ministry of education curriculum
This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group. By learning te reo Māori, students are able to: Ko te manu e kai ana i te miro, nōna te ngahere. Inclusion 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. In the arts, students explore, refine, and communicate ideas as they connect thinking, imagination, senses, and feelings to create works and respond to the works of others. The New Zealand Curriculum identifies a number of values that have widespread community support. They have strategies for meeting challenges. Together, they provide a foundation for lifelong learning. This site offers information, resources, news, advice, and guidance, inspiring school stories, practical ideas, research reports, how to get support, and much, much more. Students who manage themselves are enterprising, resourceful, reliable, and resilient. Schools can extend this range by making it possible for students to participate in programmes or studies offered by workplaces and tertiary institutions. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others. As they develop the competencies, successful learners are also motivated to use them, recognising when and how to do so and why. Many students do not, however, fit this pattern. Language is my identity. They know when to lead, when to follow, and when and how to act independently. Schools recognise and provide for the diverse abilities and aspirations of their senior students in ways that enable them to appreciate and keep open a range of options for future study and work. 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. ValuesEvery school has a set of values. In practice, the key competencies are most often used in combination. 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. When the school community has developed strongly held and clearly articulated values, those values are likely to be expressed in everyday actions and interactions within the school. Community engagementThe curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whānau, and communities. Remove the heart of the flax bush and where will the kōmako sing? Together, the two documents will help schools give effect to the partnership that is at the core of our nation’s founding document, Te Tiriti o Waitangi/the Treaty of Waitangi. Like other signed languages, it uses the hands, the body, and facial expressions (including lip patterns) to express meaning and the eyes to perceive meaning. For learning in digital technologies, schools need to provide learning opportunities in line with the progress outcomes from the technology learning area. 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. It sets out values that are to be encouraged, modelled, and explored. This format facilitates cross-curricular collaborative planning and assessment. This competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Some tertiary education focuses on the highly specific skills and discipline knowledge required, for example, by trades, ICT, and health professions. Ko te manu e kai ana i te mātauranga, nōna te ao. For example, "community and participation for the common good" is associated with values and notions such as peace, citizenship, and manaakitanga. The values, competencies, knowledge, and skills that students will need for addressing real-life situations are rarely confined to one part of the curriculum. The tohu designs associated with each learning area are by Phillip Paea. The values and key competencies gain increasing significance for senior school students as they appreciate that these are the values and capabilities they will need as adults for successful living and working and for continued learning. Some achievement objectives relate to skills or understandings that can be mastered within a particular learning level. The New Zealand Curriculum identifies values to be encouraged and modelled and to be explored by students, key competencies that students will develop over time and in a range of settings, and learning areas that describe what they will come to know and do. Today, all school leavers, including those who go directly into paid employment, should take every opportunity to continue learning and developing their capabilities. Artistic excellence makes the world sit up in wonder. Alternatively, they may decide to organise their curriculum around central themes, integrating values, key competencies, knowledge, and skills across a number of learning areas. Understanding te reo Māori stretches learners cognitively, enabling them to think in different ways and preparing them for leadership. Curriculum change should build on existing good practice and aim to maximise the use of local resources and opportunities. Taha wairua relates to spiritual well-being; taha hinengaro to mental and emotional well-being; taha tinana to physical well-being; and taha whānau to social well-being. Awareness Training for School Committees. They then analyse and interpret the information to consider what they should do next. Our education system must respond to these and the other challenges of our times. As students discover how to use them, they find they are able to think in different ways, access new areas of knowledge, and see their world from new perspectives. Others are more complex and are developed with increasing sophistication across a number of learning levels. Ko te reo te mauri o te mana Māori. Students can specialise within learning areas or take courses across or outside learning areas, depending on the choices that their schools are able to offer.

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