OUR LEARNING

Curriculum

Children enter school with different strengths and abilities. It is our role to cater to these needs and to support all children to reach their potential.  Our teachers plan collaboratively to implement the New Zealand curriculum, focussing on authentic and localised contexts for learning.

Our curriculum is localised and as an enviroschool, our principles include honouring the status of Tangata Whenua. We value and embrace tikanga and te reo, with half an hour of formal learning of te reo Māori for every class every week. Our students are supported to learn local histories, pūrākau and the significance of local landmarks, and their connections to the people.

Garden to Table (you won't see this anywhere else, quite the same as it is at Haumoana School!)

Our Garden to Table programme aims to support the children's well-being. The children grow and prepare their own produce to eat. Our children have been leading the way, enthusiastically getting their hands dirty and learning how to grow, harvest, prepare, and share fresh, seasonal food. Combining hands-on learning and life skills is a perfect vehicle for rich and purposeful learning.

Haumoana is now moving towards developing its own curriculum, taking advantage of its own gardens and kitchen area. With the support of our amazing community, we have opened our multi-use space, which links to the library and includes a fully equipped kitchen. Our Garden to Table programme is a school-wide opportunity for all learners. Children and teachers can take the learning as far as they can imagine, incorporating all curriculum areas and giving us a great hands-on way to grow our thinking.

Our gardens have expanded to include the beginnings of an orchard, glasshouse, and shade house. This allows students to grow food year-round, experience planning a yearly planting calendar, raise their own plants from seed, practice companion planting, and explore sustainable horticultural practices on a larger scale.

We are proud that we are supported by the team at Garden to Table.

Structured LIteracy Support

We are fortunate to Sharon Owen as our Structured Literacy Support teacher. This is funded by the school board and the Ministry of Education and accelerates reading progress who those who would most benefit. Entry is based on the results of the Better Start Literacy Approach (BSLA) programme in the first year of school.  Regular attendance and parental support are essential to the success of the programme. 

Learning Assistance 

We are an inclusive school with students from all walks of life and strengths. Sometimes, students will need additional support from the classroom teacher and parents, caregivers or whānau. This means that from time to time we may seek funding for resources such as those supplied by the Ministry of Education. We aim to be responsive and nurturing- enabling students to feel connected and thriving.

Hauora and wellbeing

Physical activity and being outside are core to who we are and how we do things. We run the Pause, Breathe, Smile programme and actively work with our students to be mindful and use well-being strategies that will assist them in overcoming the ups and downs of life.

Our health curriculum statement: " “The Health Education programmes we cover at Haumoana School are aligned with The New Zealand Curriculum. The programme is taught through both formal programmes and teachers using authentic teachable moments as they arise. The goal is for ākonga to understand the factors that influence the health of individuals, groups and society. Students develop competencies for mental wellness, positive self-image, understanding of the processes their bodies go through as they grow and develop, and knowing how to keep themselves safe when making decisions. Students build resilience as they strengthen their identity and sense of self-worth, manage change and loss, and engage in processes for sensible decision-making. They learn to develop empathy and develop skills that enhance relationships. Students use these skills and understandings to take critical action to promote personal, interpersonal and societal well-being.”