Preparatory School CURRICULUM PLAN FOR YEARS 1–8
St Andrew’s College Preparatory School
Curriculum Plan
YEARS 1–8
This plan is an overarching document from which all aspects of the Preparatory School curriculum (Years 1–8) are coordinated. It incorporates the vision, values and priorities from the St Andrew’s College Strategic Plan, while aligning programmes to the refreshed national curriculum (Te Mātaiaho: The New Zealand Curriculum). The purpose of this plan is to give key information and guidance on the important school-wide learning to be achieved in the curriculum, and a statement of expectation that forms the basis for reviewing the quality and effectiveness of programmes and learning outcomes.
THE PLAN HAS SIX SECTIONS:
1 Our Direction 2 Alignment to Te Mātaiaho | The New Zealand Curriculum (Refreshed)
3 Foundations: Structured Literacy and Mathematics
4 Learning Area Overview 5 Inclusive Practice, Learning Support, and Well-being
6 Assessment and Reporting
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A Message from the Principal Welcome to the St Andrew’s College Preparatory School. Here, ākonga discover the joy of learning in an environment where they are known, nurtured, encouraged, and inspired. Our values of Truth, Excellence, Faith, Creativity and Inclusivity underpin all that we do, guiding our young learners as they grow into confident, curious, and compassionate young people. The preparatory years are a remarkable time of exploration and development. Each child brings their own strengths, interests, and personality, and at St Andrew’s, we take great pride in recognising and celebrating these differences. Our dedicated kaiako build strong relationships based on trust, warmth, and high expectations, ensuring that every child is supported to flourish. With exceptional teaching, rich opportunities across the arts, sport, outdoor education, leadership and service, and an approach to well being centred on belonging and connection, students thrive academically, socially, physically, and emotionally. We are delighted to walk alongside your whānau as your child begins their St Andrew’s College journey.
Leigh Fowler
Principal of Preparatory School
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1 Our Direction Weaving the future with the threads of tradition Whatua te anamata ki ngā whenu tuku iho
GUIDING PRINCIPLES FOR TEACHING AND LEARNING A holistic approach with ākonga at the centre. • learners are active participants in their learning; •
teaching is adapted to learners’ needs, interests, and aspirations, while learning spaces foster collaboration, increasing levels of independence, and metacognition;
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a holistic range of opportunities supports learners to become well-rounded individuals prepared to flourish in a complex world.
VISION, MISSION AND VALUES Vision Where people belong, grow and flourish to make a positive difference in our world. Mission Founded on Presbyterian Christian values and Scottish character, we provide an outstanding holistic educational experience in Aotearoa New Zealand, helping our people become the best version of themselves. Values
Well-being and relationships at the heart. • well-being is integral to learning and life; strategies to support resilience and well-being are explicitly taught; emotions, cognition, and motivation play critical roles in learning; awareness of this is used to shape experiences in and beyond the classroom;
Truth | Pono We seek knowledge and act with integrity
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Excellence | Kairangi We strive for our best
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Faith | Whakapono We step forward in confidence
A culture that builds character and celebrates progress. • character matters: development of the whole person is embedded in all aspects of the College;
Creativity | Auahatanga We dare to imagine and make a difference
strong, educationally powerful relationships with ākonga, whānau, and the wider community underpin success.
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formative assessment makes learning visible and guides improvement; progress is celebrated, with targeted support for personal excellence;
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ākonga are supported to set goals, monitor their own progress, and reflect on strategies that help them.
Inclusive and responsive learning environments. • everyone is valued and feels like they belong within safe, supportive spaces; •
teaching recognises and responds to diverse identities, languages, and ways of learning;
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high expectations are paired with appropriate support to stretch all ākonga.
Strong foundations for life. • teaching and learning are grounded in research-informed approaches to ensure quality and impact; •
our bicultural heritage, te Ao Māori, and global perspectives are embraced in all learning contexts;
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ākonga develop critical thinking, creativity, problem‑solving, and perspective‑taking, connecting formal learning to real‑world applications for flexible, future‑ready knowledge.
