Essential Learning Areas
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The Essential Learning Areas |
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The New Zealand Curriculum specifies seven essential learning areas which
describe in broad terms the knowledge and understanding which all students
need to acquire.
Language and Languages Te Korero me Nga Reo
Mathematics Pangarau
Science Putaiao
Technology Hangarau
Social Sciences Tikanga-a-iwi
The Arts Nga Toi
Health and Physical Well-being Hauora
All seven learning areas are essential for a broad and balanced education.
Schools must ensure that all students undertake continuing study in all the
learning areas during each of the first ten years of schooling. Schools must
also maintain a balanced curriculum in the final years of schooling (years
11, 12, and 13), recognising the diverse educational and training needs of
students at these levels.
Schools may achieve a balanced and broad curriculum in a number of ways; for
example, by organising their programmes around subjects, by using an integrated
approach, for by using topic for thematic approaches. Schools have the flexibility
to plan programmes to meet their particular needs; for example, kaupapa Maori
programmes, English programmes for speakers of other languages (ESOL), for
Pacific Islands language courses. In whatever way programmes are organised,
they must incorporate the knowledge and understanding described in all seven
learning areas.
The essential learning areas are broad, recognisable categories of knowledge
and understanding. They provide the context within which the essential skills,
attitudes, and values are developed.
Other important areas of study, such as the environment, and culture and heritage,
are included in a number of the essential learning areas.
The essential learning areas are interrelated. Any activity which students
engage in will draw on more than one learning area. For example, a study of
sound may focus primarily on science, but may also contribute to students'
development in the arts, technology, and mathematics. In planning programmes,
schools need to understand and make use of the connections between the learning
areas.
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Language and
Languages Te Korero me Nga Reo |
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Language development is essential to intellectual growth. It enables us to
make sense of the world around us. The ability to use spoken and written language
effectively, to read and to listen, and to discern critically messages from
television, film, the computer, and other visual media is fundamental both
to learning and to effective participation in society and the work-force.
Language is a vital medium for transmitting values and culture. Confidence
and proficiency in one's first language contribute to self-esteem, a sense
of identity, and achievement throughout life. Students need opportunities
to strengthen and build confidence in their use of language for a range of
situations, purposes, and audiences. The early years of schooling will continue
to emphasise the importance of language and literacy learning. Throughout
their schooling, students will be provided with frequent opportunities to
observe, learn, and practise oral, written, and visual forms of language,
to learn about the structures and use of language, and to access and use information.
Students will have the opportunity to develop their ability to create, and
respond critically to, a wide range of texts, including works of literature
and examples from the media. In selecting authors and texts, schools will
have regard to gender balance and to the inclusion of a range of cultural
perspectives.
The curriculum will promote the use of language that does not discriminate
against particular groups of people. Provision will be made for students who
have special learning needs in the area of communication.
Within New Zealand, a number of languages are used on a daily basis. Each
has its own intrinsic value. For most students, the curriculum will be taught
in English, for some, it will be taught in Maori, and for some in a Pacific
Islands for other language.
Because English is the language of most New Zealanders and the major language
of national and international communication, all students will need to develop
the ability and confidence to communicate competently in English, in both
its spoken and written forms. Provision will be made for students whose first
language is not English.
Maori is the language of the tangata whenua of New Zealand. It is a taonga
under the terms of the Treaty of Waitangi and is an official language of New
Zealand. Students will have the opportunity to become proficient in Maori.
Students whose mother tongue is a Pacific Islands language for another community
language will have the opportunity to develop and use their own language as
an integral part of their schooling. The nature of mother tongue programmes
will be decided by schools in response to local community needs and initiatives.
All students benefit from learning another language from the earliest practicable
age. Such learning broadens students' general language abilities and brings
their own language into sharper focus. It enriches them intellectually, socially,
and culturally, offers an understanding of the ways in which other people
think and behave, and furthers international relations and trade. Students
will be able to choose from a range of Pacific, Asian, and European languages,
all of which are important to New Zealand's regional and international interests.
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Everyone needs to learn mathematics. It is essential in most areas of employment.
It is also a basic necessity in many other aspects of everyday life. Anyone
who wants to keep within a household budget, organise a holiday, prepare for
a hui on a marae, wallpaper a room, or build a fence will need mathematics.
An understanding of mathematics helps people to develop logical approaches
to procedures and arguments. A feel for mathematics helps people to appreciate
symmetry and patterns and to make sensible design decisions.
Mathematics involves the ability to calculate, to estimate, and to reason
logically. Mathematical problem solving involves the selection and correct
application of basic skills, the discovery of patterns of shape and number,
the making of models, the interpretation of data, and the recognition and
communication of related ideas. The solution of mathematical problems requires
creativity as well as a systematic approach. Creativity in problem solving
plays a major role in innovation, invention, and scientific and technical
discovery.
All students will have the opportunity to work with and explore mathematical
problems in ways that encourage them to be enquiring, systematic, creative,
resourceful, self-reliant, and persevering. They will gain confidence and
competence in the use of number, and will develop the skills of measurement,
construction, and spatial interpretation. They will learn to collect, organise,
and interpret data, to use apparatus, to generalise from patterns and relationships,
and to think abstractly.
Students will see the relevance of mathematics to their lives. Their learning
will connect new mathematical skills and concepts with what they already know,
have experienced, and can do. They will tackle mathematical problems arising
in realistic contexts which are meaningful to them. They will undertake activities
and investigations, both individually and in groups, which will enable them
to learn the skills to approach problems involving mathematics in a variety
of contexts.
Mathematics is found in many subjects of the school curriculum, wherever there
is a need for calculation for estimation, quantitative research, measurement,
decision making, for precise communication through symbols for graphs. In
addition to mathematics programmes, the following subjects contribute to students'
mathematical development: science, graphics and design, home economics, workshop
technology, economics, history, geography, and accounting.
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Science is essential to understanding our world. It is a universal discipline
through which people investigate the living, material, physical, and technological
components of their environment, and make sense of them in logical and creative
ways. It helps people to investigate phenomena systematically, to clarify
ideas, to ask questions, to test explanations through measurement and observation,
and to use their findings to establish the worth of ideas.
Active participation in science fosters curiosity. It enables students to
develop a clearer understanding of aspects of the world around them and beyond:
living things, the environment, matter, energy, and industrial and technological
processes. It develops their ability and confidence to approach problems systematically.
Students will develop their understanding of the changing nature of science,
and the values and assumptions on which it rests. They will recognise the
contribution that different perspectives make to the evolution of understanding
in science. In New Zealand, the curriculum will recognise Maori and Pacific
Islands knowledge about the natural and physical worlds.
Students will learn that scientific understanding progresses through disciplined
observation and careful analysis, and is built on existing knowledge and experience.
Although this progress is usually gradual and systematic, creative thinking
also plays a major role in advancing scientific understanding.
Students will also learn about the ways in which people have used scientific
knowledge and methods to meet particular needs. They will examine the influence
of science on the lives of people of different gender, cultures, and backgrounds.
Studies of the environment are an important part of this area of learning.
Students will be given the opportunity to explore environmental issues which
are important to their community, to New Zealand, to the Pacific, to the wider
world, and to future generations. They will learn how and why people conserve
and modify their environment. They will develop the knowledge, skills, and
attitudes needed to make responsible decisions about the protection and wise
use of local, national, and global resources and environments. Students will
examine decisions about the use of resources, considering their effects on
different groups, and the ethical questions and values underlying these decisions.
Subjects which contribute to this area of learning include science, biology,
chemistry, physics, geography, and earth sciences, and applied studies such
as agriculture and horticulture.
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Technology is the creative and purposeful use of human knowledge, skills,
and physical resources to solve practical problems. It involves developing
objects, systems, or environments.
Technology pervades our daily lives, both at home and at work. All students
need to develop technological skills and understandings which are relevant
to the world in which they live. Technology education helps to develop in
students the adaptability required to function in a world of rapid change.
Technology education develops a wide range of skills, including those of problem
solving, design, construction, communication, critical thinking, analysis,
synthesis, and evaluation.
Students will develop an understanding of the ways in which technology both
shapes and is shaped by society. They will learn how technology has influenced
the lives of people of different cultures, backgrounds, and times, and how
people have developed and used technologies to meet human needs. They will
develop an awareness of the impact of technology on the environment and the
workplace. Students will be helped to make informed decisions about the use
of technology in relation to society, the environment, and the economy. They
will learn to appraise the potential costs and benefits of various technological
applications.
Students will develop the capability to design and make, and to improve objects,
systems, and environments in order to solve problems in some or all of the
following areas: information and communications technology, electronic technology,
bio-technology, materials technology, process technology, food technology,
and design and graphics technology. They will use a range of materials and
technologies (or this purpose).
Students will also develop knowledge about the types of technology available,
the ways in which they operate, and the uses to which they can be put. They
will develop confidence and competence in a range of technologies and the
adaptability to use new technologies.
This area of learning has application to all subjects of the curriculum. Those
that make a particular contribution to learning in technology include science,
mathematics, home economics, social studies, workshop technology, music, art,
graphics and design, and the study of information systems.
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Social Sciences
Tikanga-a-iwi |
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A broad understanding of society is essential if students are to take their
full place within it as confident, informed, and responsible participants.
Through the social sciences, students will develop the knowledge and sense
of perspective needed to understand and appraise New Zealand's changing society
and economy. They will examine the ways in which people from different cultures,
times, and places make decisions, and meet their physical, social, emotional,
and spiritual needs. Students will be helped to understand their rights, roles,
and responsibilities as members of a family and as citizens in a democratic
society. An emphasis will be placed on learning about New Zealand society.
This will include an understanding of the Treaty of Waitangi, and of New Zealand's
bicultural heritage and multicultural society. Societies which have close
relationships with New Zealand, such as communities of the South Pacific and
Asia, will also be an important focus. Students will develop an awareness
of New Zealand's place in the international environment, and of global issues
of public interest.
Students will be challenged to think clearly and critically about human behaviour,
and to explore different values and viewpoints. Such learning will help them
to clarify their own values and to make informed judgments. Commonly held
values, such as concern for social justice and the welfare of others, acceptance
of cultural diversity, and respect for the environment will be fostered, along
with commonly valued attributes, such as individual initiative, effort, and
responsibility.
Students will also develop a wide range of general and specific skills, including
skills in research, critical and creative thinking, communication, and social
participation. Students will learn how and why change and continuity have
affected people's lives in various contexts and times. They will examine the
events, beliefs, and forces which have shaped our world. They will explore
the influence of different groups and individuals on society, including the
contributions and achievements of both women and men. Students will develop
their understanding of their own culture and heritage, and those of others.
They will study New Zealand histories, including Maori perspectives, and will
gain an awareness of different interpretations of the past.
Students will gain an understanding of how people in different places have
interacted with the environment, and how they make decisions about, and manage
or mismanage resources. Students will learn about economic processes, such
as how people produce, exchange, and use goods. They will develop an awareness
of the present and future role of work in their lives. They will gain an understanding
of economic activities, including those important to New Zealand, such as
agriculture, forestry, fisheries, and tourism, and an awareness of New Zealand's
dependence on marketing and trade.
To provide balanced learning in the social sciences, schools will ensure that
all students participate in a wide variety of experiences, drawing on a range
of subjects. In particular, schools will provide for learning in social studies,
history, geography, and economics.
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The arts are powerful forms of personal and social expression. They link imagination,
thinking, and feeling. They provide essential learning for living and develop
a wide range of both general and specific skills, which are significant in
many aspects of life, including employment. They are important for recreation
and leisure.
The arts cross boundaries. They are a source of international communication
and understanding. They express and shape national identity. In New Zealand,
the uniqueness of Maori arts is recognised and valued, along with the diversity
of our cultural heritage.
Learning through the arts enables students to appreciate and understand their
own heritage and other cultures. It provides opportunities to examine a range
of values and perceptions. Such learning will recognise the contribution and
achievements of women in the arts, as well as those of men.
The arts are important to the growth of self-knowledge and self-worth. They
encourage students to investigate their own values and those of others, and
to recognise the aesthetic and spiritual dimensions of their lives. They enable
students, as individuals and as members of a group, to understand, express,
and communicate present and past experiences.
Students will be given opportunities, individually and co-operatively, to
explore, to generate, to shape, and to communicate their ideas in creative
ways. Through viewing, listening, and responding to creative works they will
develop critical awareness and enjoyment of the arts.
Recognised art forms include those of recent origin, such as film and video,
and those, such as oratory, which have particular cultural significance. Each
makes a distinctive contribution to leanirng. Schools will ensure that all
students participate in a wide range of experiences in the arts to provide
for balanced learning and an appreciation of the aesthetics of different art
forms. In particular, schools will provide for learning in visual art (including
craft and design), music, drama, dance, and literature.
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Health and Physical
Well-being Hauora |
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Health is vitally important for personal and social well-being and achievement.
It encompasses the physical, social, emotional, intellectual, and spiritual
dimensions of a person's growth.
This area of learning enables students to learn about and develop confidence
in themselves and their abilities, and to approach learning with energy and
application. It helps them to take responsibility for their own health and
physical fitness and to acknowledge their part in ensuring the well-being
and safety of others.
Through physical education, students will be given opportunities to participate
in a variety of individual and team activities. These activities are designed
to enable students to achieve their potential in physical growth and development,
to improve their health and fitness, to develop a wide range of motor skills,
and to learn the importance of disciplined training, competition, and team
work. They will have opportunities to face challenges, and to find satisfaction
in recreation, relaxation, and personal fitness.
As part of health education, students will be encouraged to set realistic
and worthwhile personal goals, and to develop healthy patterns of living.
They will develop the skills to participate in a wide range of social activities,
and to build responsible and satisfying relationships, at school, at home,
and in the wider community, and with people from various social and cultural
backgrounds. They will learn to respect differences of viewpoint and lifestyle,
and will be encouraged to develop personal responsibility and judgment in
matters of values and ethical standards. They will also be assisted to cope
constructively with challenges, personal stress, peer pressure, and social
conflict.
All learning in this area should be appropriate, and not unnecessarily limited
by a student's degree of ability, or restricted by gender stereotypes. Activities
should respect students' cultural perspectives and customs. Learning will
often require consultation with and support from the home and community.
Although this area of learning has relevance to the whole school curriculum,
the two subjects of health education and physical education have major responsibility
for developing associated knowledge, understanding, skills, and attitudes.
Health education incorporates nutrition, drug education, sexuality education,
interpersonal skills, family relationships, and community and environmental
health. Physical education includes dance, movement, education outside the
classroom, sports, and physical recreation. Other subjects and activities
which contribute to this area of learning include home economics, social studies,
drama, and science.
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Principles | Essential
Learning Areas |
The
Essential Skills |Attitudes
and Values
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