Curriculum

A whole of campus approach

Our new curriculum intentionally takes a whole of campus approach to maximise the student learning journey at Salisbury. Focus within our new curriculum is on learning to learn, learning to regulate and relate, developing a positive and resilient learner identity within a future focussed pathway, developing independence, and strengthening functional literacy and numeracy skills. The learning areas of the New Zealand Curriculum (2007) provide the medium through which this priority learning takes place.

Our school vision places transition at the heart of our mahi, with success being evidenced in the skills, capabilities, and experiences our students take forward, beyond the gates of Salisbury.

Success at Salisbury is conceptualised as transformative. Students and whānau describe linked imagery such as that of the caterpillar transforming into a butterfly. This imagery highlights significant layers of change that occur in a journey to an end point of optimism, brightness, and new concepts and imagery of self. Learning at Salisbury is captured in our vision to embrace life and living, centralising the residential nature of our school and the whole of campus approach and commitment we hold.

Finally, our vision intentionally captures both ākonga and whānau as pivotal and interweaved into the journey of success. With student home schools, communities and whānau located all around New Zealand, a deep partnership approach to the learning journey is recognised as fundamental to success.

Our curriculum frames give voice to high priority aspirations our community have voiced and are underpinned by the key competencies and values.

Enhanced by our own bespoke Learner Capability Scale, the curriculum frames enable coherent pathways of learning, based on priority outcomes for our students, and provide a foundation for design of learning. Learning areas from the New Zealand Curriculum provide the context and medium through which our curriculum frames are brought to life. Personalised Individual Plans (IPs) provide priority focus on goals across this framework that respond to student and whānau voice and deepen access to the curriculum for our learners.