Skip to main content

Inclusive Education

From
Date
30 November 2023
Link
inclusive.tki.org.nz/guides/preparing-students-to-leave-school/adopt-flexible-timetabling-and-flexible-options-to-support-all-students

Adopt flexible timetabling and flexible options to support all students

Suggestion for implementing the strategy ‘Develop curriculum and systems that respond to all students’ aspirations’

On this page:

On this page:

Current page section: Adopt flexible timetabling and options

Go to top of current page: Adopt flexible timetabling and options

Show list of page sections

Go to top of current page: Adopt flexible timetabling and options

Go to top of current page: Adopt flexible timetabling and options

Benefits of flexible timetabling

Benefits of flexible timetabling

Two schools restructured their timetables to meet the diverse aspriations of students as they prepare for their futures.

Video hosted on Vimeo http://vimeo.com/76420493

Source: Youth Guarantee (NZ) (opens in a new tab/window)

No captions or transcript

Source:
Youth Guarantee (NZ)
http://vimeo.com/76420493

Flexible NCEA pathways

Flexible NCEA pathways

Support students to identify options and pathways that match their interests and needs.

Video hosted on Vimeo http://vimeo.com/151690114

Source: NZC Online (NZ) (opens in a new tab/window)

No captions or transcript

Source:
NZC Online (NZ)
http://nzcurriculum.tki.org.nz/

Create personalised pathways

Create personalised pathways

Performing Arts HoD, Manu Fa'aea-Semeatu supported Pasifika students’ abilities and aspirations by designing personalised courses in years 11–13.

Video hosted on Vimeo http://vimeo.com/66881386

Source: EDtalks (NZ) (opens in a new tab/window)

View transcript

Source:
EDtalks (NZ)
http://edtalks.org/video/personalising-learning-ncea-pasifika-students

Respond to student aspirations

Respond to student aspirations

When Jack’s school became aware in year 13 that Jack intended to continue on to university, he received support and encouragement.

He was put into the top English class with a teacher who spent extra time going over essay structure and giving Jack the tools for getting his ideas down clearly.

Maths, which continues to be an area of weakness, became a target subject to ensure that Jack had the appropriate numeracy credits for University Entrance.

Source: It’s not all black and white: The transition of students with dyslexia into the first year of university study. Massey University, NZ. (opens in a new tab/window)

Source:
It’s not all black and white: The transition of students with dyslexia into the first year of university study. Massey University, NZ.
http://mro.massey.ac.nz/bitstream/handle/10179/2221/02_whole.pdf?sequence=

Next steps

More suggestions for implementing the strategy “Develop flexible systems to support all students”:

Return to the guide “Preparing students to leave school”

11515 [Leaving-school3.JPG]

Leaving school

How to use this site

Guide to Index of the guide: Leaving school

Strategies for action:

Key resources:

Top

This is a Ministry of Education initiative​​​​​​​. We shape an education system that delivers equitable and excellent outcomes.

This information was downloaded/printed from the Ministry of Education's website "Inclusive Education". Except where otherwise noted it is Crown Copyright 2018.

Information on the Inclusive Education website is regularly updated so we recommend you check the website version of this information to ensure it remains current.