Date
24 July 2024

Develop an engaging local curriculum

Each ngahere is unique. Each has its own spiritual presence and ecosystem shaped by the environment in which it stands, and tangata whenua or people of the land. In the same way each school is unique, providing rich learning opportunities for learners.

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Engage ākonga with a rich local curriculum

Engage ākonga with a rich local curriculum

Engagement is a key factor in learning and behaviour. Frimley School’s place-based curriculum connects tamariki with their hapū and iwi, growing confident students whose achievements are grounded in cultural identity.

Make it work in your school

Make it work in your school

A local curriculum brings The New Zealand Curriculum to life at your school. It is responsive to the needs, identity, language, culture, interests, strengths and aspirations of your learners and their families.

You can’t just pick up what another school's done. There’s no recipe. What you might do will be different to us because of your community, your students, your location. The process of giving effect to the national curriculum is about making it work in your school.

Principal

Embed a place-based curriculum

Embed a place-based curriculum

Oruaiti School staff talk about how they developed a place-based environmental curriculum. The rich curriculum has increased student engagement, confidence and writing achievement, and led to an Enviroschools Green-Gold award.

Develop an inclusive local curriculum

Develop an inclusive local curriculum

Te Mātaiaho, The New Zealand Curriculum, is non-prescriptive. Its flexibility allows schools to develop their curriculum as they notice, recognise, and respond to the needs of all their learners and their community.

 

The curriculum mandates a move away from a one-size-fits-all paradigm towards the inclusive design of teaching and learning, where ALL students can expect to:

  • connect their culture, experiences and interests to their learning
  • learn in flexible environments with adjustable materials they can personalise to meet their learning needs and preferences
  • engage in ongoing, timely conversations about their learning with teachers and peers
  • access learning opportunities, experiences and environments alongside their peers
  • be supported to advocate for their own needs and lead their own learning
  • share their thinking and learning in ways that demonstrate their understanding.

Next steps

More suggestions for implementing the strategy “Design learning for all”:

Return to the guide “Behaviour and learning”

Guide to Index of the guide: Behaviour and learning

Strategies for action:

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