Our education system must respond to these and the other challenges of our times. Although both come from different perspectives, each start with a vision of young people developing the competencies they need for study, work, and lifelong learning, so they may go on to realise their potential.Please note the revised Technology learning area and the NZC achievement objectives by level are provided separately. Learners need to have opportunities for sustained conversations with other users of NZSL, and they need to be exposed to language role models in a variety of situations.The New Zealand Curriculum specifies eight learning areas: English, the arts, health and physical education, learning languages, mathematics and statistics, science, social sciences, and technology.The learning associated with each area is part of a broad, general education and lays a foundation for later specialisation. As deaf people come to have a wider circle to converse with, our society becomes more inclusive.Learning NZSL can be a positive and enriching experience for both deaf and hearing people of any age. Te Whāriki presents quality in early childhood education as productive of a particular type of child. The broader and more complex an objective, the more significant it is likely to be for a student’s learning.It is important for both planning and teaching purposes that schools provide clear statements of learning expectations that apply to particular levels or across a number of levels. Schools use a range of internal and external assessments to measure how well students meet these standards.Some secondary schools also offer Cambridge International Exams, International Baccalaureate or an Accelerated Christian Education programme.The careers.govt.nz website has more information on how NCEA works, what you can do as a parent and advice on how students should choose their subjects.NCEA is recognised by tertiary institutions in New Zealand and in countries around the world, including Australia, the USA, UK and Europe, India, Thailand and South Korea.There are more details about NCEA recognition on the New Zealand Qualifications Authority (NZQA) website. Teaching and learning programmes are developed through a wide range of experiences across all learning areas, with a focus on literacy and numeracy along with the development of values and key competencies.During these years, students have opportunities to achieve to the best of their abilities across the breadth and depth of the New Zealand Curriculum – values, key competencies, and learning areas – laying a foundation for living and for further learning.A responsive curriculum will recognise that students in these years are undergoing rapid physical development, becoming increasingly socially aware, and encountering increasingly complex curriculum contexts. For example, "community and participation for the common good" is associated with values and notions such as peace, citizenship, and manaakitanga.People use these competencies to live, learn, work, and contribute as active members of their communities.
Intellectual curiosity is at the heart of this competency.Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. It requires a clear understanding of the intentions of All New Zealand students, regardless of where they are situated, should experience a rich and balanced education that embraces the intent of the national curriculum. Like other signed languages, it uses the hands, the body, and facial expressions (including lip patterns) to express meaning and the eyes to perceive meaning.
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