values in the new zealand curriculum - Ministry of Education

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Arts.......................................................................................................................127 English..................................................................................................................129 Health and Physical Well-being............................................................................132 Mathematics .........................................................................................................136 Science.................................................................................................................139 Social Studies.......................................................................................................142 Technology...........................................................................................................147 Languages............................................................................................................150 The New Zealand Guidelines for Environmental Education .................................151 Section 7: Some Issues for Values in the New Zealand Curriculum............................153 Introduction ..............................................................................................................153 Section 8: Conclusions and Recommendations ..........................................................172 Key conclusions and findings...................................................................................172 Recommendations ...................................................................................................176 Section 9: References .................................................................................................177 Section 10: Appendices...............................................................................................195 Appendix 1 - Current New Zealand Curriculum Statement ......................................195 Appendix 2 - The United Kingdom National Curriculum Values Statement..............196 Common Values and Purposes Statement...........................................................196 Aims for the school curriculum .............................................................................196 The interdependence of the two aims.....................................................................197 A Values Statement for the National Curriculum ..................................................198 Appendix 4 - Australian Values Education Framework ............................................201 1. Introduction.......................................................................................................201 2. Context .............................................................................................................201 3. Vision................................................................................................................203 4. Values for Australian Schooling........................................................................203 5. Guiding Principles.............................................................................................205 6. Key Elements and approaches that inform good practice ................................205 7. Glossary ...........................................................................................................208 Appendix 5 – The West Australian State Curriculum - Articulation of values in the Curriculum Framework.............................................................................................209 Background ..........................................................................................................209 The Process .........................................................................................................209 Summary ..............................................................................................................209
Table of Tables Table 1. New Zealand Census Counts by Island Population Estimate.........................32 Table 2. New Zealand Census Counts by Language Spoken ......................................55 Table 3. The Living Values Trust Project - Eight Stage Model .....................................82 Table 4. Values and Virtues Table - .............................................................................89 Table 5. Values set out by School One. .......................................................................91 Table 6. Values and personal development assessment criteria set out by School Two 92 Table 7. Values set out by School Three......................................................................93 Table 8. Otari School Core values ...............................................................................95 Table 9. School Values Statement Upper Hutt College................................................97 Table 10. Kadimah College Values Statement .............................................................97 Table 11. The UNESCO initiative eight shared values ...............................................112 Table 12. Dispositions that enhance citizen effectiveness and promote the healthy functioning of American democracy. ....................................................................121 Table 13. Attitudes and Values to be developed through learning in Health and Physical Education. ..............................................................................................135 Table 14. The Critical Affiliation Model .......................................................................158 Table 15. Key Elements .............................................................................................207
