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2007 NZ Curriculum   

Designing and Implementing The New Curriculum 
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.





































Individual schools have scope, flexibility and authority to design and shape their curriculum so that teaching and learning is meaningful and beneficial to their particular communities of students

(p 37)

As a school you will need to design and implement a school curriculum thatů..

  • Clarifies and addresses the particular needs interests and circumstances of your students and community  (p 37)

  • Is underpinned and consistent with the principles (p 44 )

  • Ensures the Values are encouraged modelled and explored by the students (p 44 38)

  • Supports the students to develop the Key Competencies (p 44 37 38)

  • Considers how to encourage and monitor the development of the Key Competencies (p 38)

  • Ensures that students develop strategies for self monitoring and collaborative evaluation of their performance in relation to suitable criteria for the Competencies. (p 38)

  • Provides all students in years 1-7 with effectively taught programmes in the 7 learning areas (p 44)

  • Introduces the learning of languages in years 7-10 (p 44)

  • Starts from the learning statements (p 38)

  • Incorporate all the strands over the longer term, no strands are optional (p 38)

  • 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 (p 39)