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That is the version we use ate school.

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New Zealand National Anthem (Haka Version)

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Link for the Aotearoa New Zealand Curriculum

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The New Zealand Curriculum / Kia ora - NZ Curriculum Online

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Curriculum design and review is a continuous, cyclic process.

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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

and to respect themselves, others, and human rights.

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That is one of the pedagogical models strongly used at ANI.
ANI Inquiry process.

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Students learn most effectively when they:
- Understand what they are learning - Why they are learning it
- Understand how they will use their new learning

(NZC, p. 34)

Following by a reflective question: Do we (teachers) need to be always clear on our instructions and teaching?

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Culpan, I., & Bruce, J. (2007) bring two main concepts for critical pedagogy. First, by bringing a combination from past studies they suggest critical pedagogy as a process of thinking logically ways of solving problems within using higher conscious thinking skills. (p. 03). A second definition drawn from their work, understands critical pedagogy as examination and understanding between power, social relations and knowledge (p.03).

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The New Zealand Curriculum identifies five key competences:

Thinking

Relating to others

Using language, symbols, and texts

Managing self

Participating and contributing

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This is not a pedagogical model, however, it will guide a lot the way you teach at ANI. The understanding of this style of teaching may bring ideas for your pedagogical planning.

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Education in International Baccalaureate® (IB) World Schools:

centres on learners

develops effective approaches to teaching and learning

works within global contexts, helping students understand different languages and cultures

explores significant content, developing disciplinary and interdisciplinary understanding that meets rigorous international standards.

An IB education aims to transform students and schools as they learn, through dynamic cycles of inquiry, action and reflection. Teachers enable and support students as they develop the approaches to learning they need - for both academic and personal success.

IB programmes aim to help students explore and construct their own personal and cultural identities.

A shared educational philosophy

The IB supports schools in the implementation of four high-quality programmes of international education:

Teaching and learning in the IB celebrates the many ways people work together to construct meaning and make sense of the world. An IB education empowers young people for a lifetime of learning, independently and in collaboration with others.

The IB learner profile describes the shared values that inform an IB education.

IB community video library

A video library is available to help your community discover and share the IB experience. This series introduces viewers to a global network of engaged, passionate teachers and learners.

The IB Community series is on Vimeo and YouTube

Download IB branded materials

For schools that have achieved the high standards required for authorization, one of the benefits is to be known as an IB World School and to make use of the IB brand. We produce a range of communications materials, enabling these schools to fully comply with the IB brand.

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Find out what is unique about the International Baccalaureate®teaching style, as well as what makes it different to conventional teaching standards.

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"Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students."

MoE, 2007, p. 35

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Deliberate acts of teaching

- Modelling - Whakatauira

- Prompting - Aikiaki

- Questioning - Pataitai

- Giving feedback - Whakahoki korero atu

- Telling - Whakamohio (Move the class along)

- Explaining - whakamarama

- Directing - Tohutohu
- Scaffolding

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MISSION
As teachers, we respect our trusted position in society and recognise the influence we have on learners, their understanding of the world and the future wellbeing of our society.

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Do you know what is scaffolding in education?

Well, this is a common tool used in all our classrooms at ANI. This is a model used to swap the old (fashion) way of helping students with learning needs. On the old days, the only possible solution (or maybe the most common one) was to use different tasks or even separate the "one student" from the rest of the class. By doing this, what normally happens was (and is) the lack in the learning still there after the "extra help" given to the student. And way this happen?
Well, we do have a number of different reasons for this to happen, such as; social disconnection, reduced motivation, non-engagement on task, and others. In addition, another point is clear: the other students still studying and developing their knowledge as well as their classmate.
The scaffolding sequence:

1) I do / you watch; 2) I do / you help; 3) You do / I help; 4) You do / I watch

The use of scaffolding as a strategy is a alternative to keep the students in the original task, incorporating them back to class and reducing the lack between them and the other students.

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A general concept for feedback is a act often used to describe all kinds of comments made after the fact, including advice, praise, and evaluation. However, is this a useful feedback in education?
Jumping into education, feedback can be more specific and effective.

Let's understand feedback in Aotearoa education (NZC)!

All the feedbacks (as a tool) under the Aotearoa New Zealand education, should address three main questions and instructions for the students: 1) Where am I going?

2) How am I going? 3)Where to next?

A feedback must be objective, clear and guide the students for the next steps.

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Feedback is a well known concept, both in general objective subjects or subjective subjects such as education.
Feedback can be defined as

Academically, in a classic and important publication, Chickering and Gamson (1987) state that there are some principles to characterise a good and affective feedback:
"Seven principles that can help to improve undergraduate education are identified. Based on research on college teaching and learning, good practice in undergraduate education: (1) encourages contacts between students and faculty; (2) develops reciprocity and cooperation among students; (3) uses active learning techniques; (4) gives prompt feedback; (5) emphasizes time on task; (6) communicates high expectations; and (7) respects diverse talents and ways of learning."

