July 2018 Curriculum

San Antonio Primary School
Curriculum

“The Little School with the Big Heart”
Our Mission
To enable all students to reach their full potential and make a positive
contribution to their families and communities by equipping them with skills,
tools, knowledge and experiences within a caring, Christian environment that
reflects the values of the Catholic faith.
Our Vision
With Jesus Christ as our guide in a loving family centred environment we will
produce confident, life long learners who aspire to excellence in all that they do.
Our Values
As a Catholic school, San Antonio promotes an environment grounded in Christian
faith and the values of Jesus Christ. These values are expressed in the scriptures
and in the practices, worship and doctrine of the Catholic Church.
In particular we value:
• Harikoa – Happiness/Positivity
• Ahuatanga – Creativity
• Atawhai – Kindness
• Pikoko – Curiosity
• Manawa Rahi – Resilience

Our Values
Harikoa – Happiness/Positivity
Ahuatanga – Creativity
Atawhai – Kindness
Pikoko – Curiosity
Manawa Rahi – Resilience

We follow the Principles the of NZ Curriculum
At San Antonio School we encourage, model and explore the
values of the New Zealand Curriculum in the following ways:
hiranga – excellence
All students are recognised as unique
people made in the image and likeness
of God and are empowered to learn and
achieve to the best of their ability. There is
a powerful learning culture.
porihanga – community and
participation
‘The Little School with the Big Heart’
The small size of the school fosters close
and co-operative relationships between
children of all ages. We are a family centred
school where parents actively participate
in their child’s learning.
rerekētanga – diversity
As a Catholic School we recognise the
importance of the relationship between
faith and culture. All students will
experience a curriculum that reflects New
Zealand’s bi-cultural heritage and multicultural
society. At San Antonio School
the treaty of Waitangi is recognized as a
covenant and a sacred treasure.
kaitiakitanga – ecological
sustainability
We believe that environmental education
is investing in our future. All students
recognise how important it is to protect
and look after the world we live in.
ngākau tapatahi – integrity
We encourage all students to be honest,
responsible, accountable and act ethically
in all interactions. We expect staff to
model this behaviour at all times. We
respect each child’s/parent’s/teacher’s
human rights at all times and act in a way
which honours that.
tika, pono – equity
All student’s identities, cultures, languages
and talents are recognized and affirmed.
Learning needs are identified and
addressed justly and fairly so full potential
can be achieved.

Key Competencies
Key competencies are the capabilities people need in order to live, learn, work,
grow in faith and spirituality while contributing as active members of their home,
school, parish and local community.
Opportunities to develop key competencies occur in school contexts (especially
during inquiry learning and Discovery Time) and will continue to develop over time
shaped by interactions with people, places and ideas.
Thinking
Using creative, critical,
metacognitive and reflective
processes to make sense of and
question information, experiences
and ideas.
Using Language, Symbols
and Texts
This is about working with and
making meaning of the codes in
which knowledge is expressed.
Relating to Others
Interacting effectively with a
diverse range of people in a variety
of contexts. This competency
includes the ability to listen actively,
recognise different points of view,
negotiate and share ideas.
Managing Self
Within a Catholic School this
includes learning to live according
to the Gospel values of Jesus
through the power of the Holy
Spirit. It also involves self
motivation, integrity and an ability
to set personal goals and set high
standards for one self.
Participating and
Contributing
Interacting effectively with a
diverse range of people in a variety
of contexts. This competency
includes the ability to listen actively,
recognise different points of view,
negotiate and share ideas.

