1.02 NAG 1 Curriculum

Updated: 9.8.2018

P & P No: 1.02


Each board of trustees is required to foster student achievement by providing teaching and learning programmes which incorporate The National Curriculum as expressed in The New Zealand Curriculum 2007 or Te Marautanga o Aotearoa.
Each board, through the principal and staff, is required to:
(a) develop and implement teaching and learning programmes:

  • to provide all students in years 1-10 with opportunities to achieve for success in all areas of the National Curriculum;
  • giving priority to student achievement in literacy and numeracy, especially in years 1-8;
  • giving priority to regular quality physical activity that develops movement skills for all students, especially in years 1-6.

(b) through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated; giving priority first to:

  • student achievement in literacy and numeracy, especially in years 1-8; and then to
    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 or Te Marautanga o Aotearoa;

(c) on the basis of good quality assessment information, identify students and groups of students:

  • who are not achieving;
  • who are at risk of not achieving;
  • who have special needs1; and
  • aspects of the curriculum which require particular attention;

(d) develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above;

(e) in consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the achievement of Māori students; and

(f) provide appropriate career education and guidance for all students in year 7 and above, with a particular emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training.

Overview of Curriculum at Arahunga School

The way the curriculum at Arahunga School is structured, organised and delivered is a direct result of the individual needs of the students, and our belief in their ability to learn and to achieve.

Who are our students?

  • Most have significant learning needs to some degree.
  • In the case of a few of our students, they are limited in their ability to express themselves and show their understanding by severe physical challenges such as Cerebral Palsy, but they may not have an intellectual disability at all.
  • The majority are ORS (Ongoing Resourcing Scheme) funded
  • The intellectual challenges may include global developmental delay or an autistic spectrum disorder
  • Some have multiple disabilities, which may include sensory or physical challenges in addition to significant learning needs
  • They range in age from 5 to 21 years of age, with a further group of students who are funded by the Ministry of Social Development
  • Students are very diverse and unique, and this is the very reason their parents have chosen our school.

Where are our students?
Students need to be part of the community they live in. They need to be able to access the same range of opportunities as their regular peers, and the focus of their learning must change in order to reflect the growing maturity that comes with age and with learning. For this reason Arahunga provides two types of support for school age students. Outreach Services assist students to be fully included in the learning situation in regular classrooms inside regular schools, Satellite Services are Arahunga operated satellite classes at regular schools helping students to be part of the learning community at their host school.

There are three primary level satellite classes (two at Carlton School and one at Tawhero School), two intermediate level satellite classes at Rutherford Junior High School, and secondary classes at both Cullinane College and Whanganui City College.

Students who are no longer school age attend our Transition to Work programme. This programme is highly mobile and location depends on the needs of the students, the class have base room at Arahunga Base and at Whanganui City College, but spend much of their time out and about in the community and at work experience opportunities in the city.

The Outreach Service operates in many different schools, private homes, and community facilities providing support across much of the Central North Island. Outreach Service teachers who work with these students are responsible for upskilling the class teacher and teacher aide to be able to provide greater inclusion and learning opportunities for their students with specific and identified needs. The class teacher delivers the class programme part of the programme, and continues to have oversight and responsibility for the student overall.

Curriculum Overview
The Curriculum Overview is now included in the Development Plan. Click here to view the Development Plan.

Review schedule: Within 3 years

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