Inspiring every child to ‘dig deep’ and be their best in an environment where people are
passionate, engaged and valued.
Teaching and Learning Programme of Work
Vision
A school’s vision briefly describes the future the school community sees for itself, and what
students will be like when they are confident, connected, actively involved, lifelong learners.
Our Vision Statement
Inspiring every child to ‘dig deep’ and be their best in an environment where people
are passionate, engaged and valued.
Motto
“Dig Deep”
This motto stems from our Vision and relates to our school Logo of the plough – we ‘dig
deep’ to be our best in all we do. This is in the classroom, using the key competencies, living
the school values and on the sports field.
Our Learning and Inquiry Cycle
Discover, Learn, Excel, Grow is our Learning and Inquiry Cycle.
Discover – I am finding out what I need to learn and about myself. I need help and that’s ok.
Learn – I am building and practicing my understanding. I’m on the way.
Excel – I am doing well. I am successful.
Grow – How can I be better? What is the next step for me? (Reflection)
At Broadfield we focus on developing children who are:
 Happy in themselves, in what they do and with how they act
 Environmentally literate
 Working and learning – literate and numerate
 Resourceful and resilient
 Enthusiastic contributors
 Thinkers and dreamers
 Informed decision-makers
 Able to relate well to other people
 Effective communicators
 Effective community members (family, whanau, school, country, world)
 Active seekers, users and creators of knowledge
 Who are passionate for continuing learning (for life)
The Broadfield “Story”
The main symbol for our school is the single-furrow horse-drawn plough synonymous with
the early farming lifestyle of the Broadfield area. The plough represents the need for
students to cultivate the mind and sow the seeds for success while growing in to life-long
learners.
The school name in Maori is Te Kura Papa Horapa or land spread out as in “Broadfield”. Our
motto is Discover Learn Excel Grow. A child comes to school to discover new things and
begins to learn. As the child develops in confidence and skill they begin to excel. They
continue to grow their learning to new levels and continue to be life-long learners.
Classroom Names
At Broadfield each classroom is called a learning community (that is what happens in them)
and is identified by a special icon we developed in association with Ngati Moki Marae at
Taumutu.
Te Waihora (Lake Ellesmere) – the local lake we identify with. It means
water spread out. Te Waihora is well-known for mahinga kai such as: tuna,
patiki, awa, manu, harakeke, pingao, raupo and paru.
Waikirikiri (Selwyn River) – the local river we
identify with is a braided gravelly (wai = water, kirikiri =
gravelly) stream. The lower reaches of Waikirikiri is one of the
principal tributaries that flow into Te Waihora. It is an important
source of mahinga kai.
Te Ahu Patiki (Mt Herbert on Banks Peninsula) our “maunga” can
be seen from our playground. Te Ahu Patiki means “shaped like a
flounder or like a stack of flounders”.
Harakeke (NZ Flax). This plant was very important to Maori. It
grows around the area. We chose this as it represents strength and
determination and resilience, qualities we appreciate in our
children. Harakeke has a sense of nurturing – it provided many
things for Maori who took care to nurture it well.
Nga Kahu (Australasian Harrier Hawk). We see these birds of prey
circling the playground. The bird represents soaring high as in having
high expectations for learning.
Te Tiritiri o te Moana – the name of our
library/resource/multi-purpose rooms is in recognition of the Southern Alps
that we can see in the west. Te Tiritiri o te Moana refers to the likeness of the
snow-capped peaks and the swirling cloud around the tops, to the movement
of the sea as it hits the shore.
There are 3 special trees: a scarlet oak (75th Jubilee), blue cedar (100 yrs) and a golden elm
planted for the 125th Jubilee in 1993.
Principles:
We believe in good pedagogical practice that reflects the principles of this teaching and
learning plan. The observation of our classroom practice will be a measure of how
successful this is being achieved. Professional review, in the form of collegial dialogue and
planned professional learning, will be an on-going priority for the teaching team.
At Broadfield our Teaching and Learning Programme will be guided by the following
beliefs:
 All children will be challenged to achieve at their personal best.
 The principles of the Treaty of Waitangi and Aotearoa New Zealand’s bicultural
heritage will be acknowledged. All students will have opportunities to gain
knowledge of te reo Maori me ona Tikanga
 The diverse, multi-cultural nature of our country will be acknowledged and
opportunities to learn other languages will be provided.
 The abilities, talents, identities, language or behaviour of students will be recognised
and their learning needs will be addressed.
