Nzc

The New Zealand The New Zealand curriculumcurriculum

What children learn – what we want them to know and be able to do by the time they leave school.

What is it about?

Builds on 1993 Curriculum Framework

Provides basis for policies, programmes and practices

Emphasis on learning to support all students to lead full and constructive lives - AsSTLE

What we want for our young people. Vision

To be encouraged, modelled and explored. Values

Key Competencies

Capabilities for living and lifelong learning.

Learning Areas

Important for a broad, general education.

Achievement Objectives

Set out selected learning processes, knowledge and skills for deeper learning.

PrinciplesFoundations for curriculum decision making.

Official policy sets the direction for

student learning and provides guidance

for schools designing and reviewing their curriculum. NZC for

English-medium schools and Te Marautanga o

Aotearoa for Maori-medium schools.

Purpose and Scope

Discusses the evidence about the kinds of teaching approaches that

consistently have a positive impact on student learning.

Effective Pedagogy

Design and ReviewSchools are able to design and review

their own curriculum based on the needs

of their students.

Front end of document - vision

The vision for our students is for them to be confident, connected, actively involved, life long learners.

Positive in their own identityMotivated and reliableResourcefulEnterprising and entrepreneurialResilient

Able to relate well to othersEffective users of communication toolsConnected to the land and environmentMembers of communitiesInternational citizens

Participants in a range of life contextsContributors to the well-being of New Zealand – social, cultural, economic, and environmental

Literate and numerateCritical and creative thinkersActive seekers, users, and creators of knowledgeInformed decision makers

Values

Values are deeply held beliefs about what is Values are deeply held beliefs about what is important or desirable. They are expressed through important or desirable. They are expressed through the ways in which people think and act.the ways in which people think and act.

Every decision relating to curriculum and every Every decision relating to curriculum and every interaction that takes place in a school reflects the interaction that takes place in a school reflects the values of the individuals involved and the collective values of the individuals involved and the collective values of the institution.values of the institution.

The values enjoy widespread support because it is The values enjoy widespread support because it is by holding these values and acting on them that we by holding these values and acting on them that we are able to live together and thrive. The list is are able to live together and thrive. The list is neither exhaustive nor exclusive.neither exhaustive nor exclusive.

ValuesStudents will be encouraged to value:

Excellence Excellence

Innovation, inquiry and curiosityInnovation, inquiry and curiosity

DiversityDiversity

EquityEquity

Community and ParticipationCommunity and Participation

Ecological SustainabilityEcological Sustainability

IntegrityIntegrity

....and ultimately to repect themselves, others and human rights.

by aiming by aiming high and by high and by perservering perservering in the face of in the face of

difficultiesdifficulties

by thinking by thinking critically, critically, creatively creatively

and and reflectivelyreflectively

as found in as found in our different our different

cultures, cultures, languages languages

and heritagesand heritages

through through fairness and fairness and social justicesocial justice for the for the

common common

goodgood

which which includes care includes care

for the for the environmentenvironment

which involves

which involves being honest,

being honest, responsible and

responsible and accountable and

accountable and acting ethically

acting ethically

The specific ways in which these values find The specific ways in which these values find expression in an individual school will be guided by expression in an individual school will be guided by dialogue between the school and its community. dialogue between the school and its community. Through their learning experiences, students will Through their learning experiences, students will learn about:learn about:

• * their own values and those of others* their own values and those of others

• * different kinds of values, such as moral, social, * different kinds of values, such as moral, social, cultural, aesthetic, and economic values cultural, aesthetic, and economic values

• * the values on which New Zealand’s cultural * the values on which New Zealand’s cultural and institutional traditions are basedand institutional traditions are based

• * the values of other groups and cultures.* the values of other groups and cultures.

• Through their learning experiences, students will Through their learning experiences, students will develop their ability to:develop their ability to:

• * express their own values* express their own values

• * explore, with empathy, the values of others* explore, with empathy, the values of others

• * critically analyse values and actions based on * critically analyse values and actions based on themthem

• * discuss disagreements that arise from * discuss disagreements that arise from differences in values and differences in values and

• negotiate solutionsnegotiate solutions

• * make ethical decisions and act on them.* make ethical decisions and act on them.

Key competenciesNZC identifies 5 key competencies

Thinking

Using language, symbols and text

Managing self

Relating to others

Participating and contributing These are the key to learning in every

learning area.

Actively seek, use and create knowledge.Interpret and

use words, number, images,

movement, metaphor and

technologies in a range of contexts

Self motivation, goal setting, self assessment.

Listen actively, recognise differing points of view,

negotiate and share ideas.

Local, national or global communities.

Learning areasimportant for a broad, general educationThese learning areas link

together as well as link to the values and

key competencies.Each learning

area has its own language.

Achievement Objectives

Principlesthe foundation of curriculum decision making

High expectations

The curriculum The curriculum supports and supports and

empowers all students empowers all students to learn and achieve to learn and achieve personal excellence, personal excellence, regardless of their regardless of their

individual individual circumstances.circumstances.

The curriculum acknowledges the principles of the

Treaty of Waitangi, and the bicultural

foundations of Aotearoa New

Zealand. All students have the opportunity to acquire knowledge

of te reo Māori me ōna tikanga.

The curriculum is non-sexist, non-racist, and non-discriminatory; it

ensures that students’ identities, languages, abilities,

and talents are recognised and

affirmed and that their learning needs

are addressed.

The curriculum encourages all

students to reflect on their own learning

processes and to learn how to

learn.

Treaty of Waitangi

Cultural diversity

Inclusion

Learning to learn

Coherence

Future focus

Community engagement

The curriculum offers all students a broad education that makes links within and across learning areas, provides for

coherent transitions, and opens up

pathways to further learning.

The curriculum reflects New

Zealand’s cultural diversity and

values the histories and

traditions of all its people.

The curriculum encourages students to look to the

future by exploring such significant future-focused issues as sustainability,

citizenship, enterprise, and globalisation.

The curriculum has meaning for

students, connects with their wider

lives, and engages the support of their families, whānau, and communities.

What Principals are saying

I see the curriculum as really just the bones and what schools have to do is put the meat around them, the muscles and then get the heart pumping. NZC is just the skeleton.

You can’t just pick up what another school’s done. There’s no recipe. What you might do will be different to us because of your community, your students, your location. The process of giving effect to the new curriculum is about making it work in your school.

Places to go and have a look at........

http://nzcurriculum.tki.org.nz

http://nzcurriculum.tki.org.nz/parents_caregivers_and_whanau

http://www.teamup.co.nz/

http://www.minedu.govt.nz/Parents.aspx