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1806 - Curriculum

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We follow the Principles the of NZ <strong>Curriculum</strong><br />

At San Antonio School we encourage, model and explore the<br />

values of the New Zealand <strong>Curriculum</strong> in the following ways:<br />

hiranga – excellence<br />

All students are recognised as unique<br />

people made in the image and likeness<br />

of God and are empowered to learn and<br />

achieve to the best of their ability. There is<br />

a powerful learning culture.<br />

porihanga – community and<br />

participation<br />

‘The Little School with the Big Heart’<br />

The small size of the school fosters close<br />

and co-operative relationships between<br />

children of all ages. We are a family centred<br />

school where parents actively participate<br />

in their child’s learning.<br />

rerekētanga – diversity<br />

As a Catholic School we recognise the<br />

importance of the relationship between<br />

faith and culture. All students will<br />

experience a curriculum that reflects New<br />

Zealand’s bi-cultural heritage and multicultural<br />

society. At San Antonio School<br />

the treaty of Waitangi is recognized as a<br />

covenant and a sacred treasure.<br />

kaitiakitanga – ecological<br />

sustainability<br />

We believe that environmental education<br />

is investing in our future. All students<br />

recognise how important it is to protect<br />

and look after the world we live in.<br />

ngākau tapatahi – integrity<br />

We encourage all students to be honest,<br />

responsible, accountable and act ethically<br />

in all interactions. We expect staff to<br />

model this behaviour at all times. We<br />

respect each child’s/parent’s/teacher’s<br />

human rights at all times and act in a way<br />

which honours that.<br />

tika, pono – equity<br />

All student’s identities, cultures, languages<br />

and talents are recognized and affirmed.<br />

Learning needs are identified and<br />

addressed justly and fairly so full potential<br />

can be achieved.

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