Requirements

== [|http://ictnz.com] tbond@clear.net.nz

= = = = = = = = =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.

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

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) || 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 school curriculum should:**
 * ** The Class Curriculum **

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

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) ||
 * ** The Principles  **

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

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 ||
 * ** Key Competencies  **

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