Appendix 3: Evaluation indicators

Preparing to Give Effect to The New Zealand Curriculum

This document sets out indicators to inform judgments about the investigative questions. In most instances these indicators are taken directly from The New Zealand Curriculum for English-Medium Teaching and Learning in Years 1 to 13, Learning Media, 2007

A: Local context and community priorities reflected in school curriculum through vision, values, and learning areas

describe the activities the school has untaken to reflect their local context and community priorities

  • Surveys/questionnaires (of whom)
  • School led hui/meetings
  • Community led hui/meetings
  • Internal school review
  • Facilitated meetings
  • Discussion with community/parent/whānau groups
  • other

B: School organisation of learning and teaching to give effect to the NZC – School leaders are

reviewing learning area statements

  • Reviewing the learning areas as a starting point for developing learning programmes suited to students’ needs and interests
  • Reviewing learning areas to reflect the structure of each area (strands)
  • Considering future focused issues across the learning areas

choosing achievement objectives from each learning area to fit the learning needs of their students

  • Choosing achievement objectives in each learning area
  • Choosing a mix of achievement objectives that apply to a particular level and across a number of levels
  • Stating these in ways that help teachers, students and parents to recognise, measure, discuss and chart progress

considering links between learning areas

  • Considering how to structure learning opportunities to make use of the links that occur between learning areas
  • Considering the links that exist between learning areas and the values and key competencies

Integrating key competencies into learning and teaching

  • Integrating key competencies as part of the review of learning areas
  • Seeking opportunities for students to challenged and supported to develop key competencies in increasingly wide-ranging and complex contexts

Thinking, Using language, symbols and texts, Managing self, Relating to others, Participating and contributing

determining how assessment will align with the school curriculum

  • Determining how teachers will gather, analyse and use assessment information to improve students’ learning and teachers’ teaching
  • Determining how assessment information will inform parents/families/whānau
  • Determining how assessment information will inform school review and development

describing how students’ learning stages or pathways build on earlier stages

  • Designing the school curriculum to take account learning sequences and pathways
  • Designing the school curriculum so that students find the transitions positive and have a clear sense of continuity and direction

considering how e-learning and new technologies will be used as part of teaching & learning

  • Considering how ICT supports traditional ways of teaching
  • Considering how ICT can open up new and different ways of learning
  • Considering how ICT can be used to facilitate learning e.g. enabling students to join or create communities of learners that extend beyond the classroom

considering how the curriculum principles influence and inform decisions

  • Underpinning curriculum decision making with the principles
  • Considering how learning area statements are consistent with the eight principles

aligning The New Zealand Curriculum with school-wide systems

  • Considering how school systems such as strategic planning, appraisal, reporting, professional development, self review will reflect the school curriculum and teaching and learning

C: Teacher actions in promoting student learning. Teachers are

implementing a Teaching as Inquiry cycle

  • Focusing inquiry on what is important based on where students are at
  • Deciding what strategies are most likely to help students learn
  • Inquiring into the impact of their teaching on students
  • Deciding what implications there are for future teaching

creating a supportive learning environment

  • Fostering positive classroom relationships (caring, inclusive, non discriminatory)
  • Working with parents /caregivers as key partners in children’s learning
  • Attending to the cultural and linguistic diversity of their students

Making new learning relevant

  • Helping students to understand what they are learning, why they are learning it, and how they will be able to use their learning
  • Involving students directly in decisions about their own learning (ownership)

making connections to prior learning and experience

  • Deliberately building on what students know and have experienced
  • Maximising learning time by avoiding unnecessary duplication of content
  • Helping students make connections across learning areas and in contexts outside school

encouraging reflective thought and action

  • Encouraging students to think objectively about information or ideas they engage with
  • Designing tasks and activities that require students to critically evaluate the material they use

facilitating shared learning

  • Encouraging a classroom learning culture where challenge, support and feedback are common expectations
  • Providing opportunities for students to engage in reflective discourse so they can build the language to take their learning further

Providing sufficient opportunities for students to learn

  • providing time for students to engage with, practise and transfer new learning
  • basing decisions about the depth and breadth of curriculum coverage on students’ levels of understanding