FAQs - The New Zealand Curriculum
FAQs - The New Zealand Curriculum
What is the purpose of the curriculum?
The New Zealand Curriculum sets the direction for teaching, learning and assessment in all New Zealand state and integrated schools It aims to provide all students with strong foundations for learning that encourage high levels of achievement and lifelong learning.
It sets out the expectations for what all New Zealand students will know and be able to do by the time they leave school. There are two partner documents: The New Zealand Curriculum for English medium teaching and learning, and Te Marautanga o Aotearoa for Maori medium teaching and learning.
Why is a new curriculum needed and what
difference will it make?
The national curriculum must
help today’s students to learn in a way that will prepare
them for the world of tomorrow. In 2002, the Ministry’s
Curriculum Stocktake Report identified that while many
students are achieving at world-class levels, there are
disparities among some groups. The new curriculum
contributes towards all students having a strong foundation
for learning, high levels of achievement, and a lifelong
engagement in learning. It will encourage schools to put
personalising learning into practice and support the aims of
the government for students to stay at school longer, and
attain higher levels of achievement.
How was the new curriculum developed?
More than 15,000 New Zealanders took part in face to face meetings and contributed online during the development and consultation process. The draft curriculum received international critiques from two prominent UK and Australian education research organisations, and over 10,000 submissions from students, parents, schools and educators. These responses were analysed by national and international education consultants and experts as well as Ministry personnel. Recommendations were reported to a reference group made up of representatives from the education sectors, and business and employers representatives who then made their own recommendations which contributed to the final curriculum document.
How does the new curriculum differ from
what was previously in place?
There is more emphasis on
particular themes relevant to today’s society; it sets
five key competencies needed for success in the 21st
century; it raises the profile and status of learning a
second language and of statistics within Mathematics; the
Treaty of Waitangi is explicit in the overview, purpose,
principles and values; and there’s recognition of the need
for schools to work closely with communities to design
relevant learning programmes.
What are the ‘values’
and what is their significance?
The values are:
excellence; innovation, enquiry and curiosity; diversity;
equity; community and participation; ecological
sustainability; integrity and respect. The values
acknowledge the influence and importance of respect,
attitudes and understanding.
How will values be
incorporated into school life?
The values are a guide for
schools. It is expected that in consultation with their
community each school will articulate the values that they
model and encourage. Many schools already list their values
in their charters.
What is the significance of bringing in
key competencies?
The five key competencies – thinking;
using language symbols and texts; managing self; relating to
others; and participating and contributing: are capabilities
that young people need for ongoing learning, and for
working and contributing to their communities. Students
will be challenged to use and develop these competencies
across subject areas.
What is the significance of
introducing the theme of sustainability into the curriculum
and how will it be applied?
An understanding of the
practices of sustainability is necessary for students if
they are to become globally responsible citizens. Education
about sustainability is internationally recognised as a
prerequisite for economically and environmentally literate
students.
What will the document mean for teachers and
students?
The curriculum provides greater clarity for
teachers, students and trustees by providing clear and
simple statements about priorities, expectations and
outcomes. It also details the type of teaching that helps
students learn. There is well-documented evidence that
things like encouraging reflective thought and action, and
making learning relevant make a difference to student
outcomes.
Why is the learning of a second language being
added to the list of learning areas that are considered
essential for a general education?
The curriculum gives
greater status to learning a second language to enable
students to participate more actively in New Zealand’s
diverse and multicultural society and in the global
community. All schools with students in years 7-10 should
be working towards offering a second language.
The curriculum recognises English, te reo Maori and New Zealand Sign Language as appropriate for the language of instruction and for learning as a first or second language.
How does
the curriculum fit with NCEA?
The curriculum provides the
basis for ongoing development of achievement standards and
the unit standards which are registered on the National
Qualifications Framework that contribute to the National
Certificate of Education Achievement.
How different is
this document compared to the draft?
In response to
feedback on the draft the following changes have been made.
The purpose of the curriculum is explained in more detail.
There is a greater focus on sustainability. The Treaty of
Waitangi is more strongly reflected, recognising the
bicultural foundations of our society and clear instructions
to boards of trustees have been added.
How and when will
the curriculum be implemented in schools?
Schools will be
supported to implement the New Zealand curriculum over a
three year period 2007 – 2010. Support for schools
includes:
- the provision of information including
post-launch workshops for principals and other staff
members, resource packs and on-line resources for use in
in-school and community workshops;
- support for learning
communities facilitated by 100 sector leaders,to share and
build on successful practices. This will include on-line
communities. ;
- school-based support professional
learning provided through School Support Services across all
regions;
- research and development including a national
programme of monitoring and exploratory studies to further
develop the evidence base to inform schools practice.
-
NCEA standards will be reviewed and aligned with the new
curriculum by
2010.
ENDS