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Learning about my students' needsWhat is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
Each board of trustees, through the principal and staff, is required to develop and implement a curriculum for students in years 1-13 that is underpinned by and consistent with the principles; in which the values are encouraged and modelled and are explored by students; and that supports students to develop the key competencies. (NZC p44).
Planning needs to align with and be informed by school and department goals and targets (for example, the targets to achieve success for Māori as listed in Ka Hikitia — Ka Hāpaitia). Also consider what priorities may have been set (for example, to focus on inquiry as a way of learning).
Your school’s:
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