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Requirements

This is a first glance analysis of the 2007 curriculum document in terms of what the document outlines as the requirements that will need to be met as schools go through the process of implementing the national document into a school based curriculum. these statements are drawn directly from the Document and relative page numbers are listed.

Curriculum design and review is a continuous cycle and is a 3 stage process (p37). It clarifies priorities for student learning and how these priorities will be addressed, how student progress will and quality of teaching and learning will be assessed.

The National Curriculum
Is a framework that provides a common direction for all schools (p 37)
The School Curriculum
Individual schools have scope, flexibility and authority to design and shape their curriculum so that teaching and learning is meaningful an beneficial to their particular communities of students (P 37)

The school curriculum should:
Be underpinned and consistent with the principles (P44 )
Ensure that the Values are encouraged modelled and explored by the students (P44 38)
Support the students to develop the Key Competencies (P 44 37 38)
Needs to consider how to encourage and monitor the development of the Key Competencies (p38)
Provide all students in years 1-10 with effectively taught programmes in the 7 learning areas (p44)
Starts from the learning statements (p38)
Incorporate all the strands over the longer term (p38)
Incorporates selected achievement objectives from each learning area in response to identified needs (p 39 44)
Contain clear statements of learning expectations at or across levels (p39)

The Class Curriculum
Teachers make interpretations in response to the particular needs, interests and talents of individuals and groups of students. (P 37)
Teachers will provide rich balanced education base don values, Key Competencies, and learning areas so that pupils become confident,


The National Curriculum
Is a framework that provides a common direction for all schools (p 37)


The School Curriculum
Individual schools have scope, flexibility and authority to design and shape their curriculum so that teaching and learning is meaningful an beneficial to their particular communities of students (P 37)
The school curriculum should:
Be underpinned and consistent with the principles (P44 )
Ensure that the Values are encouraged modelled and explored by the students (P44 38)
Support the students to develop the Key Competencies (P 44 37 38)
Needs to consider how to encourage and monitor the development of the Key Competencies (p38)
Provide all students in years 1-10 with effectively taught programmes in the 7 learning areas (p44)
Starts from the learning statements (p38)
Incorporate all the strands over the longer term (p38)
Incorporates selected achievement objectives from each learning area in response to identified needs (p 39 44)

Contain clear statements of learning expectations at or across levels (p39)

The Class Curriculum
Teachers make interpretations in response to the particular needs, interests and talents of individuals and groups of students. (P 37)
Teachers will provide rich balanced education base don values, Key Competencies, and learning areas so that pupils become confident, connected, actively involved, life long learners.

The Principles
Schools should be able to demonstrate their commitment to the principles and articulate how they are given effect in teaching and learning. (P 77)
High expectations
Treaty Of Waitangi
Cultural diversity
Inclusion
Learning to learn
Community engagement
Coherence
Future Focus (P 9)


Values
The list is neither exhaustive or exclusive (p10)
Excellence
Innovation, inquiry and curiosity
Diversity
Equity
Community and participation
Ecological sustainability
Integrity

respect


Key Competencies
The competencies are the key to learning in every learning area (p 12)
Thinking
Using language symbols and text
Managing self
Relating to others
Participating and contributing


The Principles
Schools should be able to demonstrate their commitment to the principles and articulate how they are given effect in teaching and learning. (P 77)
High expectations
Treaty Of Waitangi
Cultural diversity
Inclusion
Learning to learn
Community engagement
Coherence
Future Focus (P 9)

Values
The list is neither exhaustive or exclusive (p10)
Excellence
Innovation, inquiry and curiosity
Diversity
Equity
Community and participation
Ecological sustainability
Integrity
respect

Key Competencies
The competencies are the key to learning in every learning area (p 12)
Thinking
Using language symbols and text
Managing self
Relating to others
Participating and contributing