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Our Curriculum

Our curriculum at Campbells Bay School reflects the intent and passion for learning brought to us by the New Zealand Curriculum. Our delivery of curriculum at CBS places our tamariki at the centre and offers them an engaging and vibrant journey through years one to six. 

For academic and whole child development Campbells Bay School provides:

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  • A full-time teacher dedicated to participation and contribution for students in sport.

  • A full-time Literacy and Information Technology teacher to manage the recently expanded and upgraded library.

  • Extension programmes for students with special abilities.

  • Programmes for students with special needs, including reading recovery.

  • Education Outside the Classroom experiences.

  • A visual art teaching team and art room.

  • A specialist music teacher, purpose-built music room, an orchestra, choirs and keyboards.

  • ESOL classes.

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Our vision emphasises the importance of setting high expectations and following through by driving learning with purpose. Our goal encompasses the intent that as students journey with us and then graduate Campbells Bay they are prepared and eager to continue their learning, as engaged and thoughtful citizens.

CBS Curriculum Delivery Underpinned by Best Practice

RELATIONSHIP-BASED LEARNING

"...how schools and teachers can respond to diverse groups of students and develop teaching practices that promote learning for everyone. In this approach,  students’ prior knowledge, language and ways of making sense of the world are used to inform teaching practices rather than being seen as barriers to learning."

ASSESSMENT FOR LEARNING

"Assessment for learning is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies."

TEACHER INQUIRY

"... an approach to teaching in which teachers continuously inquire into the impact of their teaching actions on student learning, make informed changes to improve their teaching practice in order to enhance student learning, and measure the impact that these changes have on their students’ learning."

POSITIVE BEHAVIOUR FOR LEARNING

"PB4L School-Wide looks at behaviour and learning from a whole-of-school as well as an individual child perspective. The framework is based on international evidence that can be tailored to your school’s own environment and cultural needs. "

COLLABORATION

"Collaboration is the process of working together to achieve a common goal. In teaching, the common goal is always improved learner outcomes."

INCLUSION

"Children and young people learn best when they feel accepted, when they enjoy positive relationships with their fellow learners and teachers, and when they are able to be active, visible members of the learning community."

LEARNER AGENCY

"Students have a sense of "agency" when they feel in control of things that happen around them; when they feel they can influence events. This is an important sense for learners to develop. They need to be active participants in their learning.'

HIGH EXPECTATIONS

Teachers’ expectations of their students’ learning may be
more important in influencing student progress than pupils’
abilities. ‘High expectation teachers’ believe that students
will learn faster and will improve their level of achievement.
 

Extra Curricular

We aim to provide a range of experiences for our students during their time at CBS.

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  • Chess Club

  • Kapa Haka

  • Waterwise

  • Robotics

  • After-school sports

  • A range of lunchtime clubs

  • ICAS Australasian Exams, Tournament of Minds

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Extra Tutoring

The school is aware that some parents have accessed private tutoring or extra classes for their children outside of school hours. To support our community as best we can with these types of decisions the school has the following advice.

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  • Outside tutoring or additional academic classes are not expected of students.

  • We acknowledge that this is a family choice first and foremost.

  • If families are looking to enhance their child’s development and experiences outside of school hours, we recommend activities that promote well being and holistic development, and are appropriate for primary aged children. Some examples of this could be for students to take up a musical instrument, join a sports team or have a playdate.

  • If you feel your child’s learning needs are not being met, or that they require additional support beyond the classroom programme please contact your child’s teacher in the first instance.

Reading at Home

Our Literacy Steering group have created a guide to reading at home, using research about how best to encourage children to read at home and how families can support this.

Learning Progress at CBS

Please read the attached pdf document that was created to inform how we keep our parent/caregivers informed of our students learning progress.

Learning Progress

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