Commitment to Bi-culturalism and Te Tiriti o Waitangi
At San Antonio School we are committed to honouring the principles of Te Tiriti o
Waitangi. We recognise it as the founding document of Aotearoa New Zealand.
The school provides instruction in Tikanga Māori and Te Reo Māori for students
and staff. Te Reo is incorporated into all parts of the curriculum, in all greetings and
interactions within the community ensuring that the intent of the Treaty of Waitangi
is fulfilled and that knowledge of and respect for Māori values are fostered.
Build confidence for both staff
and students, Karakia, Waiata and
day to day speaking in Te Reo is
role modelled and fostered. Signs
are used around the school to
encourage understanding and use
of the language.
Te Reo and Tikonga are explicitly
taught as well as integrated
throughout the curriculum.
Powhiri, haka as well as other song
and action dance is encouraged
as a medium for learning. Weekly
music and movement classes
incorporate basic Te Reo including
greetings, numbers, days of the
week.
We aim to continue to build links
to local marae and build our
community connections to the
local tangata whenua.
Children, staff and families are
given the opportunity to develop
knowledge and an understanding
of the cultural heritages of both
partners to Te Tiriti o Waitangi.
The curriculum, and school ethos
reflects this partnership in text and
in practice.

Catholic Character
The school’s special character focuses on the right to live and teach the values of Jesus
Christ. A Catholic enviroment is provided where the children will be encouraged to
develop their spiritual, academic, physical and social potential.
Reflect and witness Catholic
Character in all actions and
policies – Thinking, Using
Language Symbols and Text,
Managing Self, Relating to
Others, Participating and
Contributing
Make sure children have a smooth
transition to subsequent education
settings – Participating and
Contributing, Relating to Others
Have children consistently
achieving at their best – Thinking,
Participating and Contributing,
Managing Self
Be proactive in consulting and
communicating – Participating
and Contributing, Thinking,
Relating to Others
Have an environment where our
staff are valued, stretched and
developed – Participating and
Contributing, Managing Self,
Thinking
Be the school of choice for the
local Catholic community –
Participating and Contributing,
Relating to Others
Have an environment which
leverages a range of learning
techniques and mediums –
Thinking, Using Language,
Symbols and Texts

Literacy
“Literacy in English gives students access to the understanding, knowledge, and skills
they need to participate fully in the social, cultural, political and economic life of
New Zealand and the wider world.
To be successful participants, they need to be effective oral, written and visual
communicators who are able to think critically and in depth.” (NZC)
Students will be:
• Confident and fluent readers, who are capable
of achieving at the best of their abilities and
are making continuous progress.
• 21st Century learners who can present ideas/
information in a variety of medium.
• Fluent capable writers who are able to use
written language to record, engage and
inform a variety of audiences and for a variety
of purposes.
• Analytical viewers who understand and think
critically about what they see.
• Respectful listeners who engage with their
environment. Active curious listeners who
respond and engage with topics and people.
• Confident, clear speakers who engage their
audience and who are able to express their
thoughts and opinions. Students who are able
to effectively communicate with a variety of
people in a variety of situations.
Oral language: To be effective communicators students need to practice their oral language
skills. At San Antonio School we do this by participation in daily prayers, news time and class
discussions. We are aware that these skills need to be taught.
Good writing teachers are aware of their students and the stories they are able to tell. The
most important impact writing teachers can have is to build strong relationships with their
students. Teachers at San Antonio do this and provide models so that students can see how
effective readers-writers think and behave in their writing.
Teachers have daily writing teaching sessions, which demonstrate what is required in the
task and allow students to practice the craft of writing.
Reading to students is where a love of reading is created. Reading to students frees them
from working out unknown words and supports them to become captivated in texts. It is a
time where teachers can discuss more complex vocabulary and themes with their students.
Guided reading is where the students learn the skills of working out unfamiliar words,
comprehension of texts and thinking critically about the texts they read. Students are
supported to read these texts individually.
Independent reading (silent reading) has one of the greatest impacts on students reading
achievement. Teachers display a range of texts for students to read at independent reading
times. Students from year 3 and above are encouraged to read independently at home each
evening.

