This document sets out indicators to inform judgments about the investigative questions. In most instances these indicators are taken directly from The New Zealand Curriculum for English-Medium Teaching and Learning in Years 1 to 13, Learning Media, 2007
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A: Local context and community priorities reflected in school curriculum through vision, values, and learning areas
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describe the activities the school has untaken to reflect their local context and community priorities
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- Surveys/questionnaires (of whom)
- School led hui/meetings
- Community led hui/meetings
- Internal school review
- Facilitated meetings
- Discussion with community/parent/whānau groups
- other
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B: School organisation of learning and teaching to give effect to the NZC – School leaders are
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reviewing learning area statements
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- Reviewing the learning areas as a starting point for developing learning programmes suited to students’ needs and interests
- Reviewing learning areas to reflect the structure of each area (strands)
- Considering future focused issues across the learning areas
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choosing achievement objectives from each learning area to fit the learning needs of their students
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- Choosing achievement objectives in each learning area
- Choosing a mix of achievement objectives that apply to a particular level and across a number of levels
- Stating these in ways that help teachers, students and parents to recognise, measure, discuss and chart progress
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considering links between learning areas
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- Considering how to structure learning opportunities to make use of the links that occur between learning areas
- Considering the links that exist between learning areas and the values and key competencies
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Integrating key competencies into learning and teaching
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- Integrating key competencies as part of the review of learning areas
- Seeking opportunities for students to challenged and supported to develop key competencies in increasingly wide-ranging and complex contexts
Thinking, Using language, symbols and texts, Managing self, Relating to others, Participating and contributing
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determining how assessment will align with the school curriculum
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- Determining how teachers will gather, analyse and use assessment information to improve students’ learning and teachers’ teaching
- Determining how assessment information will inform parents/families/whānau
- Determining how assessment information will inform school review and development
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describing how students’ learning stages or pathways build on earlier stages
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- Designing the school curriculum to take account learning sequences and pathways
- Designing the school curriculum so that students find the transitions positive and have a clear sense of continuity and direction
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considering how
e-learning and new technologies will be used as part of teaching & learning
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- Considering how ICT supports traditional ways of teaching
- Considering how ICT can open up new and different ways of learning
- Considering how ICT can be used to facilitate learning e.g. enabling students to join or create communities of learners that extend beyond the classroom
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considering how the curriculum principles influence and inform decisions
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- Underpinning curriculum decision making with the principles
- Considering how learning area statements are consistent with the eight principles
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aligning The New Zealand Curriculum with school-wide systems
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- Considering how school systems such as strategic planning, appraisal, reporting, professional development, self review will reflect the school curriculum and teaching and learning
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C: Teacher actions in promoting student learning. Teachers are
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implementing a Teaching as Inquiry cycle
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- Focusing inquiry on what is important based on where students are at
- Deciding what strategies are most likely to help students learn
- Inquiring into the impact of their teaching on students
- Deciding what implications there are for future teaching
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creating a supportive learning environment
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- Fostering positive classroom relationships (caring, inclusive, non discriminatory)
- Working with parents /caregivers as key partners in children’s learning
- Attending to the cultural and linguistic diversity of their students
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Making new learning relevant
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- Helping students to understand what they are learning, why they are learning it, and how they will be able to use their learning
- Involving students directly in decisions about their own learning (ownership)
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making connections to prior learning and experience
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- Deliberately building on what students know and have experienced
- Maximising learning time by avoiding unnecessary duplication of content
- Helping students make connections across learning areas and in contexts outside school
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encouraging reflective thought and action
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- Encouraging students to think objectively about information or ideas they engage with
- Designing tasks and activities that require students to critically evaluate the material they use
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facilitating shared learning
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- Encouraging a classroom learning culture where challenge, support and feedback are common expectations
- Providing opportunities for students to engage in reflective discourse so they can build the language to take their learning further
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Providing sufficient opportunities for students to learn
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- providing time for students to engage with, practise and transfer new learning
- basing decisions about the depth and breadth of curriculum coverage on students’ levels of understanding
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