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Learning pathways

Please note that this section is under development.

The principle of coherence (The New Zealand Curriculum, p. 9) states that:

The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and opens up pathways to further learning.

NZC, p.9

'Coherence' means that students’ programmes (within and across years) should collectively equate to more than the sum of their parts. Nothing should be a dead end. For this reason, it is important that teachers identify and emphasise the common threads of learning as well as the unique contribution of their particular subject. Again, the key competencies suggest a means for this.

  • How might agricultural and horticultural science fit within a student’s total programme. How might it contribute to their lifelong learning? Keep a diverse range of students in mind.
  • How can community resources help students plan for the future?
  • Where might a year 11 student take their learning in year 12? Where might a year 12 or 13 student take their learning the following year? What are some of the possibilities?
  • When thinking of further formal learning, don’t limit the possibilities unnecessarily. Consider polytechnics, wānanga, universities …
  • Even if a student does no further formal learning in this subject, how might it nevertheless be an important part of their learning journey?

Last updated October 12, 2011