Improving outcomes for our students

At the heart of all learning at Oranga School we hold high expectations that our students will be guided to develop a life-long passion for learning. We foster learning that enables our students to be critical and creative in their thinking, while being caring and connected to others in order to achieve success throughout all stages of their lives. 

Teaching and learning programmes are centred within rich pedagogy that motivates, engages and connects learners for success by creating classroom cultures that foster learning. Our teaching and learning programmes promote wellbeing, cultural responsiveness, and celebrates our diversity.

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Excellence in Literacy

Our school-wide structured literacy approach is embedded across our school which ensures a consistency in reading and writing and provides students with clear expectations, and explicit teaching that supports confidence and success.

Our students benefit from:

• dedicated literacy learning each day

• targeted support programmes with Literacy Teachers for learners needing additional acceleration

• teachers who continually strengthen their practice through professional learning and collaboration.

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Mathematics Learning

Mathematics learning at Oranga School is engaging, structured, and hands-on. We use the internationally recognised Maths No Problem programme alongside the New Zealand Curriculum to provide rich and meaningful learning experiences for students. Lessons encourage discussion, collaboration, problem-solving, and independent thinking.

To support success in maths, we have:

• invested heavily in quality maths resources and hands-on materials

• introduced dedicated Maths Lead roles

• provided extensive professional learning for teachers

• implemented targeted acceleration programmes for students needing additional support.

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Oranga Learning Inquiry Approach

At Oranga School, inquiry learning inspires curiosity, creativity, problem solving and deep thinking. Through our OLI approach, students explore rich, authentic questions that connect learning to the real world and the lives of our ākonga and community. Inquiry learning integrates areas of the New Zealand Curriculum including science, social sciences, and technology, allowing students to make meaningful connections across their learning.

Learning is engaging, relevant, and responsive to students’ interests and strengths, helping them grow as confident, connected, and future-focused learners.

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Curriculum and Learning Opportunities

All students learn at different rates and bring to school a wide range of learning experiences and rich unique knowledge. We know that students learn best when they can;

• connect their knowledge with new learning

• have a clear understanding of what their personal learning goals are

• talk about what they and have done well

• identify their next learning steps

• plan how they will achieve new learning

 

The individual needs of our students are met through personalised differentiated learning programmes where teachers work alongside students and provide support and guidance through quality teaching processes.

To ensure our teachers plan for quality teaching and learning programmes, teachers take part in continuous professional learning and development to ensure they are up to date with modern teaching processes. Our teachers work closely together within their Year and Team groups and plan collaboratively to provide students with learning experiences and strategies to develop the skills necessary for lifelong learning.​​

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Measuring Learning and Achievement

Using the New Zealand Curriculum and other key documents from the Ministry of Education, we have developed our own progression matrices to support us in making consistent and robust decisions about student learning. Teachers use reading, writing, and mathematics progression matrices to identify strengths and next steps personalised to each student.

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Measuring learning and achievement is on-going throughout the year within teaching and learning programmes.  Teachers use a variety range of approaches to compile a comprehensive profile of progress, areas requiring attention, and what a student’s unique progress looks like. Teachers collate a variety of evidence to form including; observing the process a student uses to complete a learning task, talking with the student to find out what they know, understand and can do, as well as using assessments, including standardised tools. Students use their individual student progressions to self-monitor their learning and with their teachers they identify areas for their next immediate learning steps and how they can achieve them.

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