The principles are foundations of curriculum decision making. New Zealand Curriculum; Te Marautanga o Aotearoa; News. English, the medium for teaching and learning in most schools, is a de facto official language by virtue of its widespread use. The achievement objectives found in The New Zealand Curriculum set out selected learning processes, knowledge, and skills relative to eight levels of learning. During these years, students have opportunities to achieve to the best of their abilities across the breadth and depth of the New Zealand Curriculum – values, key competencies, and learning areas – laying a foundation for living and for further learning. These continue to require focused teaching. Tertiary education in its various forms offers students wide-ranging opportunities to pursue an area or areas of particular interest. Skilled communicators may find career opportunities that involve working with Deaf people. Ko te reo te manawa pou o te Māori,  The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides. ValuesEvery school has a set of values. Each learning area has its own language or languages. Schools can then use this information as the basis for changes to policies or programmes or changes to teaching practices as well as for reporting to the board of trustees, parents, and the Ministry of Education. Mā te whakaaro nui e hanga te whare;  The Ministry of Education received more than 10 000 submissions in response. Cultural diversityThe curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people. The sets of achievement objectives have been carefully revised by teams of academics and teachers to ensure that they are current, relevant, and well-defined outcomes for students. Successful learners make use of the competencies in combination with all the other resources available to them. It also means that when curriculum coverage and student understanding are in competition, the teacher may decide to cover less but cover it in greater depth. Curriculum design and review is a continuous, cyclic process. The Ministry of Education received more than 10 000 submissions in response. The print version of The New Zealand Curriculum has fold out charts that group achievement objectives by level. With appropriate teacher guidance and feedback, all students should develop strategies for self-monitoring and collaborative evaluation of their performance in relation to suitable criteria. to gather information that is sufficiently comprehensive to enable evaluation of student progress and achievement, to identify students and groups of students who are not achieving, who are at risk of not achieving, or who have special needs, and to identify aspects of the curriculum that require particular attention. These principles put students at the centre of teaching and learning, asserting that they should experience a curriculum that engages and challenges them, is forward-looking and inclusive, and affirms New Zealand’s unique identity. Over time, they develop their creativity, their ability to think critically about information and ideas, and their metacognitive ability (that is, their ability to think about their own thinking). It reappears in this curriculum with a new look. te tuakiri tangata. Students who manage themselves are enterprising, resourceful, reliable, and resilient. For these reasons, these three languages have special mention in The New Zealand Curriculum. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others. Ko te reo te mauri o te mana Māori. 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. Te reo Māori underpins Māori cultural development and supports Māori social and economic development in Aotearoa New Zealand and internationally. Students learn best when they feel accepted, when they enjoy positive relationships with their fellow students and teachers, and when they are able to be active, visible members of the learning community. It includes a clear set of principles on which to base curriculum decision making. Teaching and learning programmes are developed through a wide range of experiences across all learning areas, with a focus on literacy and numeracy along with the development of values and key competencies. It takes as its starting point a vision of our young people as lifelong learners who are confident and creative, connected, and actively involved. e kore tō tātou waka e ū ki uta. 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. Our goal is to increase the graduation rate from 50% to 85% by 2030. Learners need to have opportunities for sustained conversations with other users of NZSL, and they need to be exposed to language role models in a variety of situations. Cluster Training for Primary and Secondary Teachers, Expression of Interest (EOI) Performance Management Database System, Faasilasilaga: A’oa’oga (Training) mo Faiaoga o Aoga Tulaga Lua ma Kolisi Maualuluga. These desirable levels of knowledge, understanding, and skills represent progress towards broader outcomes that ultimately amount to deeper learning. Ko tōu reo, ko tōku reo,  Key competenciesThe key competencies are both end and means. They know when it is appropriate to compete and when it is appropriate to co-operate. the long view is taken: each student’s ultimate learning success is more important than the covering of particular achievement objectives. Schools can design their curriculum so that students find the transitions positive and have a clear sense of continuity and direction. Similarly, e-learning (that is, learning supported by or facilitated by ICT) has considerable potential to support the teaching approaches outlined in the above section. They recognise how choices of language, symbol, or text affect people’s understanding and the ways in which they respond to communications. These were collated and analysed and were taken into consideration when the document that you now have in your hands was being written. He oranga ngākau, he pikinga waiora. For example, "community and participation for the common good" is associated with values and notions such as peace, citizenship, and manaakitanga. When designing and reviewing their curriculum, schools choose achievement objectives from each area to fit the learning needs of their students. Information and communication technology (ICT) has a major impact on the world in which young people live. Teachers encourage such thinking when they design tasks and opportunities that require students to critically evaluate the material they use and consider the purposes for which it was originally created. Remove the heart of the flax bush and where will the kōmako sing? This format facilitates cross-curricular collaborative planning and assessment. While the learning areas are presented as distinct, this should not limit the ways in which schools structure the learning experiences offered to students. Schools are then able to select achievement objectives to fit those programmes. Students need to be challenged and supported to develop them in contexts that are increasingly wide-ranging and complex. DEPARTMENT OF EDUCATION - CURRICULUM AND INSTRUCTION DIVISION - 2020 The Bahamas’ Ministry of Education (MOE) has responsibility for more than 50,000 K-12 students in approximately 170 educational institutions in The Commonwealth of The Bahamas, which are dispersed over 11 districts in the major islands. Students with special needs are given quality learning experiences that enable them to achieve, and students with special abilities and talents are given opportunities to work beyond formally described objectives. The New Zealand Curriculum states succinctly what each learning area is about and how its learning is structured. All learning should make use of the natural connections that exist between learning areas and that link learning areas to the values and key competencies. This encourages them to see what they are doing as relevant and to take greater ownership of their own learning. In light of the Government’s vision, the Ministry has developed a vision that reflects all areas pertaining to its work: “A quality holistic education system that recognizes and realizes the spiritual, cultural, Intellectual and physical potential of all participants, enabling them to make fulfilling life choices.”. Te toi whakairo, ka ihiihi, ka wehiwehi, ka aweawe te ao katoa. This competency is about being actively involved in communities. Welcome to The New Zealand Curriculum Online. The New Zealand Curriculum provides the basis for the ongoing development of achievement standards and unit standards registered on the National Qualifications Framework, which are designed to lead to the award of qualifications in years 11–13. Like any language, it is capable of communicating an infinite number of ideas. As language is central to learning and English is the medium for most learning in the New Zealand Curriculum, the importance of literacy in English cannot be overstated. Curriculum achievement objectives by learning area (PDF, 2 MB), Curriculum achievement objectives by learning area (Word, 370 KB), Te Marautanga o Aotearoa Whakapākehātanga, Capable kids: Working with the key competencies, who will be creative, energetic, and enterprising, who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country, who will work to create an Aotearoa New Zealand in which Māori and Pākehā recognise each other as full Treaty partners, and in which all cultures are valued for the contributions they bring, who, in their school years, will continue to develop the values, knowledge, and competencies that will enable them to live full and satisfying lives.

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