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Look at the 5 objectives (From MOE) and compare these against Hannon's model.

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Look at the 5 objectives (From MOE) and compare these against Hannon's model.

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The 4 columns to the left are headings from Hannon's model (see the image). We want you to compare the 5 objectives for NZ education with Hannon's model.

Can you identify which of the 5 objectives relate to any of Hannon's dimensions?

Can you see any of Hannon's 4 dimensions that are not expressed in the 5 objectives of NZ
education?

Put your comments in boxes in the columns; comments where you see connections and where you see omissions

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http://www.conversation.education.govt.nz/assets/Uploads/A3-Shaping-a-Stronger-Education-System-with-New-Zealanders-4.pdf

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Global connections for learning from student to whanau to community in Hannon and MoE

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Global connections for learning from student to whanau to community in Hannon and MoE

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Would fit under this section as it talks about learners at the centre

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Because it links to the whanau - loving and respectful relationships

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The idea of 'sustainability' is in both Hannon's Model and MoE.

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The idea of 'sustainability' is in both Hannon's Model and MoE.

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Objective 4
future of learning and work - because what is learnt will translate into the jobs/work will will drive societal outcomes/measures ...

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All about the learner and their education.

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Employees can benefit from individuals skills

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Environmental guardianship (Kaitiakitanga) only mentioned. However, I think we do that well in NZ. We are environmentally focused as school. However it is up to us to implement as part of our local curriculum. -Lou and hannah

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Environmental guardianship (Kaitiakitanga) only mentioned. However, I think we do that well in NZ. We are environmentally focused as school. However it is up to us to implement as part of our local curriculum. -Lou and hannah

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Environmentally Sustainable.

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Employers and communities shaping and benefiting for all - objective 2

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Employers and communities shaping and benefiting for all - objective 2

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globally connected research.

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Teaching and learning is reciprocal - iwi's and their whanau are connected to community professionals and influential.

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Engaging in their own learning, making their own choices.

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They experience teaching and learning that builds from their strengths and adapts to their context

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Globally connected and research led teaching from Objective 3 - being at the frontier of knowledge

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Globally connected and research led teaching from Objective 3 - being at the frontier of knowledge

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From the point of view of teaching and learning where teacher/learner co-constructing learning contexts that are suitable/meaningful for the learner themselves ...

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Prospective international students  - acquiring global competence.

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Hannon's Model doesn't have specific Maori dimensions that relate to NZ. 

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Hannon's Model doesn't have specific Maori dimensions that relate to NZ. 

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In MOE objectives it states we "collectively build a productive and sustainable economy" - in Hannon's video she discusses that countries shouldn't necessarily focus on economic growth but rather on equity - and redefining democracy 

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In MOE objectives it states we "collectively build a productive and sustainable economy" - in Hannon's video she discusses that countries shouldn't necessarily focus on economic growth but rather on equity - and redefining democracy 

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engaging with and learning from others. making connections to gain, build on competencies.

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Educators deliver inclusive and responsiveteaching and learning that adapts to learners/akonga needs.

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Educators deliver inclusive and responsiveteaching and learning that adapts to learners/akonga needs.

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What does democracy in it's current state look like for us as teachers and the learners and from that point - how can we redefine democracy in context??