Junior Literacy
Reading
• Years 1&2 - Guided reading 4
days a week & ability groups
updated termly after running
records
• Teacher reading
• Buddy reading
• Letterland
• Yolanda Soryl
• Shared reading (big books)
• Independent reading from book
boxes
• Poetry reading
• Reading activities
• Integrating ICT
• Reading comprehension
• Reading own writing
• Sight words
• Spelling
• Eastbourne library sessions
• Reading Recovery if required
Assesment
Running records once a term
or when/as required. Through
observation of guided reading
lessons. Target students have
monthly running records.
Writing
• Guided writing lessons
5 days a week
• Teacher modelling
• Years 0-1 Letterland programme
• Free choice writing
• Year 2 new genre introduced
• Writing integrated with
discovery time
• Writing integrated with Inquiry
• Writing during phonics
• Twice weekly handwriting
lessons
• Letter formation
• Writing sight words
Assesment
Term 2 and 4 using exemplars.
Self/Teacher assessment using
success criteria
Visual Language
• Discussion during Reading &
Inquiry
• Writing using Art
Oral Language
• Morning News
• Prayers
• Morning Tasks – Days, Months
etc
• Discussions in Math, Reading &
Inquiry
• Think, Pair, Share
• Inquiry Activities
• Te Reo Maori
Assesment
Through observation during
literacy lessons, discussions,
conferences.

Senior Literacy
Reading
• Guided reading 4 days a week
& ability groups updated termly
after running records
• Teacher reading
• Shared reading
• Buddy reading
• Independent reading
• Poetry reading
• Reading activities
• Spelling
• Integrating ICT
• Reading comprehension
strategies
• Reading own writing
• Reading for information
• Reading across the curriculum
• Eastbourne library sessions
Assesment
PAT (Comprehension, Vocabulary,
Punctuation and Grammar)
Teacher Observation
Writing
Silent free choice writing
Writing is modelled and practiced
daily. Writing is integrated across
the curriculum for different
purposes and audiences
including:
• to narrate
• to instruct
• to recount
• to describe
• to persuade
• poetically
Assesment
EasTTle
Moderation
Exemplars
Teacher/Peer Observations
Feedback
Visual Language
• Discussion during
Reading & Inquiry
• Writing using Art
• Advertising
• Posters
Oral Language
• Morning News
• Prayers
• Discussions in Math,
Reading & Inquiry
• Inquiry Activities
• Te Reo Maori
• Word Games
• Speeches
Assesment
Through observation during
literacy lessons, discussions,
conferences.

Numeracy
Mathematics should assist students to develop:
• the ability to think creatively, critically, and logically;
• the ability to structure and organise;
• the ability to process information;
• an enjoyment of intellectual challenge;
• the skills to interpret and critically evaluate statistical
information in a variety of contexts;
• the skills to solve problems that help them to investigate
and understand the world.
Students will:
• Be able to solve mathematical
problems and be able to
communicate their thinking and
understanding.
• Communicate in
mathematical language.
• Think creatively, critically,
strategically and logically.
• Be able to interpret information.
• Problem solve, by focusing on
what information they need to
help them solve a problem.

Numeracy
In Mathematics and Statistics, students develop the ability to think
creatively, critically, strategically and logically by exploring relationships
in quantities, space and data as they learn to make sense of the world
around them.
Number and Algebra
• Teach knowledge explicitly
• Ensure real life context
• Revisit strategies regularly
• Balanced Programme – Numeracy
(70%) vs Strand (30%), depending
on age level
• Lots of hands on equipment
• 1 hr lessons, 4 days a week
• Ability groups
• Identify ‘next steps’
• Progress systematically through
Numeracy stages appropriate to
individual abilities.
Geometry, Measurement
and Statistics
• Use ‘hands on’ equipment
• Take learning opportunities that
arise within a real life context
• Explicit lessons that are
practically based
• Use standard and non-standard units
of measurement
• Teach the Statistical cycle
• Teach analysis of data and graphs
• Teach Probability
Assessment
• PAT – Seniors (Term 2 & 4)
• NUMPA or JAM – Juniors (Term 2 & 4)
• Basic Facts Testing
• Groups (Flexible)
• Peer/Self Assessment
• Diagnostic tests
• Numeracy Snapshots
• Teacher Observations
• 4 x 1 hour Maths lessons per week

