Aligning The New Zealand Curriculum Te Thuhu o te Mtauranga and Te Marautanga o Aotearoa

The following chart aligns the key elements of the The New Zealand Curriculum Te Thuhu o te Mtauranga (English medium) and Te Marautanga o Aotearoa (Mori medium). No discussion of the 2 curriculum documents is entered into at this point. However, this resource will be used to inform further questions e.g. how these curricula accommodate special needs children?

The New Zealand Curriculum Te Thuhu o te Mtauranga

released 2007

Te Marautanga o Aotearoa
launched 2008, full implementation by 2010 Te Ptake O Te Tanga O Aotearoa develop national policies which support the provision of Mori-medium school guide assessment principles and strategies guide evaluation of schools and the student learning outcomes inform teacher education and professional development providers provide information for parents so that they clearly understand the business of schools sanction the subjects taught in schools

Purpose/Scope
serve English-Medium schools set the direction for student learning in Years 1-13 provide guidance for school in the design and assessment of their curriculum applies to all English-Medium state schools, including integrated schools applies to all students regardless of gender, sexuality, ethnicity, belief, ability , disability, social or cultural background and geographical location

Vision
Young people who: will be creative, energetic, and enterprising; will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country; will work to create an Aotearoa New Zealand in which Maori and Pakeha recognise each other as full Treaty partners, and in which all cultures are valued for the contributions they bring

Moemoe
Successful learners, who will grow as competent and confident learners, effective communicators in the Mori world, healthy of mind, body and soul and secure in their identity, and sense of belonging.

in their school years, will continue to develop the values, knowledge, and competencies that will enable them to live full and satisfying lives will be confident, connected, actively involved, and lifelong learners.

Principles
High expectations: The curriculum supports and empowers all students to learn and achieve personal excellence , regardless of their individual circumstances Treaty of Waitangi: The curriculum acknowledges the principles of the Treaty of Waitangi and the bicultural foundations of Aotearoa New Zealand. All students have the opportunity to acquire knowledge of te reo Maori me ona tikanga. Cultural diversity: The curriculum reflects New Zealands cultural diversity and values the histories and traditions of all its people. Inclusion: The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students identities, languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed. Learning to Learn: The curriculum encourages all students to reflect on their own learning processes and to learn how to learn. Community engagement: The curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whanau, and communities. Coherence: The curriculum offers all students a broad education that makes links

Ng Mtpono Whnui
The learner is the centre of teaching and learning The school-based curriculum will: affirm the learner support the learners physical, moral, mental and emotional wellbeing provide experiences that enable learners to reach their potential across each learning area strive to develop the knowledge, skills and attitudes which enable competent learners. The learner has a high level of personal awareness The school-based curriculum will: promote whnau and iwi provide experiences that bring together customary practices of iwi and communities help learners to be successful in the Mori world and the wider world fulfil the expectations, hopes and aspirations of their communities provide experiences and knowledge that will enable the learner to competently enter the wider world. The learner achieves their potential The school-based curriculum will: engage the learner develop the desired competencies, attitudes and values enable the learner to achieve learning outcomes appropriate to

within and across learning areas, provides for coherent transitions, and opens up pathways to further learning. Future focus: The curriculum encourages students to look to the future by exploring such significant future focused issues as sustainability, citizenship, enterprise, and globalisation.

their level of ability are inclusive and responsive to the learning needs and ways of learning of each individual learner School, whnau, hap, iwi and community will work together The school-based curriculum will: ease the pathway for whnau to participate in all school teaching and learning programmes include experiences outside of the school which are relevant to the whnau and community nurture the language and customs of whnau, hap and iwi Environmental health is personal health The school-based curriculum will support: a sustainable environment learning pathways which enable the learner to engage purposefully with the environment holistic teaching programmes learner engagement with their environment.

Values
Students will be encouraged to value: excellence, by aiming high and by persevering in the face of difficulties innovation, inquiry, and curiosity, by thinking critically, creatively, and reflectively diversity, as found in our different cultures, languages, and heritages equity, through fairness and social justice community and participation for the common good ecological sustainability, which includes care for the environment integrity, which involves being honest, responsible, and accountable and acting ethically