Inclusivity | Kanorau We value diversity and embrace difference, so we all belong
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2 Alignment to Te Mataiaho | The New Zealand Curriculum (Refreshed)
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English, Mathematics and Statistics require explicit, systematic, regular teaching of Reading, Writing and Mathematics instruction;
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Mātauranga Māori is embedded across all learning areas, and Te Tiriti o Waitangi is central to curriculum design and educational relationships;
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schools must report twice yearly against refreshed progress expectations in English (Years 0–6) and Mathematics (Years 0–8), using new Ministry progress descriptors.
WHAT REMAINS THE SAME
The refreshed curriculum, Te Mātaiaho, has been developed progressively and released in phases. It replaces the 2007 New Zealand Curriculum with a structure that is easier to understand, more consistent nationally, and better aligned with international standards while being firmly grounded in Aotearoa New Zealand’s cultural identity and Te Tiriti o Waitangi.
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WHAT HAS CHANGED IN THE REFRESHED CURRICULUM The shift to the refreshed curriculum, Te Mātaiaho, introduces several key changes to curriculum design and delivery across New Zealand: •
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curriculum levels and achievement objectives have been replaced with five Phases of Learning (Years 1–3, Years 4–6, Years 7–8, Years 9–10, Years 11–13), providing clearer and more coherent progression; the refreshed curriculum is intentionally knowledge-rich, emphasising foundational knowledge in English, Mathematics, and disciplinary subjects, informed by the science of learning; teachers receive clearer guidance on what to teach, reducing variability between classrooms and schools and supporting greater national consistency;
specialist learning and broad curriculum opportunities;
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commitment to cultural responsiveness and Te Tiriti partnership.
LEARNING AREAS YEARS 0–10 English | Te Reo Rangatira and Te Reo Pākehā Health and Physical Education | Waiora
While the curriculum structure and clarity have been strengthened, many core features of the New Zealand Curriculum remain:
Mathematics and Statistics | Pāngarau
the New Zealand Curriculum values (e.g., excellence, innovation, equity, community participation, ecological sustainability, integrity) and capabilities remain central, though more explicitly woven through learning areas;
Science | Pūtaiao
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Over the last few years, Aotearoa New Zealand has undertaken a significant review and redesign of its national curriculum. This work began in response to the need for greater clarity about the essential learning that cannot be left to chance, alongside growing inequities in literacy and mathematics outcomes across the country. A Ministry of Education advisory group, first appointed in 2018 and reconfirmed in 2021, recommended a refreshed curriculum that is clearer, more explicit, more knowledge-rich, and aligned with the science of learning.
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schools continue to design localised learning experiences that reflect their community identity, story, and aspirations;
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the refreshed curriculum maintains the emphasis on whole-child development, well-being, relationships, and rich learning experiences beyond academic subjects.
The refreshed curriculum provides greater clarity, coherence, and progression while still enabling the rich, balanced, holistic education that characterises St Andrew’s College. It aligns strongly with our existing strengths: •
learner centred philosophy;
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research informed pedagogical practice;
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inclusive culture and strong well-being frameworks;
Social Sciences | Te Ao Māori Technology | Hangarau The Arts | Toi Ihiihi Learning Languages | Ngā Reo
The New Zealand curriculum details eight learning areas that provide the content for teaching and learning programmes across the Preparatory School. Students build a strong foundation of knowledge and skills across the learning areas and wāhanga ako, including the reading, writing, and mathematics (pānui, tuhituhi and pāngarau) they need for success in life and ongoing learning.
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3 Foundations: Structured Literacy and Mathematics MATHEMATICS AND STATISTICS
(YEARS 1–8)
Mathematics is delivered through explicit, cumulative teaching that strengthens number sense and supports growing confidence. Lessons include clear explanations, worked examples, and plenty of chances to practise new skills while revisiting what they already know. Learning is sequenced across the year, so ākonga move from simpler ideas to more complex, following Te Mātaiaho: The New Zealand Curriculum, with support or extension provided as needed. Each maths lesson includes a quick review of prior learning,
small chunks of new teaching, guided practice with feedback, and time for ākonga to work independently and strengthen their recall. Visual models, materials and representations are used, such as place value charts, arrays and number lines, as well as problem solving and reasoning activities to help children understand concepts deeply. Throughout the year, kaiako use short assessments to identify any gaps in understanding so they can adjust teaching, group learners flexibly, and offer extra support where needed.