Religious Education
Supported by our Special Charter, we teach Christian values in everything
we do and foster the Catholic Doctrines in our classrooms and the
playground.
The goals of a Catholic school are:
The Uniqueness of the
Individual
Within Catholic schools, each
individual is seen as made in God’s
image and loved by the Creator. All
students are therefore valued and
respected as individuals, so that they
may be helped to fulfil their unique role
in creation.
The Search for
Excellence
The search for Excellence is seen as
an integral part of the spiritual quest.
Christians are called to seek perfection
in all aspects of their lives. In Catholic
education, pupils are therefore given
the opportunity to develop their talents
to the full.
The Education of the
Whole Person
Catholic education is based on
the belief that the human and the
divine are inseparable. In Catholic
schools management, organisation,
academic and pastoral work, prayer
and worship, all aim to prepare young
people for their life as Christians in the
community.
The Education of All
Their belief in the value of each
individual leads Catholic schools to
have the duty to care for the poor and
to educate those who are socially,
academically, physically or emotionally
disadvantaged.
Moral Principles
Catholic education aims to offer young
people the experience of life in a
community founded on gospel values.
In Religious Education in particular, the
Church aims to transmit to them the
Catholic faith. Both through Religious
Education and in the general life of the
school, young people are prepared
to serve as witnesses to moral and
spiritual values in the wider world.

Religious Education
With Jesus Christ as our guide in a loving family centred
environment we will produce confident, life long learners who
aspire to excellence in all that they do.
As a Catholic school, San Antonio promotes an environment
grounded in Christian faith and the values of Jesus Christ.
2018 Theme for the Year – Change – Personal Change
Term 1 Term 2 Term 3 Term 4
Prayer: Introducing
Children to Prayer
Topic: Lent
Topic: The Charism of our
School
Topic: Jesus
Topic Holy Week and
Easter
Easter Play
Morning Prayers
Regular Attendance at
Friday Mass
Opening Mass and
welcome
Family Mass
Topic: Ascension
Topic: Pentecost
Topic: Holy Spirit
Topic: God
Morning Prayers
St Anthony’s Feast Day
Regular Attendance at
Friday Mass
Family Mass
Sacramental Programme
for Year 4
Prayer: Imaginative Prayer
Topic: Assumption
Topic: Sacrament
Topic: Church
Topic: God
Morning Prayers
Regular Attendance at
Friday Mass
Family Mass
Sacramental Programme
for Year 4
Prayer: Traditional &
Devotional Prayer
Topic: Communion of
Saints
Topic: Advent
Topic: Christmas
Nativity
Morning Prayers
Regular Attendance at
Friday Mass
Family Mass

Information & Communications Technology
Students learn to use practical and other resources to develop products and
systems that expand human possibilities by addressing needs and realising
opportunities. In technology education, the focus of learning is on the use of
practical approaches to develop products and systems to meet needs and explore
opportunities. ICT is used as an interactive tool to enhance learning
Show how and why things work,
their uses, limitations, suitability
(Technological practice)
Make and evaluate plans, models,
products and systems for
particular purposes (Technological
Knowledge)
Evaluate and critique the impact
of technology on people
and environments (Nature of
technology)
Junior ICT
• iPads
• Apps
• Laptops
• email
• Google Apps
• www
• School Website
• Seesaw
• School Facebook page
• Listening Post
• Cameras
• Big Screen Display
Senior ICT
• iPads
• Apps
• Laptops
• Chromebooks
• eMail
• Google Apps
• Class blog
• School Website
• Seesaw
• Facebook
• Cameras

