Sunnyhills School gives high priority to the teaching of Reading and Writing.  We set high achievement expectations in our annual targets.   Teachers assess regularly and use up to date information to inform their planning and teaching.   We cater to individual needs, giving support and extension through differentiated grouping and personalised programmes.   Digital technologies and thinking skills are integrated into our literacy curriculum.

The teaching of Mathematics is also of great importance.  Teachers collaboratively plan the learning programmes, tailoring them to the needs of individuals and groups of students.  At Sunnyhills we employ a specialist Mathematics teacher to support and extend students and to accelerate their pace of progress.  We are proud of the results we achieve in the annual interschool Mathex Competition and in the Otago Problem Solving Challenges.

In our Health and Physical Education programme, children develop skills and understandings to be healthy, well-rounded individuals.   They are involved in class, syndicate and interschool physical education and sporting competitions.  Participation and co-operation are encouraged when children work in teams, striving for a common goal.   They learn to live safely and make wise choices for living and eating.  Enthusiastic teachers coach sports teams at lunchtime.   Regular, timetabled fitness sessions across the school emphasise the importance we place on physical activity as part of well-being. 

We believe children's learning is enhanced when digital technologies are integrated across the curriculum. They allow children to access and manipulate information as well as develop creative skills as they make movies, web pages and digital presentations. Every class has a digital camera, 65" TV & chromecast, iPads and Chromebook computers as well as other technologies to allow for equitable access to devices for all students.   We share our learning through our classroom blogs.  All Year 3-6 students are invited to BYOD (Bring Your Own Device) where we prefer the use of Chromebooks for easy access to our Google Suite for Education ecosystem. Sunnyhills  has an e-learning facilitator to support teachers and children in their learning.

Visual Art, Music, Dance and Drama are a part of all classroom programmes.  ‘Creating’ is fostered and valued.  At Sunnyhills, we have a specialist music teacher who works with each class.  She also provides inspiration and tuition for our school choir, instrumental and ukulele groups.   After school providers offer classes to students in various musical instruments.    Check out our music blog: https://musicshs2019.blogspot.com/

Our Kapa haka is flourishing meeting once a week.  Kapa haka provides leadership opportunities for many students.  Our Māori learners are able to realise their own unique potential as a Māori.  During this practice time, students learn the different aspects of Tikanga and Te Reo Māori.  We have very strong whānau support with our groups.  We also have specialist Te Reo lessons and these are documented on our Te Ao Māori blog here: http://shsmaori.blogspot.com/ 

Sunnyhills is an Enviro school and achieved Green-Gold status in 2018 for our initiatives. We have student designed cultural gardens, a native trail, a worm farm, marketing of worm juice, paper recycling, a vegetable garden, a butterfly garden.  Environmental aspects are included in our Topic and Inquiry planning. Sunnyhills has an Enviro student council and Enviro teachers who work together to address Enviro issues in the school and lead students to make wise choices. Follow our learning at http://shsenvironmental.blogspot.co.nz/

School Camps, such as our Year 6 camp to Lakewood Lodge, and class trips offer opportunities to extend learning and social skills.  The Key Competencies:  Thinking, Managing self, Relating to others, Participating and Contributing and Using language, symbols and texts are highlighted as children work together in a different environment and face new challenges.  We are always proud of the way our students conduct themselves when representing the school as learners in the community.