STRUCTURED LITERACY (YEARS 1–8) Reading and Writing is taught in a clear, step-by-step way, starting with the basics and building up as ākonga grow in confidence. This includes learning sounds, letters, handwriting, spelling, vocabulary, and how to put sentences and paragraphs together. Ākonga work through skills from simple to more complex, following the refreshed English curriculum. In the early years, learners read “decodable” books that match the letter–sound patterns they are
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learning. As their skills strengthen, they move toward a wider range of rich, engaging books while still revisiting key phonics skills. Progress is checked regularly through short phonics checks, Reading assessments, and Writing samples so teachers know exactly what each child needs next. If a child needs extra help, individual or small group support is provided with close monitoring to ensure progress is made, starting with the basics and building up as group support.
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4 Learning Area Overview HEALTH AND PHYSICAL EDUCATION SCIENCE Science supports inquiry skills and has a focus on practical investigation. Specialist‑led learning across Years 1–8, ensures rich hands-on activities with links to STEM (Science, Technology, Engineering and Mathematics) encouraging children to experiment, design, and discover through meaningful, hands on investigations. Learning experiences cover: • understanding the natural world through investigation; •
understanding, explaining, and exploring the physical and biological world;
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progressive development of scientific capabilities, knowledge, and practice.
SOCIAL SCIENCES (including Aotearoa New Zealand Histories)
Learning experiences cover: • Visual Art using wide range of media and techniques and developing an understanding of how visual elements like line, colour, shape, and texture can be used purposefully to communicate ideas; •
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Dance and Drama by developing confidence and expressive capability through movement, role-play, improvisation, and scripted performance, play, improvisation, and scripted performance; Music by building foundational musical skills and experiences in singing, instrumental work, progressing toward confident performance and creative composition.
TECHNOLOGY (including Digital Technologies)
Students explore people, cultures, places, systems, and histories. Aotearoa New Zealand’s Histories is compulsory and is taught using explicit progressions, grounded in rich local contexts.
Years 7–8 attend specialist lessons in Materials Technology, Food Technology, Design and Visual Communication, Robotics and Coding. Digital technologies are integrated across earlier years.
Learning experiences cover: • local stories, tangata whenua and iwi partnerships;
Learning experiences cover: • design thinking and problem solving by developing the ability to identify needs, generate ideas, trial solutions, and evaluate outcomes;
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themes of identity, culture, place, continuity, and change;
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critical thinking about how events shape communities over time.
THE ARTS (Visual Art, Dance, Drama, Music) Students develop creativity and expressive skills through specialist arts teaching. Learning integrates with inquiries where appropriate.
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coding and computational thinking by building logic, sequencing, debugging skills, and understanding how digital systems support design;
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practical making and prototyping using tools, materials, and digital design processes to create, test, and refine products;
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developing safe food practices, preparing, and cooking ingredients, evaluating food products.
Health and Physical Education focus on well‑being, movement skills, hauora, and social-emotional learning. Specialist Physical Education plus classroom follow-up ensure breadth. Learning experiences cover: • developing physical skills, literacy, and teamwork; •
well-being education incorporating the PERMA-V framework;
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swimming and Education Outside the Classroom (EOTC) experiences;
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developing resilience, emotional regulation, and help seeking strategies;
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learning about healthy relationships, personal safety, and making positive choices.
LANGUAGES (Te Reo Māori, Spanish, French) Language learning reflects our bicultural identity and global competence. Te Reo Māori is taught from Years 1–7; Spanish begins in Year 5; French is introduced in Year 8. Learning experiences cover: • Te Reo Māori introduces language structures, vocabulary and tikanga; •
Spanish and French introduce language structures, vocabulary, communication, and cultural understanding.
