Malfroy School Curriculum



At Malfroy School we are committed to quality teaching of Mathematics. Mathematics is taught daily with a strong focus on raising achievement and progress, and to develop the students’ knowledge and understanding of Number and Algebra, Statistics Geometry and Measurement.

All students are assessed on a regular basis, both by formal testing and during class teaching. This assessment data is analysed to inform further teaching and acceleration programmes in the school.

In every class, students are grouped for teaching according to their achievement levels for direct teaching of material appropriate to their levels.

A focus is placed on ‘Problem Solving’, to develop students’ ability to apply mathematics skills in real-life situations. Students are also regularly placed in mixed ability groups for problem-solving activities.

Mathematics equipment is used in teaching programmes at all levels to develop mathematical understanding.

Each year the school holds a series of workshops, The Home School Partnership Programme, to assist parents in helping their children with mathematics at home.

The students who excel in Mathematics are encouraged to participate in the local inter-school Rotomaths Competition and overseas Mathematics Competitions.

We aim to have fun in mathematics at Malfroy School.

Cornerstone Values
In 2003, Malfroy School became a Cornerstone Values accredited school. The ongoing yearly programme focuses on the 8 Values of Respect, Duty, Responsibility, Consideration, Kindness, Honesty, Truthfulness, Obedience and Compassion. As part of their daily classroom programme, our students have the opportunity to discuss, explore, understand and put into practice the values that we promote.
The programme focuses on two values per term. The Cornerstone Values programme underpins our school mission statement.

In 2013 Malfroy School was the recipient of a national Character Counts award.
We were the winners of the National School of Character Award in 2014, presented by the New Zealand Foundation for Character Education Inc.

Reading – PLG

The Malfroy School Reading Vision: At the end of Year 6 our students will be confident readers at their chronological age. The purpose of reading will be for enjoyment, knowledge and information in order to prepare them for their future learning.

The teaching of reading will always be a top priority at Malfroy School. At Malfroy School our aim is to create a love of reading in our students which will help to equip them to be life-long learners and well-rounded members of the community. All classrooms will provide a balanced reading programme whereby there is reading with, to and by the students on a daily basis using both hard copy and digital print. These programmes include daily instructional reading, independent reading, shared reading and reading for information. Included in these programmes is needs-based skills instruction to aid and enhance reading, for example, phonics teaching and learning how to inference as well as many other comprehension strategies.

At Malfroy School we recognise and cater for individual reading needs. By regular monitoring using a variety of assessment tools, observations and conferences our teachers, along with the students are able to make informed decisions about next
learning steps.

The Ngati Whakaue Language Literacy Programme is an early intervention programme in place at Malfroy School. It provides additional learning in phonics, word recognition and Smart Words phonemic awareness and spelling programme. All of these programmes are aimed at raising the reading levels of students who are not yet reading at the level of their year group. Significant progress of students attending these additional programmes has been recorded by staff and recognised by families.

At Malfroy School we also offer the Reading Together Programme to the parents and families. Reading Together is a successful research-based group programme for parents and caregivers and has been running at Malfroy School since 2009. It is
designed to enable parents to help their children with reading at home. This year we will be running the programme in Term 1 and Term 3. Please see your child’s teacher if you are interested in attending these workshops in the future.

At Malfroy School we strive to deliver the best programmes we can in order to achieve high literacy rates amongst our students. We are committed to their future.

Written Language

Written Language is an on-going focus at Malfroy School.  
There is an increased focus on the development of Oral Language across all levels of learning at Malfroy School, as a good grasp of more extensive, expressive vocabulary enhances writing quality.

Teaching, learning, and assessment are centred around the Learning Progressions Framework – Writing and is assessed using the Progress and Consistency Tool (PaCT).  This aims to measure the progress and achievement of students in seven aspects of writing and inform the next learning steps. The staff at Malfroy School participate in ongoing professional learning, as needed, to develop their knowledge and ensure the effective application of this teaching and learning tool.  Malfroy School is working collaboratively alongside Glenholme, Seventh Day Adventist, Rotorua Boys’ High, Rotorua Girls’ High, and Rotorua Intermediate. We are all contributing members of the Rotorua Central Community of Learning (CoL)/Kahui Ako.  Our goal is to improve and accelerate achievement in Literacy across the school.

