At Stanley Bay we believe our children learn best in an environment where they feel safe, secure and valued as an individual. By developing positive relationships with adults and their peers students will develop self awareness and a strong sense of self worth.
Stanley Bay provides a curriculum that is personalised, integrated and future focused.
Our curriculum is integrated. Each term has an inquiry focus into which the traditional subjects are woven. Research shows that the best learning takes place when students make authentic connections to and between what they are learning. All areas of the curriculum are enhanced by specifically designed programmes where the STEAM subjects of technology, science and the arts are the driving themes.
Personalised learning recognises the unique and different ways in which everyone learns. At Stanley Bay students take responsibility for their own learning, taking ownership and setting goals. They understand what they are learning and why and they play an active role in constructing the curriculum and learning environment.
At Stanley Bay we provide a curriculum that is designed to best suit the needs of the modern student. The current generation are growing up into a future that is uncertain, unpredictable and different from the one we grew into. We can not manage knowledge and in the modern world the ability to acquire and analyse information is more important than being able to recall it. To best meet the needs of our students all of our units of inquiry are concept and skills based. Units of inquiry will focus on a concept such as change or function rather than predefined historical or scientific knowledge. Students will use and learn skills such as social, thinking and research developing new knowledge along the way. Our future focused curriculum is student centred, promotes student agency, encourages problem solving and develops 21st century skills.
In addition to the class teaching, we also provide a range for Programs for Success. These programs engage students who require additional support and/or enrichment.
Programs for success are overseen by our two Special Needs Co-ordinators and facilitated by one of our experienced teacher aides.
2021 Programs for Success
Reading Recovery is an early literacy intervention designed to reduce literacy difficulties significantly. Reading Recovery provides daily one to one teaching with a specially trained teacher for children making the slowest progress in literacy learning after a year at school.
Find out more - http://www.readingrecovery.ac.nz/.
Small group literacy intervention program that focuses on preventing the cumulative effects of reading failure. Content covers several aspects of the reading process, including writing and phonological processing and metacognitive strategies.
Find out more - https://www.iversenpublishing.com/?pageid=54823&xid=1&orgfn=quick60-series
STEPS to Literacy
A computer-based literacy development program suitable for all levels, from early readers to adults and English language learners. Steps develops all aspects of literacy, including vocabulary, comprehension and verbal reasoning. At SBS Steps is used as a remedial program (as opposed to the whole class)
To find out more - https://learningstaircase.co.nz/.
English as a second language
The program is specifically for students who have English as a second language. All international students are initially included in the ESL program.
Find out more - https://esolonline.tki.org.nz/.
Perceptual Motor Program (PMP)
At SBS, all our Y0/1 students participate in PMP. PMP uses facets-physical education, music, fitness, dance, gymnastics - to develop children's perceptions. The perceptions and judgments formed over time help determine how children react to their environment, others, and new ideas.
Find out more - https://www.movingsmart.co.nz/Education/Perceptual-Motor-Programme/
Bounce Back is a small group program that promotes positive mental health, wellbeing and resilience.
Find out more - https://www.bounceback-program.com/.
All schools must recognise and respond to the diverse needs of their students. At Stanley Bay School, we provide programmes that enrich the learning of our students. These range in content and are designed term by term that aligns with our inquiry focus. We encourage our school and the broader community to assist us in delivering high-quality experiences for our tamariki. These include, but are not limited to, EPRO8 science and engineering challenges, robotics, coding using Scratch, Otago problem-solving maths challenges, percussion and musical enrichment, drama and dance, technical drawing, science badges, artist group, writers society and photography. Students are nominated and then selected by teachers and support staff using information collected at school via testing, data analysis, observations, conversations, and individual learning assessment.
By the end of their time at Stanley Bay School we want our students to demonstrate the attributes of our graduate profile – to be connected, to think critically, to show creativity and to be confident. All students at Stanley Bay are encouraged to behave in a manner that upholds our values of respect, resilience and integrity. By aiming for this in all students we hope to produce students who are socially responsible with an awareness of their community both local and global.
Teachers at Stanley Bay encourage students to follow their interests, develop new interests and be continually curious – growing into enthusiastic, lifelong learners.
A key part of learning at Stanley Bay is around the development of skills and dispositions. We have four characteristics that we focus on - our 'graduate profile'. We hope that when students leave Stanley Bay they are:
Confident learners: Take risks in their learning. Ask questions and actively seek new knowledge and understanding, they share new ideas, have their own opinion and discuss it with others. They make good decisions about when and why they access digital media
Creative learners: Find new ways to solve a problem and always search for different solutions. They enjoy sharing their learning in new ways and apply existing knowledge to new situations. They are able to use a range of digital devices to enhance their learning
Critical thinkers: Challenge ideas and are comfortable to be challenged. They think about why things happen and the way it affects different groups. They reflect on their learning, set goals and understand there are things they can not do yet. They are able to evaluate the authenticity of learning online
Connected learners: Understand the importance of their actions in the school, community and the wider world. They collaborate with others, share new learning and show the skills of an active listener. They use digital technology appropriately to access and provide information and communicate with others
At different points during the year students will focus on the skills and attributes that will enable them to display these dispositions. By teaching our students to behave in these ways we are helping them develop important 21st century skills and the key competencies laid down in the New Zealand curriculum document.