SPECIAL CHARACTER – RELIGIOUS EDUCATION Religious Education provides students with opportunities to learn about Christian faith, examine moral and ethical ideas, and consider what it means to live out the College values of Truth, Excellence, Faith,
Creativity and Inclusivity. Lessons and chapel experiences help students develop empathy, integrity, and a sense of belonging in a community that values spirituality and service. Learning experiences cover: • exploring Christian teachings, stories, symbols, and traditions appropriate to each year level; •
learning about values such as compassion, integrity, respect, and service, and how these apply in everyday life.
CAPABILITIES In the refreshed Te Mātaiaho: The New Zealand Curriculum, capabilities are the essential skills, behaviours, and dispositions that help ākonga engage deeply with learning across all domains. Rather than being taught separately, these capabilities are now embedded within each learning area, alongside foundational learning domains, such as English and Mathematics. They sit at the heart of a curriculum that prioritises belonging, identity, well-being, and equitable access to rich, meaningful learning experiences. These capabilities support ākonga to: • think critically and creatively; •
communicate confidently;
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work with others in inclusive and respectful ways;
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apply knowledge to real‑world situations;
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develop personal identity, well-being, and resilience;
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act as responsible, connected citizens.
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5 Inclusive Practice LEARNING SUPPORT
WELL-BEING AND PASTORAL CARE
STAC-UP
Our school community reflects a rich diversity of learning profiles, abilities, and needs, and we are committed to supporting every ākonga to thrive through personalised and responsive learning support.
Well-being underpins daily life in the Preparatory School, supported by the strong relational model created through dedicated homeroom kaiako who build deep knowledge of the needs of ākonga. Our approach includes a comprehensive digital well-being strategy for our community based on four cornerstones:
StAC-UP expresses our College values through clear, positive expectations for all ākonga. These expectations guide daily interactions, shape our learning culture, and create a safe, caring environment for ākonga, kaiako, and whānau. StAC-UP supports learners to understand how their actions contribute to a respectful, inclusive school community and helps kaiako respond consistently when navigating challenges or conflict.
At the start of each school year, the Learning Support team works closely with kaiako to identify and prioritise the needs of ākonga across the Preparatory School. St Andrew’s provides a tiered model of support to ensure every ākonga receives appropriate and timely assistance: •
Tier 1: Universal support – classroombased adaptations, differentiated learning programmes, and accommodations that enable access to the curriculum;
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Tier 2: Targeted support – small group interventions addressing specific literacy or mathematics needs;
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Tier 3: Tailored support – individualised, intensive programmes for students with significant or persistent learning challenges.
Ākonga receiving targeted or tailored Literacy or Mathematics support are closely monitored to track progress. These are typically ākonga one year or more behind in their learning. If, after approximately six months of targeted intervention, ākonga continue to experience considerable difficulty, the school may recommend that whānau seek a further assessment with an educational psychologist or relevant specialist. The school provides guidance and support throughout this process to ensure they feel informed and well supported.
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1. Encouraging free unstructured play. 2. Healthy adult role modelling of technology use.
The three core expectations form the foundation for a productive, happy, and safe learning environment: •
Be Safe – inside, outside, and online.
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Be Ready – prepared and willing to learn in all situations.
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Be Respectful – towards others and yourself.
3. A guided introduction to social media. 4. Delaying smartphone ownership until at least Year 9. Ongoing programmes, including Travellers and Rise Up, provide small group and targeted social and emotional support, in close partnership with parents and whānau. Well-being is continually monitored through the Komodo tool and AskYourTeam survey. The counselling and pastoral care teams play a central role in maintaining a safe, supportive environment for ākonga and whānau. Counsellors work closely with ākonga facing a wide range of social or emotional challenges. They also support transitions, particularly for the large Year 7 cohort, and collaborate with staff to respond when well-being concerns emerge. Their work includes one-to-one counselling, small group interventions, guidance for whānau navigating challenge, and coordination with external agencies when needed. Kaiako also facilitate a vibrant Clubs Programme during the winter terms, offering inclusive, interest-based groups that strengthen social connection and provided positive outlets during break times.