Ng Uara, Ng Waiaro
Individual learners values and attitudes: confidence through integrity, generosity of spirit and peacefulness clear sense of personal identity, a high level of personal awareness and self-worth empathy and regard for friends and for the school whnau desire to participate in all school learning activities, by contributing, reading or listening; enduring respect for the value of education understanding, awareness and aptitude in all learning as a guide into the contemporary world identify and understand their own personal values and beliefs. Knowing traditional Mori values:

 to respect themselves, others, and human rights Through their learning experiences, students will learn about: their own values and those of others different kinds of values, such as moral, social, cultural, aesthetic, and economic values the values on which New Zealands cultural and institutional traditions are based the values of other groups and cultures Through their learning experiences, students will develop their ability to: express their own values explore, with empathy, the values of others critically analyse values and actions based on them discuss disagreements that arise from differences in values and negotiate solutions make ethical decisions and act on them

The learner: understands the values of their whnau, hap and iwi, enabling access to the Mori world is generous and caring for visitors knows their identity and origins knows their genealogy and whakapapa links works co-operatively with peers and in groups Understanding the values of the wider world: The learner: acknowledges people, regardless of who or where they are, or their appearance the learner is respectful of the mana and spirituality of each person and each whnau, and their attitudes and values, even if these differ from their own.

Key Competencies
Thinking actively seek, use, and create knowledge reflect on their own learning, draw on personal knowledge and intuitions ask questions, and challenge the basis of assumptions and perceptions. Using language, symbols and texts interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. recognise how choices of language, symbol, or text affect peoples understanding and the ways in which they respond to communications. confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to

Our Learners: Te hua O Ttou konga

High Levels of Educational and Socio-cultural Success reaching their full potential experiencing academic success living confidently and proudly as Mori competent to support whnau, hap, iwi and community participating in the Mori world and advocating a Mori world view confidence in being Mori facilitates relationships with other peoples and other cultures understanding their role within the whnau, hap, iwi, community and wider society A Wide Range of Life Skills confidence to pursue their own lifelong learning pathways able to contribute to and participate positively in the

communicate with others. Managing self enterprising, resourceful, reliable, and resilient establish personal goals, make plans, manage projects, and set high standards. have strategies for meeting challenges. know when to lead, when to follow, and when and how to act independently. Relating to others open to new learning and able to take different roles in different situations are aware of how their words and actions affect others know when it is appropriate to compete and when it is appropriate to co-operate. work effectively together to come up with new approaches, ideas, and ways of thinking. Participating and contributing have a sense of belonging and the confidence to participate within new contexts understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.

community respectful of others including children, their own peers and elders living successful and fulfilling lives multi-skilled possessing the skills required for entry into their university of choice A Wide Range of Career Choices having the skills and knowledge needed to enter their career of choice able to pursue their own pathways having a range of career choices

Learning Areas
English The Arts Health and physical education Learning languages Mathematics and statistics Science

Wahanga Ako
Te Reo Mori Pngarau: mathematics Hauora: health and physical education. Tikanga--iwi: social sciences Ng Toi: the arts Ptaiao: science

Social sciences Technology

Hangarau- technology Te Reo Pkeh- English Ng Reo- Languages

Effective Pedagogy
create a supportive learning environment encourage reflective thought and action enhance the relevance of new learning facilitate shared learning make connection to prior learning and experiences provide sufficient opportunities to learn inquire into the teaching-learning relationship E-Learning: Explore how ICT can support traditional learning methods and open up new ways of learning.

Ng Ahuatanga Ako
development of a Mori learning environment development of a cognitively stimulating learning environment development of learning pathways organising valid assessment school-wide assessment practices inquiry learning and knowledge creation cycle E-Learning allows: easy access to knowledge in New Zealand and the wider world from the school or home learner and community to learn together learner to have varied experiences, and experiences beyond the school and home

Achievement Objectives
Achievement objectives are provided for each learning area and for each of the 8 curriculum levels covering years 1-13

Learner Characteristics
Learner characteristics are provided for each of the 8 curriculum levels covering years 1-13

Assessment
Effective assessment: benefits students involves students supports teaching and learning goals is planned and communicated is suited to the purpose is valid and fair

Aro Matawai
worthwhile to the learner, accurate and reliable. The learner understands what they are learning learners engage in assessment practices. Learners negotiate and discuss their aims, strategies and progressions with their teachers and parents and with each other assessment supports improved learning assessment is seen as positive, rather than a process to be feared each assessment activity has a clear purpose. As such, assessment should be valid and relevant to its intended purpose.

Te Reo Mori
the learner achieves their Mori language potential the learner a achieves high educational levels through Mori language the learner achieves their linguistic potential

He Toi Mtauranga, He Mana Tangata

the world of the learner the old world, the contemporary world, the new world the global world

References
Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media. Ministry of Education. (2008). Te Marautanga o Aotearoa. Wellington: Learning Media. Retrieved from http://tmoa.tki.org.nz/Nga-Marautanga-o-Aotearoa/Te-Marautanga-o-Aotearoa