 Learning priorities will be: literacy, numeracy, the Key Competencies and acquisition
of knowledge.
 The Broadfield Teaching and Learning Programme will be: child centred, connect
with their outside lives and engages the support of whanau, families/whanau.
 This Teaching and Learning Programme will offer all pupils a broad education that
has links within and across the learning areas, provides meaningful transitions and
open sup further learning pathways.
Our Teaching and Learning Programme encourages students to focus on the future by
exploring topics such as sustainability, citizenship, enterprise or globalisation.
Beliefs:
At Broadfield we believe in:
Perseverance (setting goals and trying hard)
Excellence and high standards (manners, respect,
pride)
Working together - Open dialogue between our school
and its community, close support from our whanau,
parents and caregivers - a sense of community,
participation and contribution
Creative, critical and reflective thinking
Diversity, difference and acceptance of others, Nurturing individuals
Communicating openly and effectively, Listening
Having a sense of humour
Aroha - love, compassion, empathy, sympathy, selflessness, fairness, tolerance , respect and
caring
Whanaungatanga- traditions, belonging, the extended community family, feeling welcome,
open door policy
Values
“Values are deeply held beliefs about what is important or desirable. They are expressed
through the ways in which people think and act.”
“Values are part of the everyday curriculum – encouraged, modelled, and explored.”
The New Zealand Curriculum
Ministry of Education (2007), p.9-10
The Broadfield School values are an innate part of our school. We live and breathe these
through the staff, children and community. The teachers ensure that the values are taught
and are upheld at all times. Their Class Descriptions, Curriculum Reflections and General
Report Comments show how teachers are addressing the values within the classroom.
At Broadfield School we expect teachers to help children find their passion. We include all
children and value their personal identity. We develop a lifelong love of learning and set
high expectations in all areas.
Our 5 core school values are:
Core Value
This means we have an obligation to promote:
Aroha
caring, respect, compassion, empathy, sympathy, selflessness, fairness,
tolerance, encouragement, inclusiveness
meeting new challenges, try and try again, thinking deeply, never give up, look
for positives, be your best, resiliant, the ‘Pit of Learning’
looking after own belongings and school property, being reliable, respect for our
environment, time management, looking out for others
telling the truth, building trust
saying please, thank you, may I, excuse me, making eye contact*, greeting
others – good morning, good afternoon etc. Giving way to adults, offering help,
waiting your turn, listening, being polite and considerate, shaking hands.
“Manners cost you nothing but earn you a great deal.” *when culturally appropriate
Perseverance
Responsibility
Honesty
Manners
Broadfield School Behaviour Plan
At Broadfield the school motto: Discover, Learn, Excel, Grow the Values, Beliefs and the KCs
(especially Managing Self and Relating to Others) are included as an integral part of the
behaviour management throughout the school. The object of the plan is to keep things
simple, manageable and meaningful. All children are strongly encouraged to follow the
rules and behave as good citizens.
School Rules:
There are 3 main rules which cover the broad spectrum of expectations we have for our
students : Follow instructions
 Speak politely, use your manners and treat people kindly.
 Don’t touch other people or things that don’t belong to you.
Steps:
1. Verbal warning – reminder of rules and expectations
2. Name on board (with letters deducted for positive behaviour) and this reverts after
each break.
3. Playgroungd misdemeanours – sitting on the bench (“Benched”) for a designated
time.
4. In Class misdemeanours – appropriate “in-class consequences” (e.g. reflective lines,
thinking space, letter record).
5. Continued infringements – copying rules, written apology, giving value to the school
(e.g. sweeping, weeding, picking up paper/plastic, restricted play area etc).
6. During or after school reflection time - Talk with the Principal to refocus on the rules
and expectations. Letter home and/or meeting with parents
7. More serious incidents can result in an individual behaviour plan being set up and
steps towards a stand-down can be instigated.
The school expectations of behaviour in and out of class are that children:
 Move around the school quietly and respectfully – knock on doors
 Greet others by looking in the eye* and saying “Good morning Mrs …”
 Shake, take, look, thank when receiving certificates
 Use manners
 Give way to adults at doorways
 Say, “Excuse me” when waiting for someone’s attention
 Not talking over the teacher or peers
 Answer ‘Yes’ and ‘No’ with a one word response e.g. roll calls
 Respect for school property (including rubbish)
Pastoral Notes
Documentation of incidents will occur when step 4 is reached or there has been a serious
incident such as physical outbursts. Playground incidents are dealt with by the duty teacher
unless serious.