Page 1 and 2: VALUES IN THE NEW ZEALAND CURRICULU
Page 3: Te Whāriki and Values in the New Z
Page 7 and 8: Pākehā and European majority. Thi
Page 9 and 10: Secondly, location and culture were
Page 11 and 12: principles or standards: judgments
Page 13 and 14: these as: spiritual, moral, social
Page 15 and 16: important for the main issue addres
Page 17 and 18: property and pursuit of happiness.
Page 19 and 20: causing Westerners to forget the id
Page 21 and 22: such as the greater loosening up an
Page 23 and 24: ecognise that Māori values exist i
Page 25 and 26: exists in everyone and everything a
Page 27 and 28: terms of the power or authority tha
Page 29 and 30: tangata whenua of an area in accord
Page 31 and 32: elevance to or have been utilised i
Page 33 and 34: esults in a collective response to
Page 35 and 36: means and the strategies to constru
Page 37 and 38: Table 1. New Zealand Census Counts
Page 39 and 40: ecome more ethnically and culturall
Page 41 and 42: might unsatisfactorily be described
Page 43 and 44: considered is how the learning cult
Page 45 and 46: een socialised largely influence ou
Page 47 and 48: assessment, and how schools are eva
Page 49 and 50: of the framework. For instance, Mit
Page 51 and 52: Literally translated as maintaining
Page 53 and 54: Viaoleti specifically focuses on th
Page 55 and 56:
Through this process the student ac
Page 57 and 58:
ASIAN PEOPLES AND VALUES Background
Page 59 and 60:
A further potential problem with th
Page 61 and 62:
The Chinese and Indian born/raised-
Page 63 and 64:
enefits. The spirit of enquiry and
Page 65 and 66:
identity for Chinese. Therefore the
Page 67 and 68:
Spatial respect: Furnishing elders
Page 69 and 70:
For APNEIVE, education should promo
Page 71 and 72:
Our children followed three sets of
Page 73 and 74:
Webster also found areas of marked
Page 75 and 76:
teachers, they considered, should b
Page 77 and 78:
These provided the basis for the va
Page 79 and 80:
opportunity to think about the appl
Page 81 and 82:
the approach presents, for example,
Page 83 and 84:
Keown (2001, p. 3 )notes that NZCF
Page 85 and 86:
(Keown, 2001, p. 11). They should a
Page 87 and 88:
There are a number of values progra
Page 89 and 90:
The Cornerstone Values Project The
Page 91 and 92:
Virtues Project The Virtues Project
Page 93 and 94:
Vardy is active in promoting and su
Page 95 and 96:
Quality Public Education Coalition
Page 97 and 98:
Kindness We show consideration and
Page 99 and 100:
manage yourself in a situation; you
Page 101 and 102:
Others and their Rights and respect
Page 103 and 104:
T’Fillah Prayer, beliefs and spir
Page 105 and 106:
teachers noted that the implementat
Page 107 and 108:
The Quality Public Education Coalit
Page 109 and 110:
precise definitions of terms such a
Page 111 and 112:
eference to values in legislation a
Page 113 and 114:
experience with the curriculum. The
Page 115 and 116:
Some writers describe this perspect
Page 117 and 118:
positive values and social skills a
Page 119 and 120:
Europe - CIDREE 6 / UNESCO As Europ
Page 121 and 122:
eing realised through our children
Page 123 and 124:
Clearly, this curriculum has a stro
Page 125 and 126:
Educate America Act (United States
Page 127 and 128:
Honesty Telling the truth. Respect
Page 129 and 130:
the official part of the schools cu
Page 131 and 132:
S ECTION 6: V ALUES, AND THE E SSEN
Page 133 and 134:
looking and more concerned with imp
Page 135 and 136:
music lyrics, magazines, etc. takes
Page 137 and 138:
their own greeting rituals … and
Page 139 and 140:
ealms. This can be seen as very dif
Page 141 and 142:
Respect for the rights of other peo
Page 143 and 144:
said to develop some moral values s
Page 145 and 146:
1999). Science also demands that pu
Page 147 and 148:
… as students learn in science, t
Page 149 and 150:
those who are unable to achieve as
Page 151 and 152:
exploration [which includes] examin
Page 153 and 154:
Technology writers also point to re
Page 155 and 156:
Languages As Languages is a new lea
Page 157 and 158:
It is interesting to note that the
Page 159 and 160:
ADDRESSING THE IDEOLOGICAL DIVISION
Page 161 and 162:
SCAPP AND “TEACHING IN AN EXTRA-M
Page 163 and 164:
not all values educators would agre
Page 165 and 166:
The discussion in this section sugg
Page 167 and 168:
stupidity, and that all people can
Page 169 and 170:
avoidance of sensitive issues. ESL,
Page 171 and 172:
Strike argues that a public school
Page 173 and 174:
THE COMPLEXITIES OF ADDRESSING VALU
Page 175 and 176:
The Australian values framework rev
Page 177 and 178:
S ECTION 8: C ONCLUSIONS AND R ECOM
Page 179 and 180:
15. It is relatively easy to identi
Page 181 and 182:
33. Much of the literature about va
Page 183 and 184:
Baugh, R. (1991). American values:
Page 185 and 186:
Churches Education Commission. (200
Page 187 and 188:
Disney, A., & Pound, T. (1999). The
Page 189 and 190:
Henderson, P. (2002). Kids adrift -
Page 191 and 192:
Keown, P., Parker, L., & Tiakiwai,
Page 193 and 194:
Metge, J. (2001). Korero tahi: Talk
Page 195 and 196:
Olley, A. (2001). Thinking about jo
Page 197 and 198:
Smith, L. (1998). Towards the new m
Page 199 and 200:
Vaioleti, T. (2001). We left our is
Page 201 and 202:
APPENDIX 2 - THE UNITED KINGDOM NAT
Page 203 and 204:
A Values Statement for the National
Page 205 and 206:
On the basis of these values, we sh
Page 207 and 208:
“Australia's future depends upon
Page 209 and 210:
entitled to justice. Individual sch
Page 211 and 212:
studies reported in Values Educatio
Page 213 and 214:
7. Glossary Principles Resilience T
Page 215 and 216:
5. Environmental responsibility VAL
Page 217:
community services consistent with
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