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• Resources

  , and subject achievement standards. Further information on assessing with unit standards can be found on the NZQA website. Some assessment resources are also available. Assessment Online more

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  Assessment and professional support The New Zealand Qualifications Authority (NZQA) Follow links to the National Qualifications Framework, NCEA, and subject achievement standards. See more

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• Designing a senior secondary integrated programme - visual arts

  to the school’s priorities? How does this programme contribute to raising student achievement? Where does this programme lead to for students? Over the past three to four years it had become clear more

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  • Designing a senior secondary integrated programme - visual arts

• Learning pathways

  the level 1 literacy requirement largely or wholly with level 1 English achievement standards. Similarly, level 2 English achievement standards can contribute significantly to the University Entrance more

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  . The New Zealand Qualifications Authority (NZQA) Follow links to the National Qualifications Framework, NCEA, and subject achievement standards. See in particular  NZQA psychology. Further more

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• Curriculum principles

  that the achievement of Māori students is valued by building teaching practice on Te Kotahitanga principles finding out what kinds of learning environments and interactions tend to bring out the best in Māori more

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• Designing a senior secondary drama programme

  isn’t text bound and it extends them into more abstract problem solving forms of thinking. How does the programme connect to the school priorities? The school is very focused on achievement goals more

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• About the guides

  partnerships are critical to Māori student achievement. The guides have been written by experienced secondary teachers, school support services advisors, and other curriculum, teaching, and learning experts more

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  implementation of The New Zealand Curriculum and raising student achievement. English Online A portal for English teachers wanting to access teaching and learning resources. Teachers can also engage more

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• Reflective thought and action

  ownership of their own learning – essential if students are to have high expectations of themselves, and to accelerate their achievement. How can I encourage reflective thought and action? Some suggestions more

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