Key Competencies
The New Zealand Curriculum identifies five key competencies. People use these
competencies “to live, learn, work, and contribute as active members of their communities.”
The New Zealand Curriculum
Ministry of Education (2007), p.12
Developing the Learners’ Qualities across all learning activities and programmes, enables
them to function in their fast-changing world and to develop the skills for lifelong learning.
“In practice, the key competencies are most often used in combination. When researching an
issue of interest, for example, students are likely to need to:
 set and monitor personal goals, manage timeframes, and reflect on and respond to
ideas they encounter (managing self);
 interact, share ideas and negotiate with a range of people (relating to others);
 call on a range of communities for information and use that information as a basis
for action (participating and contributing);
 analyse and consider a variety of possible approaches to the issue at hand (thinking);
 create texts to record and communicate ideas, using language and symbols
appropriate to the relevant learning area(s) (using language, symbols, and texts).”
The New Zealand Curriculum
Ministry of Education (2007), p.3
The Key Competencies are:
 Thinking
 Using language, symbols, and texts
 Managing self
 Relating to others
 Participating and contributing
The 5 Key Competencies at Broadfield are a foundation for all teaching and learning
activities. They are the framework used for developing successful learners. The attributes
conveyed by these competencies are a focus of every learning area. We have written them
in terms of what children will understand.
Thinking
Children who are thinkers have intellectual curiosity. They are able to: Think critical
 Listen actively for understanding
 Know about knowing (metacognitive processes)
 Actively find, use and create knowledge
 Make sense of information, ideas and experiences
 Think creatively
 Make decisions (good choices)
 Shape their actions
 Reflect on their own learning
 Ask questions
 Think about and challenge ideas and theories
Using Language, Symbols and Texts
Children who are competent users of language, symbols and texts can:
 Make meaning of the contents in which language is expressed
 Recognise how the choice of language, symbols or texts can change the way people
understand and respond to communication
 Confidently explain and use words, numbers, images, movement, metaphor and
technologies in a range of situations
 Use OTC confidently to access and provide information and to communicate with
others.
Managing Self
Children who are good self-managers are capable learners with a “can-do” attitude. They:
 Think before acting
 Stay on task
 Plan work
 Keep trying
 Make good choices
 Cope with change
 Set goals
 Are organised
 Listen and process
 Follow instructions
 Are able to work by themselves or in a group
 Do their best
 Finish work on time
 Set high standards
 Self-assess
 Use time well
 Manage projects and resources
 Look after their own and other people’s possessions.
Relating to Others
Being able to relate successfully to others is particularly important in the school setting.
When children are relating well to other people they: Can listen actively
 Know when to co-operate (follow instructions)
 Know when to complete (really work hard to achieve)
 Are keen to learn new things
 Are able to work together well
 Can share ideas and accept those of others
 Use different ways of thinking
Participating and Contributing
At Broadfield we value collegiality and a sense of community where participating and
contributing is an integral part. When children are participating and contributing they can:
 Show a sense of belonging (learning community, school community, Broadfield
community, Aotearoa/NZ, world)
 Contribute ideas
 Try new activities or new ways of doing things
 Be sharing and caring
 Be a good group member
 Celebrate their own and other people’s success
 Play fairly and be a good sport
Effective Teaching and Learning at Broadfield School
At Broadfield teachers work with a collaborative, team approach to teaching and learning in order to
deliver a balanced, skills-based curriculum with a local focus. Wherever possible meaningful contexts
and experiences that relate to life will be integrated into teaching programmes.
We will do this by:
 Creating a supportive learning environment
 Encouraging reflection and thinking about the learning
 Using Deliberate Acts of Teaching (DAT’s)
 Making learning relevant, challenging and child centred
 Focusing on student engagement in a collaborative classroom learning community
 Integrating new learning with what is already understood so that students are able to make
connections and apply prior knowledge
 Providing opportunities for learners to experience new ideas a number of times and in a
variety of contexts and ways including the use of ICT and e-learning
 Putting in place effective formative assessment processes that:
a) provide students with meaningful feedback on their progress and achievement
b) inform teaching and learning
 Using an inquiry approach to teaching and learning where both teachers and students such
questions as: “What do I need to know/do?” “What do I need to change?” “What are the
next steps?” “What are the learning goals?” “What will the success criteria be?”