Science
The focus of learning is on investigating, understanding, and explaining
our natural, physical world and the wider universe, through generating and
testing ideas, gathering evidence from observations and investigations, and
communicating findings, ideas and understandings.
Show an understanding
of the diversity of life, life
processes and the impact
that all forms of life have
on each other with an
emphasis on the biology
of New Zealand.
Social Sciences
Show an understanding
of the interconnecting
systems and process of
the earth and solar system.
Understand that these are
interconnected.
Show an understanding
of the concept of energy
and how it changes from
one form to another and
apply this understanding
to everyday challenges.
Describe and group
materials based on
properties and recognise
permanent and temporary
changes in materials in
everyday situations.
Students learn about how societies work and how people can participate as
critical, active, informed and responsible citizens.
• Identity, culture and
organization
• Place and environment
• Continuity and challenge
• The economic world
• Explore local, national
and global issues to
increase awareness of the
impact of the past that
helps shape the future.
• Develop an awareness of
the Treaty of Waitangi and
learn about other cultures
within and beyond New
Zealand, past, present and
future.
• Understanding of
relationships between
people, economies, and
environments.
• Show an understanding
of people’s roles and
responsibilities and their
impact on society

Health and PE
Students learn about their own well-being and that of
others, in health-related and movement contexts.
• Personal health and physical development
• Movement concepts and motor skills
• Relationships with other people
• Healthy communities and environments
The focus of learning is on knowing the meaning of personal, social and
community well-being and engaging in activities that promote it.
Show an understanding
of the importance of
health in both a personal
and wider social context.
(personal health and
physical development)
Use knowledge of
health to participate and
develop a range of motor
movements (movement
concepts and motor
skills)
Show ability to build
healthy relationships
with other people and
the need to be healthy.
(relationships with
others)
Show an understanding
of how and why they
need to be healthy and
how our bodies work.
(healthy communities
and environments)
Term 1 Term 2 Term 3 Term 4
Senior School Camp
EOTC activities
Swimming: water safety,
confidence, strokes
Games: Cricket, tball
Ball Skills & Fair Play:
throwing, catching,
kicking
Games: Futsal, tiniball,
netball, basketball, rippa
rugby
Skipping
Dancing
Cross country
Ball Skills & Fair Play:
throwing, catching,
kicking
Games: futsul, tiniball,
netball, basketball, rippa
rugby
Athletics: sprints, relays,
high jump, long jump,
throwing, quoits, vortex
Games: cricket, tball
Swimming: Confidence

The Arts
Students explore, refine, and communicate ideas as they
create works and respond to the works of others.
The focus of learning is on exploring artistic expression of self, community
and culture, and expressing and interpreting ideas with creative, aesthetic,
and performance frameworks.
Dance
Drama
Music
Visual Arts
Express self, culture and
ideas and respond to the
works of others.
• Jump Jam
• Kapa haka
• Folk dance
• Just dance
• Biannual
production
Communicate, express,
develop and interpret
creative ideas and
emotions through
movement, image and
sound.
• Plays
• Performances
• Speeches
• Charades
• Role Play
• Acting
• Presenting
• Biannual production
• Easter play
• Nativity play
Create music from natural,
acoustic, and digital
environments, explored
through listening,
performing and creating.
• Ukulele
• Singing
• Kapa haka
• Percussion
• Piano
• Hymns/Mass
Represent and
communicate their
creative ideas using a
variety of mediums and
techniques.
• Drawing
• Painting
• Sculpture
• Architecture
• Photography
• Film
• Printmaking
• Crafts

Enviroschools
Enviroschools are based on five Ngā Mātāpono (guiding principles). Schools
are encouraged to integrate these five principles in all the learning and
action they undertake.
Empowered Students are
enabled to participate in a
meaningful way in the life
of the school. Their unique
perspectives are valued
for the knowledge and
insight that they bring, and
they are supported to take
action for real change.
The principle of Learning
for Sustainability
recognises the types of
teaching and learning
that foster student
empowerment, decisionmaking,
action and
sustainable outcomes.
Sustainable Communities
act in ways that nurture
people and nature,
now and in the future,
to maintain the health
and viability of our
environment, society,
culture and economy.
The principle of Māori
Perspectives honours the
status of tangata whenua
in this land and the value
of indigenous knowledge
in enriching and guiding
learning and action.
Respect for the Diversity
of People and Cultures
acknowledges the unique
gifts, contributions and
perspectives of individuals
and groups.

Reflections of Enviroschools
• Currently Silver. Working towards Gold.
• Beach Enviroment
• Community Garden