Staff at Malfroy School are embedding Information Technology in teaching programmes by using a range of devices and tools to better engage and motivate our writers. Examples of this can be found on class blog pages.

Remember to encourage your child to write for a variety of purposes. Some ideas might be: making a list, writing a note or letter, writing emails, recounting an experience, writing a set of instructions, or keeping a journal or diary.


Student wellbeing at Malfroy School embraces the physical, mental and emotional, social, and spiritual dimensions, with a particular focus on physical activity for health. Hauora, (the Maori philosophy of health) comprises taha tinana, taha hinengaro, taha whanau, and taha wairua. Health and Wellbeing learning for our students is part of our daily classroom programmes, as well as such focuses as ‘Sunsmart’, Bike Ready, Food for thought, Life Education, Pubertal Changes and Grooming, are incorporated into our school-wide programmes.

The school aims to promote a healthy lifestyle by providing opportunities for our student to participate in and learn about physical exercise, eat healthy foods and looking after their bodies.

We are also a Health Promoting School which involves our student team, ‘The  Health Busters’ working together on health-promoting projects which involve staff, students, parents and our wider community.

Each year Life Education visits Malfroy School. Students visit the mobile classroom for learning programmes with our Life Education Educator, and Harold, the Life Education Giraffe, The students learn about a range of health-related topics to do with keeping ourselves healthy, looking after our bodies, grief, nutrition, friends and changes they go through.

Fundamental movement skills are taught at the beginning of every student’s education and our students move on to cooperative learning and practical learning activities and enabling to transfer learned knowledge and skills and apply them to group game activities.

Healthy eating is paramount to students learning. We demonstrate this by offering a healthy breakfast three times a week, discussing healthy eating options in our classrooms and encouraging students to drink only water while at school.  We are also a part of a brand new government initiative that provides free lunches for all students at Malfroy School.

Gold accreditation for health-promoting schools

Malfroy School is the second school in New Zealand to receive the Gold accreditation for Health Promoting Schools.  The Bronze and Silver accreditation covered 6 years of various initiatives.  These included Nutrition (Breakfast club and Healthy Lunch options, Physical Activity, Sun Smart, Pandemic Planning, and Anti-Bullying.  It took another 4 years to qualify for Gold accreditation which focused on Educationally Powerful Relationships and developing a Responsive Curriculum.

Physical Education 
There are 20 Dynamos who are trained in being able to organise and run lunchtime games for the Junior, Middle and Senior students. The Dynamos are rostered on playground games organization three times a week and are easily identified by their white Dynamo shirts.
Health and Physical Education are:
  • About the well-being of the children themselves, of other people, and of society through learning in health-related and movement contexts. (NZC pg 22)


Our Beliefs about Health and Physical Education:

  • Through learning in Health and Physical Education, our children will improve their own well-being, the well-being of others, and the well-being of their community, while developing a wide range of personal and physical skills.
  • Our teaching priorities include keeping safe, self-esteem and relationships, and exercise and nutrition.​

Lunchtime activities
Dynamos are a group of enthusiastic students who are rostered to run sports games every day of the week during the lunchtime break, with the support of staff.  They are easily identified with their badges.  Some of these games and activities include dodge ball, rippa rugby, basketball, softball, and stop.

Malfroy also provides a range of sports that are played after school and at the weekends.  These sports are coordinated by the teachers with the support of parent coaches. 
Term 1 & 4 – Touch, Flippaball
Term 2 & 3- Netball, Miniball, Hockey

We also provide an opportunity for students to join school teams for local competitions and interschool sports.  These include soccer, rugby, rippa rugby, rugby league, rugby sevens, and mini-marathon.  
​We aim to keep children active, happy and healthy. 



“He taonga te reo.”

Te Reo Maori is an important part of the bicultural identity of Aotearoa. Here at Malfroy School, we incorporate Te Reo daily in all aspects of our students learning.
Students begin and end the day with karakia and waiata and are empowered to stand and be proud of their culture during school-wide powhiri. We also have a Kapahaka programme which gives students the confidence to perform at yearly festivals. We also offer a Kia Maia programme which offers team building, motivational and leadership skills.

