Kingsway School : Kingsway School Curriculum
KINGSWAY SCHOOL | JIREH SCHOOL | TAU TE AROHANOA AKORANGA 4 SPECIALCHARACTERKEYCOMPETENCIESVALUESVISIONLEARNINGAREASPEDAGOGY FOREWORD KINGSWAY SCHOOL is an integrated non-denominational school of special Christian character that caters for students in Years 1-13 and includes two satellite schools, Jireh and TTAA. While this document primarily references a KingsWay context, the satellites are expected to adhere to the general intent as stated in this document. Nevertheless, unique features of the satellites are referenced in the individual pages within this document. This document seeks to align KingsWay School’s special character and unique context with the intent of the New Zealand National Curriculum published in 2008. It will replace any existing school curriculum documents and allows teachers the scope to design future classroom practice and planning. This curriculum document is a clear statement of what we deem important in education at KingsWay School. It takes as its starting point a vision of our students as ‘servant leaders in the Kingdom of God.’ It includes a clear set of principles on which to base curriculum and school decision making around teaching and learning. It sets out values that are to be encouraged, modelled and explored. It defines five key competencies that are critical to sustained learning and effective participation in society as disciples of Jesus. FOREWORD The KingsWay School Curriculum states succinctly what each learning area is about and how learning is structured. The eight learning areas are brought together through Special Character Education which reflects the school’s integrated status. Although learning areas are outlined separately to maintain their unique identity, in practice there will be an emphasis on seeking natural connections between learning areas, exploring future focussed issues and a commitment to teach from a Biblical worldview. The delivery of the curriculum will focus on teacher actions that promote learning for all students and, therefore, this document also outlines effective principles around teaching practice, assessment, resource selection and e-learning. Curriculum design and review is an ongoing, cyclic process. This document, printed in 2013 is the second edition and will be revised again in 2016.
Connect Magazine Term 3 2016