|Chris Hipkins -reviewing education|
|2007 and earlier 93 Curriculum|
|nautilus visual metaphor|
|Quality work well displayed|
. A curriculum that ‘ensures that the students’ identities, languages, abilities, and talents are recognised and affirmed’ and requires a ‘curriculum that has meaning for them’ one that ‘connects with their wider lives’ and ‘opens up pathways for further learning.’
|Republished by NZCER 2016|
knowledge. ‘Intellectual curiosity is at the heart of this competency. Students as ‘problem solvers actively (able) to seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.’
the Visual Arts are included. They are all about appreciating, making and creating. The Visual Arts begin with children’s curiosity and delight in their senses’ – about ’aesthetic awareness’ – experimenting, exploring and creating, bringing their own experiences, sharing their re4sonses, and generation multiple interpretations.
attitude towards maths. Science once again emphasizes the need to ‘investigate, understand and explain. It involves ‘generating and testing ideas, gathering evidence’ and communicating ideas. Several strands are identifies including the important How Scientists work; the Living World, Planet Earth and Beyond; and the Physical and Material World.
|Students - true scientists|
|A rich curriculum|
etc.) can, if overdone, lead to limiting student creativity. What is missing is evaluating students work, their personal growth through portfolios etc. might be the best way.
|Enuf of formulaic teaching WALTs etc|
|Art work based on research into the lives of people in Medieval times Year5/6|