NZC blog posts that support several different principles: Values are deeply held beliefs about what is important or desirable.
These statements, rather than the achievement objectives, should be the starting point for developing programmes of learning suited to students’ needs and interests. The values on the list below enjoy widespread support because it is by holding these values and acting on them that we are able to live together and thrive. Schools may, for example, decide to organise their curriculum around one of these three aspects (values, key competencies, or learning areas) and deliberately weave the other two through their programmes.
The MOE aims to create an educational system that is technologically sound and competitive and that develops the strengths of each child, whether academic or otherwise, towards the maximum contribution that he/she is able to make to the national development of The Bahamas. Ko te manu e kai ana i te mātauranga, nōna te ao. By working effectively together, they can come up with new approaches, ideas, and ways of thinking. Teaching programmes for students in years 11–13 should be based, in the first instance, on the appropriate national curriculum statements. If you cannot view or read this diagram, select this link to open a text version. Schools are then able to select achievement objectives to fit those programmes.
When designing and reviewing their curriculum, schools choose achievement objectives from each area to fit the learning needs of their students. See The school curriculum: design and review for a discussion of purposeful assessment.
mā te mātauranga e whakaū.
This competency is about being actively involved in communities.
Te reo Māori is indigenous to Aotearoa New Zealand.
that supports students to develop the key competencies. Appropriate assessment helps the teacher to determine what “sufficient” opportunities mean for an individual student and to sequence students’ learning experiences over time. The principles are foundations of curriculum decision making. It is integral to self-assessment. Remove the heart of the flax bush and where will the kōmako sing?
The Government of Sāmoa recognizes the central role of education, sports and culture in its vision for the social and economic development of Sāmoa. These values are to be encouraged and modelled, and they are to be explored by students. All who learn te reo Māori help to secure its future as a living, dynamic, and rich language.
Positive feelings in your heart will enhance your sense of self-worth. This site offers information, resources, news, advice, and guidance, inspiring school stories, practical ideas, research reports, how to get support, and much, much more. Schools can design their curriculum so that students find the transitions positive and have a clear sense of continuity and direction.
broaden their entrepreneurial and employment options to include work in an ever-increasing range of social, legal, educational, business, and professional settings. Community engagementThe curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whānau, and communities.
More complex than skills, the competencies draw also on knowledge, attitudes, and values in ways that lead to action. The New Zealand Curriculum is a statement of official policy relating to teaching and learning in English-medium New Zealand schools.
Schools need to know what impact their programmes are having on student learning. Ministry of Education, Sports, and Culture. Links between learning areas should be explored. They know when it is appropriate to compete and when it is appropriate to co-operate. The schematic view of The New Zealand Curriculum, Teaching as Inquiry, Key competencies: cross sector alignment, and The Education Act and the curriculum diagrams are by Luke Kelly.
In turn, the design of each school’s curriculum should allow teachers the scope to make interpretations in response to the particular needs, interests, and talents of individuals and groups of students in their classes. Ko te reo te mauri o te mana Māori. He suggested that people outgrew their protective shells and discarded them as they became no longer necessary: “One’s mind, once stretched by a new idea, never regains its original dimensions.”. Students learn most effectively when they develop the ability to stand back from the information or ideas that they have engaged with and think about these objectively.
In the past, many young people finished all formal learning when they left school. Above all, it clarifies priorities for student learning, the ways in which those priorities will be addressed, and how student progress and the quality of teaching and learning will be assessed.
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