Cherrie K's List: Education

• students at the centre of teaching and learning
• forward-looking and inclusive
• engages and challenges
• affirms New Zealand’s unique identity
• supports and empowers
• personal excellence
• regardless of their individual circumstances
• bicultural foundations of Aotearoa New Zealand
• non-sexist, non-racist, and non-discriminatory

  • I find it weird that there are sexist, racist and/or discriminatory curricula around the world. But I guess there are.
• reflect
• how to learn
• wider lives
• meaning
• families, whānau, and communities
• links within and across learning areas
• pathways to further learning
• coherent transitions
• sustainability, citizenship, enterprise, and globalisation

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• who, in their school years, will continue to develop

  • that's odd grammar.
    "in their school years will continue to develop"
    
    continue from what? pre-school years? continue to outside life?

• outcomes-focused curriculum

  • weird, where's the battle between outcome-focussed and journey-focussed? I sort of believe that you often get out of stuff qualities and lessons you never intended.
    
    In saying that, the curriculum is a guide to what NZ wants to achieve, it is not saying that you tell the kids "today we're going to learn to learn" or any other objective.

• national curriculum, the school curriculum, and the classroom curriculum
• should

• supportive
• reflective thought and action
• relevance
• share
• connections to prior learning and experience
• opportunities
• teaching–learning relationship

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• teachers
• specialist vocabulary
• read and understand
• communicate
• listen and read critically

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• The development of the competencies is both an end in itself (a goal) and the means by which other ends are achieved.

  • such academic language!
• ersonal goals, other people, community knowledge and values, cultural tools (language, symbols, and texts), and the knowledge and skills found in different learning areas
• social contexts
• people, places, ideas, and things
• creative, critical, and metacognitive

  • important though.

  • argh I hate that word metacognitive!
• written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological
• ICT (including, where appropriate, assistive technologies)
• when to lead, when to follow, and when and how to act independently.
• who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. They know when it is appropriate to compete and when it is appropriate to co-operate

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