References
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7.

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Welcome to the pilot ANI information HUB. This website (e-tool) was created with the intention of sharing knowledge and information between our team.
As can be seen, this is a dynamic and electronic tool. This forum is to facilitate discussions and disseminate information regarding the New Zealand Curriculum (NZC) and some theoretical frameworks from the education area.
All the sections can be commented and any teacher can add information, links, examples and share any thoughts.
Thinking critically, construct new teaching models and adapt pedagogical models to our reality is actually part of our daily work.

For our new Teachers (specially overseas) this webpage brings some resumes, personal comments and point of viewing over some subjects around the NZC, offical documents from ANI, and teaching information.
Be welcome to be part of our learning community, enjoy, create and discuss education with us.

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John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement.

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Create a supportive learning environment

Encourage reflective thought and action

Enhance the relevance of new learning

Facilitate shared learning

Make connections to prior learning and experience

Provide sufficient opportunities to learn

Inquire into the teaching-learning relationship

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English

The arts

nHealth and physical education

nLearning languages

Mathematics and statistics

Science

Social science

Technology

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Inquiring into your teaching practice enables the identification of successful approaches to improving learning outcomes for all students. (NZC)

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You are more than welcome to comment or adding on our academic forum. Please, put your comment, suggestions or add material as much as you wish. By doing this, you will be contributing for our professional and academic development. When you put a new post, please use a different colour to make easy for us to identify what is new on our Dynamic academic forum!

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There is the template for you!

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Here it is our space to raise some questions and discuss online. Fell free to ask and raise some discussions!

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The Literacy Learning Progressions, one of the professional tools provided to support the New Zealand Curriculum.

It describes the specific literacy knowledge, skills, and attitudes that students draw on in order to meet the reading and writing demands of the curriculum. Teachers need to ensure that their students develop the literacy expertise that will enable them to engage with the curriculum at increasing levels of complexity and with increasing independence. As students progress through schooling, they need to be able to read and write increasingly complex texts and to engage with increasingly complex tasks.

While the Introduction section introduces The Literacy Learning Progressions resource, it is the Learning Progressions section that details what is expected of the student at the end of each year of schooling.

This resource is also available for download as a PDF:

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The Literacy Learning Progressions - Literacy Progressions

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The Literacy Learning Progressions, one of the professional tools provided to support the New Zealand Curriculum. It describes the specific literacy knowledge, skills, and attitudes that students draw on in order to meet the reading and writing demands of the curriculum.

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This is the app (software) used for all our spec team and languages.

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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For your

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New Zealand is one of the mostly international countries in regards to education.
Not only our curriculum is a reference to the word, but also our classrooms. Probably the most diversity classrooms in the earth.
Our curriculum is a reference to the world because it is a bi-cultural and bi-language document. However, it is not only on the words written down, it is actually construct under a cultural point of view and theoretical framework.

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Read with you want to!

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You should give your point of view in any discussion that you fell interested onthe subject. When you do this, just make sure that you change the colour of the post!

Press the ... (three dots) at the right top and choose a colour. If you want, sign your name on the post. (Carlos Kucera)

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Do you want to know what to do in Auckland?

Our local teachers can help!! :)

How about sharing some places and activities to do in Auckland and /or around Aotearoa?

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This where you can find everything regarding our school and valuable information.
The official source for our school is our google drive. All the official documents, agenda, events, permission slips, and others.

Come on in and navigate with us!

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The assessment need to be clear and the students must know exactly what they are being assessed on.

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Competences and abilities pedagogical model

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Competences and abilities pedagogical model

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“The primary purpose of assessment is to improve student’s learning and teachers’ teaching as both student and teacher respond to the information that it provides.” (NZC p. 39

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The Curriculum Progression Tools include the Learning Progression Frameworks (LPF) and the Progress and Consistency Tool (PaCT). The Learning Progression Frameworks illustrate the significant steps that learners take as they develop their expertise in reading, writing, and mathematics from years 1 to 10. The frameworks underpin the Progress and Consistency Tool (PaCT) to enable those working with students to understand, track and respond to individual student progress and achievement against the New Zealand Curriculum.

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The learning progression frameworks (NZC)

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The learning progression frameworks (NZC)

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Learn about the LPFs Understanding the reading framework Understanding the writing framework Understanding the mathematics framework

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Electronic game to be used in classroom

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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The LEAP resource aims to bring together all the factors that can support bilingual Pasifika students' learning, especially those that relate to students' Pasifika languages and English. It suggests ways in which teachers can explore, in practical ways, language teaching and learning principles that can help them work more effectively with bilingual Pasifika students.