We currently have 2 classes where the programme is delivered with an emphasis on Te Reo, tikanga and matauranga Maori.
Our junior rumaki class is a level 1 class with at least 80% of the teacher’s instructions given in Te Reo Maori. This class is for our Juniors from Year 1 to Year 3.

Our senior rumaki class is for the older students from Year 4 to Year 6. This is a level 2 class with 91% to 100% of teacher instruction given in Te Reo Maori.


Social Sciences   

The social sciences learning area is about how societies work and how people can participate as critical, active, informed, and responsible citizens. Contexts are drawn from the past, present and future and from places within New Zealand and beyond. Our students explore the unique bi-cultural nature of New Zealand society that derives from the Treaty of Waitangi. Our classes explore and learn about people, places, cultures, histories, and the economic world within and beyond New Zealand.
The four main conceptual strands are:
Identify Culture and Organisation
Place and Environment (Malfroy School is an Enviroschool)
Continuity and Change
The Economic World

The social sciences are usually integrated with other learning areas, especially within our conceptual learning contexts. Teachers develop their own programmes based on the needs and interests of their students.

This year our concepts for Terms 1-2 are Te Rangatiratanga (Self-management and Self-determination) and for Terms 3-4 Manaakitanga (Community/Hospitality).



At Malfroy School, we are committed to developing the skills needed to help students develop future-focused understandings.
Our students will have opportunities to explore the natural and physical world around them, including investigating changes, issues, and big ideas.

They will learn to ‘Think like scientists’ through the development of the five science capabilities:
Gather and interpret data – Making careful observations and learning to understand the difference between observation (what we see is happening) and inference (what we think is happening).

Use evidence – Students will look for evidence to support their ideas and the ideas of others. They will ask questions like What makes you think that? How can we check?

Critique evidence – Students will learn to question evidence and find ways to prove or disprove their results. They will come to understand that not all questions can be answered by science, yet!

Interpret representations – Students will make links to maths and literacy as they learn to read and interpret data in graphs and tables, and show their ideas using models, charts, diagrams and presenting their work.

Engage with science – (from TKI) This capability requires students to use the other capabilities to engage with science in real-life contexts. It involves students taking an interest in science issues, participating in discussions about science and at times taking action.

More about the Nature of Science and the learning areas:

  • This capability requires students to use other capabilities to engage with science in “real life” contexts.
In the science learning area nature of science, students explore how both the natural physical world and science itself work so that they can participate as critical, informed, and responsible citizens in a society in which science plays a significant role. We can make use of the natural connections that exist between science and the other learning areas,
 Planet Earth & Beyond, The Living World, The Material World, and the Physical World, and the values, the principles, and the key competencies .

Learning with Digital Technologies (ICT Information Communication Technology)

Digital technologies impact on every aspect of our lives, and in the 21st century will be vitally important to New Zealand’s growth. Students need opportunities to become equipped with knowledge of digital technologies so they can respond to the rapid changes taking place in our society.

The use of digital technologies are used within many of our curriculum areas. Our BOT supports the usage of 1:1 devices and has purchased devices for our students to use. We have Chromebooks, Tablets and some ipads.

At Malfroy School we are aiming for:

An improvement in ICT skill for students which includes the ability to communicate and access information via email and blogs.

An environment that will assist the students to become innovative and creative in the way they communicate with the world.

Students to have the confidence and ability to mentor fellow students and to peer across the school.

An environment that allows students to enjoy and be passionate about working in an ict-enriched setting and to get personal satisfaction from working with their class members in meaningful situations.


The New Technologies Curriculum
The Ministry of Education has revised the technology learning area in The New Zealand Curriculum.
This has included strengthening digital technologies | hangarau matihiko in The New Zealand Curriculum
The goal of this change is to ensure that all learners have the opportunity to become digitally capable individuals.
The change signals the need for greater focus on our students building their skills so they can be innovative creators of digital solutions – moving beyond solely being users and consumers of digital technologies.

Our staff begin their professional development in the changes throughout 2019. By 2020, we will be fully integrating the revised learning area into our curriculum. 

The Arts
The Malfroy School Arts Vision is:
To introduce the elements, processes and techniques of the arts disciplines by providing a variety of opportunities for students to make, present and evaluate artworks.

In short, it gives students opportunities across four Arts disciplines to express themselves in alternative ways.