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SYSTEM OF MONITORING AND SUPPORT Our approach to monitoring and supporting behaviour is grounded in positive relationships, consistency, restorative practice and proactive intervention. In practice: •
kaiako are vigilant in noticing and responding to both positive and concerning behaviours;
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ākonga are encouraged to communicate with kaiako if they feel unsafe, unhappy, or notice others who may need support;
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ākonga have access to email and online surveys as a discreet tool for reporting concerns;
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kaiako acknowledge students who demonstrate StAC-UP expectations through house tokens and verbal recognition;
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any behaviour that contravenes our expectations is recorded and followed up by a member of staff or the Leadership Team, supported by a focus on positive behaviour to enhance learning and restorative practices.
POSITIVE EMOTIONS
This system reflects our commitment to fostering social and emotional growth, strengthening well-being, and ensuring that every ākonga experiences a sense of belonging and safety at school.
“Every student should feel successful in their learning and confident in their progress.”
Te Mātaiaho: The New Zealand Curriculum
PERMA-V WELL-BEING FRAMEWORK PERMA-V is the St Andrew’s College framework for well-being. Created by Professor Martin Seligman (2011), PERMA-V outlines six building blocks of human flourishing: Positive Emotion, Engagement, Relationships, Meaning, Accomplishment, and Vitality. In this model, well-being is understood as more complex than experiencing positive emotions or being happy. Each pillar of PERMA-V helps us teach students practical skills and mindsets that build resilience, connection, and growth – the foundations for flourishing at school and in life.
ACCOMPLISHMENT RELATIONSHIPS
ENGAGEMENT
VITALITY MEANING
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6 Assessment and Reporting
Kaiako use a range of assessments throughout the year and for a variety of purposes. At the start of the school year, the primary purpose is to gain a clear understanding of ākonga strengths and their next steps for learning. At other times, assessment is used to: • create the most appropriate learning experiences for ākonga; •
provide feedback to ākonga;
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identify the next learning steps;
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improve the achievement of individuals and groups;
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modify teaching programmes;
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evaluate the success of teaching and learning;
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inform strategic planning and ongoing professional learning;
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provide information about the quality of learning;
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evaluate achievement, disparity, and barriers to learning.
An important part of assessment, and a key element in accurate reporting, is the triangulation of information from formal testing, informal conversations and observations, and classroom learning tasks. This process ensures that kaiako build a balanced, holistic picture of each learner’s progress and can make well informed decisions that genuinely support their growth.
The refreshed curriculum supports this process by providing clear indicators or Progress Markers for English and Mathematics and Statistics Learning areas. This supports kaiako to better monitor if ākonga are on track to meeting endof-year expectations. E-PORTFOLIOS e-Portfolios are an integral part of learning and progress at the Preparatory School. They provide a dynamic space where ākonga can document their learning, track their goals, reflect on their progress, and share their growth with whānau in an authentic and meaningful way. All classes in Years 1–8 use Seesaw as their portfolio platform. This enables ākonga and kaiako to capture and upload current learning samples, including photos, videos, voice recordings, written work, and reflections, creating a rich record of each learner’s journey. Whānau can view and respond to posts in real time, strengthening the learning partnership between home and school. As ākonga move through the school, they take increasing ownership of what they choose to share, developing their ability to recognise progress, articulate their learning, and set next steps. The e-Portfolio serves as a key assessment, progress tracking, and reporting tool, supporting transparent communication about learning and helping students understand themselves as capable, growing learners. 15
REPORTING At St Andrew’s college we report at the following key times in the school year: Term 1: Ākonga Report and Teacher conferences. This report provides parents with key information on how students are settling into the new school year and includes data from beginning of year assessments. The conference provides an opportunity to discuss and set goals for learning for the year ahead. Parents also receive an indication of whether their child is on track to meet mid-year expectations for learning.
is achieving and what is needed to support further progress. This report also provides information on wider progress across all eight areas of the curriculum. Term 4: Ākonga Report. This report provides a final summary for the year’s learning including progress descriptors to confirm whether the learner has met expectations for their year level. It also includes wider comment on all 8 learning areas and a summary of achievement and involvement in wider co-curricular activities.
Terms 2–3: Ākonga Report and teacher‑parent conference. This report gives ākonga and whānau an indication using progress descriptors to identify where a child
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