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- Appendix 4: Reviewer Synthesis Sheet
Preparing to Give Effect to the New Zealand Curriculum (June 2010) 01/06/2010
Appendix 4: Reviewer Synthesis Sheet
GIVING EFFECT TO THE NEW ZEALAND CURRICULUM
A. What activities has the school undertaken to reflect local context and community priorities in the vision, values and statements about learning through The New Zealand Curriculum?
B. To what extent is the school organising learning and teaching to give effect to The New Zealand Curriculum?
| School leaders are …. | Well under way | Developing | Beginning to develop | Not evident |
|---|---|---|---|---|
| reviewing learning area statements | ||||
| choosing achievement objectives from each learning area to fit the learning needs of their students | ||||
|
considering how links between learning areas will be explored and built on | ||||
| integrating key competencies into teaching and learning | ||||
| determining how assessment processes will align with the school curriculum | ||||
| describing how students’ learning stages or pathways build on earlier stages | ||||
| considering how e-learning and new technologies will be used as part of teaching and learning | ||||
| considering how the curriculum principles will be explored and included | ||||
| aligning implementation of The New Zealand Curriculum with school-wide systems (e.g. appraisal, professional development, self review) |
Data indicated some overlap for reviewer judgements about whether school leaders were beginning to develop or were developing each particular processes. In the analysis ERO aggregated the data to combine the categories ‘developing and beginning to develop’ together.
C. To what extent do these teacher actions promote student learning in this school?
| Teachers are | All teachers | Most teachers | Some teachers | No teachers |
|---|---|---|---|---|
| Using an evidence-based approach to teaching | ||||
| creating a supportive learning environment | ||||
| making new learning relevant | ||||
| making connections to students ’ prior learning and experience | ||||
| encouraging reflective thought and action | ||||
| facilitating shared learning | ||||
| providing sufficient opportunities to for students to learn |
In the analysis ERO aggregated the data to combine the categories ‘all teachers and most teachers’ together.
D. In giving effect to The New Zealand Curriculum, what are teachers doing particularly well in this school?
E. What are the biggest challenges facing this school as it moves towards giving effect to The New Zealand Curriculum?
F. ERO’s Overall Judgement
How well has this school progressed towards giving effect to The New Zealand Curriculum by February 2010? School leaders and teachers
| Are giving full effect | ( ) |
| Are making good progress towards giving effect | ( ) |
| Are beginning to give effect | ( ) |
| Have not yet begun to give effect | ( ) |
| Any other relevant comments about school’s progress towards February implementation |
Table of contents
- Overview
- Introduction
- Findings
- Conclusions
- Appendix 1: Methodology
- Appendix 2: Statistics of schools in the sample for this report
- Appendix 3: Evaluation Indicators
- Appendix 4: Reviewer Synthesis Sheet
