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Cirriculum Framework
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The New Zealand Curriculum Framework |
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Te Anga Marautanga Aotearoa
What is Curriculum?
The Context
The Framework
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The New Zealand Curriculum Te
Marautanga o Aotearoa |
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The New Zealand Curriculum is the official policy for teaching, learning,
and assessment in New Zealand schools. It is set out in this document, and
in a series of supporting statements.
Under the terms of the Education Amendment Act 1991, these documents are defined
as the national curriculum statements. It is the responsibility of boards
of trustees to ensure that schools satisfy the requirements and expectations
of these statements. Every school charter and proposed charter must include
the aim of meeting and following the learning principles and achievement aims
and objectives set out in these statements.
The New Zealand Curriculum sets out national directions for schooling and
provides for consistency in classroom programmes throughout the country. It
describes a framework for learning and assessment which links learning experiences
within the total school curriculum in a coherent and balanced way.
The New Zealand Curriculum recognises that all students should have the opportunity
to undertake study in essential areas of learning and to develop essential
skills. Such learning will enable them to develop their potential, to continue
learning throughout life, and to participate effectively and productively
in New Zealand's democratic society and in a competitive world economy.
The New Zealand Curriculum seeks to raise the achievement levels of all students
and to ensure that the quality of teaching and learning in New Zealand schools
is of the highest intemational standard. It identifies for boards of trustees,
teachers, students, parents, and the wider community a progression of desirable
standards of learning throughout the years of schooling, against which students'
progress can be assessed.
The New Zealand Curriculum recognises pre-school learning experiences and
post-school education and training opportunities. It links school-based learning
with the world outside school.
The New Zealand Curriculum applies to:
- all New Zealand schools, including kura kaupapa Māori, and special education
schools;
- all students, irrespective of gender, ethnicity, belief, ability or disability,
social or cultural background, or geographical location;
- all years of schooling, from new entrants to the completion of schooling;
that is, from years 1 to 13.
Curriculum developments, particularly at the junior primary level, take
account of the national curriculum guidelines for early childhood education
in New Zealand. In the context of this document, the term "years 1-13''
is preferred to the conventional "Jl-3", "standards 1-4", and "forms 1-7"
for the years of schooling.
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The term "curriculum" has several meanings, depending on the context in
which it is used. This document makes particular reference to the New Zealand
Curriculum and to the school curriculum.
The New Zealand Curriculum comprises a set of national curriculum
statements which define the learning principles and achievement aims and
objectives which all New Zealand schools are required to follow.
The school curriculum consists of the ways in which a school
puts into practice the policy set out in the national curriculum statements.
It takes account of local needs, priorities, and resources, and is designed
in consultation with the school's community.
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The New Zealand Curriculum builds on the positive features of past curriculum
experience. It draws on the findings of the education reviews of the 1980s
and responds to recent changes in New Zealand's society and economy. These
are outlined on page 27 and 28.
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The New Zealand Curriculum Framework describes
the elements which are fundamental to teaching and learning in New Zealand
schools. It states the principles which give direction to all teaching
and learning. It specifies seven essential learning areas which describe
in broad terms the knowledge and understanding which all students need
to acquire. The framework sets out the essential skills to be developed
by all students. It indicates the place of attitudes and values in the
school curriculum. It gives direction to the development of the more specific
national curriculum statements which describe in more detail the required
knowledge, understanding, skills, and attitudes. Finally, the framework
outlines the policy for assessment at school and national levels.
These elements are interrelated and should not be viewed in isolation from
each other. For example, the essential skills can only be developed in the
context of the essential learning areas.
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