![]() ![]() 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.seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country.be creative, energetic, and enterprising.Schools that also offer Māori-medium programmes may use Te Marautanga o Aotearoa as the basis for such programmes. The term “students” is used throughout in this inclusive sense unless the context clearly relates to a particular group. The New Zealand Curriculum applies to all English-medium state schools (including integrated schools) and to all students in those schools, irrespective of their gender, sexuality, ethnicity, belief, ability or disability, social or cultural background, or geographical location. 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. Its principal function is to set the direction for student learning and to provide guidance for schools as they design and review their curriculum.Ī parallel document, Te Marautanga o Aotearoa, will serve the same function for Māori-medium schools.Īlthough they come from different perspectives, both start with visions of young people who will develop the competencies they need for study, work, and lifelong learning and go on to realise their potential. The New Zealand Curriculum is a statement of official policy relating to teaching and learning in English-medium New Zealand schools. The challenge now is to build on this framework, offering our young people the most effective and engaging teaching possible and supporting them to achieve to the highest of standards. You can be proud of the part you have played in creating this sound framework for teaching and learning a framework designed to ensure that all young New Zealanders are equipped with the knowledge, competencies, and values they will need to be successful citizens in the twenty-first century. My thanks go to all who have contributed to the development of The New Zealand Curriculum: members of the reference group, teachers, principals, school boards, parents, employer representatives, curriculum associations, education sector bodies, academics, and the wider community. ![]() A new learning area, learning languages, has been added to encourage students to participate more actively in New Zealand’s diverse, multicultural society and in the global community. 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. The New Zealand Curriculum states succinctly what each learning area is about and how its learning is structured. It defines five key competencies that are critical to sustained learning and effective participation in society and that underline the emphasis on lifelong learning. It sets out values that are to be encouraged, modelled, and explored. It includes a clear set of principles on which to base curriculum decision making. It takes as its starting point a vision of our young people as lifelong learners who are confident and creative, connected, and actively involved. The New Zealand Curriculum is a clear statement of what we deem important in education. These were collated and analysed and were taken into consideration when the document that you now have in your hands was being written. The Ministry of Education received more than 10 000 submissions in response. This process led to the publication of The New Zealand Curriculum: Draft for Consultation 2006. A widely representative reference group oversaw a development process that included trials in schools, collaborative working parties, online discussions, and an inquiry into relevant national and international research. For this reason, a review of the curriculum was undertaken in the years 2000–02.įollowing this review, Cabinet agreed that the national curriculum should be revised. Our education system must respond to these and the other challenges of our times. ![]() Our population has become increasingly diverse, technologies are more sophisticated, and the demands of the workplace are more complex. Since it was launched, there has been no slowing of the pace of social change. The previous curriculum, implemented from 1992 onwards, was our first outcomes-focused curriculum: a curriculum that sets out what we want students to know and to be able to do. Like its predecessors, it is the work of many people who are committed to ensuring that our young people have the very best of educational opportunities. It is my pleasure to introduce this revision of the New Zealand Curriculum. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |