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Curriculum Framework
The New Zealand Curriculum specifies eight groupings of essential skills
to be developed by all students across the whole curriculum throughout the
years of schooling These categories encompass other important groups of skills,
such as creative skills, valuing skills, and practical life skills.
All the essential skills are important if students are to achieve their
potential and to participate fully in society, including the world of work.
In planning learning programmes, schools need to ensure that all students
have the opportunity to develop the full range of the essential skills to
the best of their ability. The categories are simply convenient labels for
grouping the essential skills and attributes which all students need to develop.
These skills cannot be developed in isolation. They will be developed through
the essential learning areas and in different contexts across the curriculum.
By relating the development of skills to the contexts in which they are used,
both in the classroom and in the wider world, school programmes will provide
learning which students can see to be relevant, meaningful, and useful to
them. A number of the essential skills may be developed through group activities.
Furthermore, many of the skills will enable individuals to operate more effectively
in group situations. Students will learn to work in co-operative ways, and
to participate confidently in a competitive environment.
The curriculum will challenge all students to succeed to the best of their
ability. Individual students will develop the essential skills to different
degrees and at different rates.
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Students will:
- communicate competently and confidently by listening, speaking, reading,
and writing, and by using other forms of communication where appropriate;
- convey and receive information, instruction, ideas, and feelings appropriately
and effectively in a range of different cultural, language, and social contexts;
- develop skills of discrimination and critical analysis in relation to the
media, and to aural and visual messages from other sources; o argue a case clearly,
logically, and convincingly;
- become competent in using new information and communication technologies,
including augmented communication for people with disabilities.
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Students will:
- calculate accurately;
- estimate proficiently and with confidence;
- use calculators and a range of measuring instruments confidently and competently;
- recognise, understand, analyse, and respond to information which is presented
in mathematical ways, for example, in graphs, tables, charts, or percentages;
- organise information to support logic and reasoning;
- recognise and use numerical patterns and relationships.
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Students will:
- identify, locate, gather, store, retrieve, and process information from a
range of sources;
- organise, analyse, synthesize, evaluate, and use information;
- present information clearly, logically, concisely, and accurately;
- identify, describe, and interpret different points of view, and distinguish
fact from opinion;
- use a range of information-retrieval and information-processing technologies
confidently and competently.
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Students will:
- think critically, creatively, reflectively, and logically;
- exercise imagination, initiative, and flexibility;
- identify, describe, and redefine a problem;
- analyse problems from a variety of different perspectives;
- make connections and establish relationships;
- inquire and research, and explore, generate, and develop ideas;
- try out innovative and original ideas;
- design and make;
- test ideas and solutions, and make decisions on the basis of experience and
supporting evidence;
- evaluate processes and solutions.
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Self-management and
Competitive Skills |
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Students will:
- set, evaluate, and achieve realistic personal goals;
- manage time effectively;
- show initiative, commitment, perseverance, courage, and enterprise;
- adapt to new ideas, technologies, and situations;
- develop constructive approaches to challenge and change, stress and conflict,
competition, and success and failure;
- develop the skills of self-appraisal and self-advocacy;
- achieve self-discipline and take responsibility for their own actions and
decisions;
- develop self-esteem and personal integrity;
- take increasing responsibility for their own health and safety, including
the development of skills for protecting the body from harm and abuse;
- develop a range of practical life skills, such as parenting, budgeting, consumer,
transport, and household maintenance skills.
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Social and Co-operative
Skills |
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Students will:
- develop good relationships with others, and work in co-operative ways to
achieve common goals;
- take responsibility as a member of a group for jointly decided actions and
decisions;
- participate appropriately in a range of social and cultural settings;
- learn to recognise, analyse, and respond appropriately to discriminatory
practices and behaviours;
- acknowledge individual differences and demonstrate respect for the rights
of all people;
- demonstrate consideration for others through qualities such as integrity,
reliability, trustworthiness, caring or compassion (aroha), fairness, diligence,
tolerance (rangimarie), and hospitality or generosity (manaakitanga);
- develop a sense of responsibility for the well-being of others and for the
environment;
- participate effectively as responsible citizens in a democratic society;
- to develop the ability to negotiate and reach consensus.
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Students will:
- develop personal fitness and health through regular exercise, good hygiene,
and healthy diet;
- develop locomotor, non-locomotor, and manipulative skills;
- develop basic first aid skills;
- develop specialised skills related to sporting, recreational, and cultural
activities;
- learn to use tools and materials efficiently and safely;
- develop relaxation skills.
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Students will:
- work effectively, both independently and in groups;
- build on their own learning experiences, cultural backgrounds, and preferred
learning styles;
- develop sound work habits;
- take increasing responsibility for their own learning and work;
- develop the desire and skills to continue learning throughout life;
- make career choices on the basis of realistic information and self-appraisal.
Foreword
| National
Curriculum | The
Principles | Essential
Learning Areas |
The
Essential Skills |Attitudes
and Values
| National Curriculum Statements | Context
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