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Our Curriculum
At Havelock School, our curriculum is designed to provide strong foundations for learning while nurturing the whole child.
Morning Learning – Literacy and Numeracy: Core teaching time in the mornings is dedicated to literacy and mathematics, giving children the essential skills they need for success across all learning areas.
Wellbeing and Regulation: Health and Physical Education are scheduled daily to support active, healthy lifestyles. We also place a strong focus on Zones of Regulation throughout the day, recognising that children learn best when their brains are calm and ready for thinking.
Afternoon Learning – Korowai Inquiry: Our afternoons are devoted to Korowai, our integrated inquiry learning programme. Korowai is the cloak under which science, social sciences, Aotearoa New Zealand histories, the arts (music, visual art, drama), and technology are woven together in meaningful, connected ways.
Relationships at the Heart: Relationship-based pedagogies are at the centre of all we do, fostering a culture where learners feel safe, valued, and empowered.
Tuakana–Teina: With a wide range of ages and abilities in our classes, we embrace tuakana–teina approaches, where older or more experienced learners support younger peers. This strengthens learning, leadership, and whanaungatanga across the school.
Living our Values: Our school values and PB4L practices are woven into every aspect of learning, helping children develop key competencies, learner agency, and positive behaviours for life.
Curriculum and Student Achievement Policy
Curriculum and Student Achievement Policy
The Havelock School board fosters student achievement by providing teaching and learning programmes which meet the expectations of the National Administration Guidelines and incorporate the vision, values, key competencies, essential learning areas, and principles expressed in The New Zealand Curriculum.
The board, through the principal and staff:
develops and implements teaching and learning programmes that:
- contribute to the inclusive culture of the school
- provide all students with opportunities to achieve success in all areas of the national curriculum, including the revised technology curriculum
- give priority to student progress and achievement in literacy and numeracy
- give priority to regular, quality physical activity that develops movement skills for all students, especially in years 1–6
evaluates the progress and achievement of students, through the analysis of good quality assessment information, giving priority to:
- student progress and achievement in literacy and numeracy
- the breadth and depth of learning related to the needs, abilities, and interests of students; the nature of the school's curriculum; and the scope of the national curriculum (as expressed in The New Zealand Curriculum)
identifies students, and groups of students, through the analysis of good quality assessment information, who:
- are not progressing and/or achieving, or are at risk of this
- need learning support (including gifted students)
develops and implements teaching and learning strategies to address the needs of students identified above, and any aspects of the curriculum that require particular attention
develops plans and targets for improving the progress and achievement of Māori students – these are made in consultation with the school's Māori community and are made known to the school community
provides appropriate career education and guidance for all students in years 7 and 8.
Tuakana-Teina Approach
Tuakana-Teina Approach
At Havelock School our double dolphin symbol represents the tuakana teina relationships we value within our school, in which we are all teachers and learners depending on the context. This also aligns to the concept of ako.
“It acknowledges the way that new knowledge and understanding can grow out of shared learning experiences. This powerful concept has been supported by educational research showing that when teachers facilitate reciprocal teaching and learning roles in their classrooms, students’ achievement improves” (Alton-Lee, 2003).
As teachers we must be open to planning, working and teaching collaboratively. Although our classrooms are set up more so as single cell environments, at times decisions are made based on the needs of learners and to suit particular learning tasks for students to cross into different classes and make use of a tuakana-teina approach.
Professional Growth Cycle.
Professional Growth Cycle.
The Tuakana- Teina approach is also heavily relied on for our Professional Growth Cycle.
Therefore, our expectations of teaching staff are that:
They are open to discussing their practice and receiving feedback with each other;
They build relationships that involve trust, honesty, respect, appreciation and care.
They value the diversity and difference represented across our teaching team;
They model collaborative relationships, backing each other up in front of students, when it is in the best interest of the student;
They plan together, meet regularly and have daily reflective conversations;
They share ownership of any shared teaching space and all children who cross their class;
They ensure that students know and understand the big picture and their next step and what they need to do to learn, achieve the outcome or make progress;
They collaborate and cooperate as professionals;
They manage change effectively;
If they are having trouble with an aspect of their practice or with a colleague, they raise that issue with the colleague in a timely manner;
They vary their teaching to suit the situation and students need, e.g., parallel teaching, alternative teaching, station teaching, team teaching.
Health Curriculum statement
Health Curriculum statement
Havelock School will implement a programme of Health Education based on the New Zealand Curriculum and in keeping with the school’s charter and values. Students will build understanding around the importance of wellbeing and what they are currently doing and need to do, to nurture all 4 important dimensions of their own personal health, with a particular focus on Mental and Physical Health, their Personal Identity and Healthy Relationships.
They will also explore their rights and responsibilities as members of a community and how different things influence their wellbeing. They will identify simple actions they can take to ensure healthy & safe communities & environments.
Health and Physical Education is split into seven key areas of learning:
mental health
sexuality education
food and nutrition
body care and physical safety
physical activity
sport studies
outdoor education
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