Guiding Principles

Our Curriculum revolves around “Education for Life.” We have 6 principles that bring that to life through our curriculum.

OUR CURRICULUM:

Inspires self-belief and confidence

We know that self-belief and confidence are an integral part of both the child’s learning and an education for life. We provide a supportive environment where each child is valued for their individuality and what they bring to our community. We are passionate about creating a safe environment where children feel able to take risks and have the opportunity to become comfortable with making mistakes and the rich learning they can provide. We do not follow reward or punishment systems but instead foster the intrinsic motivation that lies within every child given the right environment. We work with students to realise their own potential and set goals that are relevant and meaningful.

Fosters independence

We promote independence and the child’s ability to think and do things for themselves. When a child can do something without being dependent on others, the sense of confidence and pride that arises within themselves is invaluable.  We have self-correcting materials across all of our curriculum areas which often enable children to independently assess their work. Children take responsibility for organising part or all of their work day dependent on their ability to do so. Children also actively participate in learning to care for our environment through classroom responsibilities and life skills experiences.

Culturally responsive and community-focused

Our curriculum actively teaches about cultures, society, social justice, and peace. We create awareness and understanding of human values, social systems, and ideology (including different religions). Children grow to understand what it means to be compassionate, reflective, and active as people of change in their wider community. 

We are responsive to the vast funds of knowledge and life experiences our tamariki and whānau have and ensure that children have opportunities to share their expertise throughout their learning.

Montessori’s spiritual perspective leads to the promotion of community service. We believe in the importance of developing close and effective partnerships with parents and whānau. Our objective is to create a diverse inclusive community of families who contribute to their children’s learning, who feel involved and well-informed.

Te Tiriti 

Te Tiriti o Waitangi is honoured as a symbol of nationhood and partnership. We live the Treaty by:

§  promoting te reo Māori as a language of communication.

§  promoting knowledge and understanding of Te Ao Māori including tikanga. 

§  promoting the values inherent in kaitiakitanga and environmental sustainability.

§  teaching Te Tiriti, its principles, and New Zealand History.

Inclusive

In a Montessori class, children learn from each other. Cooperation is valued over competition. Children are explicitly taught skills to help them develop self-awareness, perspective taking, social problem solving, and relationship-building. 

Neurodiversity and Children with Additional Needs

Fostering a culture of inclusivity involves recognising and respecting students who have neurological differences. A culture of inclusivity also embraces those who who have disabilities, intolerances, and allergies. 

Whanaungatanga (relationships and connectedness) 

Whanaungatanga embraces the concepts of relationships and connectedness. It embodies a sense of community.  Whanaungatanga is expressed throughout the school by way of the close relationships amongst all age groups of children and it is demonstrated in the collegial way that the adults work together.