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The LEAP resource aims to bring together all the factors that can support bilingual Pasifika students' learning, especially those that relate to students' Pasifika languages and English. It suggests ways in which teachers can explore, in practical ways, language teaching and learning principles that can help them work more effectively with bilingual Pasifika students.

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Talofa lava, Malo e lelei, Fakaalofa lahi atu, Kia orana, Ni sa bula, Talofa ni, Halo ola keta, Bula vinaka, Mauri.

Welcome to the Pasifika webpage of the New Zealand Qualifications Authority.

Here you will find helpful information and resources to help support Pasifika learners engaged in the New Zealand secondary education system.

Takiala Pasifika 2017-2020

NZQA is committed to contributing to Pasifika educational achievement and success. Since 2009, NZQA has achieved that commitment through its Pasifika strategies. The Takiala Pasifika 2017-2020 (PDF, 11MB) (Takiala) is the current strategic action plan that guides NZQA towards achieving its vision of:

"Pasifika qualifying for the future world"

The word Takiala is a Tokelauan term which means a guide or pathway. The Takiala has three goals:

Accelerated Pasifika learner success

Pasifika world-view observed and reflected in our work

Partner with education system agencies to support a 50% lift in Pasifika learner achievement at NCEA Level 3 Science, Technology, Engineering and Mathematics (STEM) subject related areas by 2020

NCEA ma le Pasifika

NCEA ma le Pasifika is an information programme that provides guidance to Pasifika parents, learners and families to better understand NCEA. When parents are engaged in their child's learning they are more likely to succeed. For more information about hosting a NCEA ma le Pasifika workshop please email Pasifika@nzqa.govt.nz.

A Guide to NCEA resources

NZQA has a whole range of resources including pamphlets and videos to help families understand NCEA. These pamphlets explain the importance of NCEA. Some of these resources are available in the following languages; Samoan, Tongan, Niuean, Cook Island Māori and English. To view these publications visit NZQA's publications page.

Pasifika in STEM

STEM stands for Science, Techonology, Enginering and Math. The purpose of NZQA's Future State programme is to help ensure learners qualify for a future world that is increasingly global and digitally connected.

One of the goals of the Future State Programme is:
"For NZQA to partner with education system agencies to support a 50% lift of Pasifika student achievement at NCEA Level 3 in one or more standards in STEM subject related areas by 2020"
The Pasifika component of the STEM goal will be measured by the total number of Pasifika students from NZQA enrolments in the 'given year' who obtained 14 credits in one or more Level 3 core STEM subjects".
"Pacific youth need to be armed with skills, knowledge and confidence in STEM subjects so they can take part in an innovation based economy. Those skills are essential for much of the workforce. By combining STEM skills with Pacific values and creativity, New Zealand Pacific youth can play key roles in addressing challenges such as climate change, digital connectivity and resource management" - Ministry for Pacific Peoples (STEM scholarships for Pacific students)
Pasifika in STEM Stories

If your child can achieve in any of the STEM subjects while studying towards NCEA this provides a range of pathway options for further study or training beyond school. It can also lead to careers and broader employment opportunities.

Below you can view some of the success stories for Pasifika in STEM. These success stories capture the journey of Pasifika people through STEM, the decisions they made to get where they are and the opportunities they have recieved as a result.

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Talofa lava, Malo e lelei, Fakaalofa lahi atu, Kia orana, Ni sa bula, Talofa ni, Halo ola keta, Bula vinaka, Mauri. Welcome to the Pasifika webpage of the New Zealand Qualifications Authority. Here you will find helpful information and resources to help support Pasifika learners engaged in the New Zealand secondary education system.

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He wāhi mō te katoa | A place for all of us

Practical guidance for Aotearoa kaiako and educational leaders. Check out our range of guides, helping you to plan for the diverse learning and wellbeing needs of all ākonga.

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This site provides New Zealand educators with practical strategies, suggestions and resources to support learners with diverse needs.

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Create your visual resumes

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Log in and start using Piktochart's templates and drag-and-drop editor to create stunning visuals

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Log in and use Piktochart to create beautiful infographics, posters, reports, presentations, flyers, or social media graphics. No design experience needed

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https://www.youtube.com/watch?v=mjmM1iN-m-E

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What it is assess at ANI

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By Daniel Kelly

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A resume of the learner profile

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Easer to read in an image?

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This is related to cultural competences for teachers of Maori learners.

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Curriculum levels & stages - Maths (NZC)

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Curriculum levels & stages - Maths (NZC)