensure:

• An annual plan is developed setting out how progress will be made towards the achievement of charter/strategic goals and is approved by the board

• The school local curriculum is based on the vision, values, principles and key competencies of the New Zealand Curriculum (or Te Mātauranga o Aotearoa)

• The school local curriculum reflects local tikanga Māori, mātauranga Māori and te ao Māori

• School programmes provide students in years 1–8 with opportunities to learn in all areas of the national curriculum.

• There is a focus on every child and young person:

  • • attaining their educational potential

    • developing the abilities and attributes outlined in the national education and learning priorities

    • having an appreciation of the importance of; the inclusion of different groups and persons with different personal characteristics; diversity, cultural knowledge, identity, and the different official languages of New Zealand; Te Tiriti o Waitangi and te reo Māori

    • developing the characteristics, minds and academic skills for service to God and man for life and eternity

• Assessment practices enable the wellbeing, engagement, progress and achievement of students to be monitored and reported

• Board approval is sought before changes to the school curriculum requiring increased expenditure or significant changes to programmes or staffing are made.

Procedures

The following procedures are in place:

• Behaviour Management

• Classroom Release

• Faith Development

• Gifted and Talented

• Homework

• ICT User Agreement

• Reporting to Parents and Caregivers

• Treaty of Waitangi

Monitoring

The principal will prepare (or, where appropriate, delegate, co-ordinate and approve) a report for every board meeting that:

• Includes data and analysis on curriculum delivery, student wellbeing, progress and achievement

• Tracks progress and variance towards annual aims and key performance indicators

• Informs the board of any significant changes in staffing, programmes, plans or processes that are under consideration

Legislative compliance

Education and Training Act 2020

New Zealand Curriculum/Te Marautanga o Aotearoa