The vision for education in Aotearoa New Zealand

 

Whakamaua te pae tata kia tina.
Take hold of your potential so it becomes your reality.

 

We are descendants of explorers, discoverers and innovators who used their knowledge to traverse distant horizons. Our learning will be inclusive, equitable and connected so we progress and achieve advances for our people and their future journeys and encounters. 

 

Whaia te pae tawhiti kia tata.
Explore beyond the distant horizon and draw it near.

 

This vision reflects the overwhelming aspirations of New Zealanders, as expressed in Kōrero Mātauranga for a more inclusive, equitable, connected and future focused New Zealand learning system.

Professional learning has a critical role in ensuring quality teaching and leadership that makes a difference for every ākonga and their whānau.

 

Professional learning and development opportunities

The Curriculum Progress and Achievement Ministerial Advisory Group identified a need for professional learning and development to be strengthened to better recognise people's diverse needs and contexts, and to be clearer about what growth in core curriculum capabilities looks like.

Professional learning and development enables teachers, kaiako and leaders to strengthen their capabilities throughout their career, and in response to emerging needs within a system that learns. The Ministry will support professional learning opportunities to be consistently high quality and coherent with Te Marautanga o Aotearoa and the New Zealand Curriculum.

In support of ongoing professional learning and development across the education system, there are a range of funded services to assist schools, kura, Kāhui Ako and clusters as they identify their unique development opportunities to better support the learning and well-being needs of ākonga and their whānau in their community. There is a particular focus on those whose needs are not well met now.

Read more about Ministry-funded PLD services.

 

Background to regionally-allocated PLD

The model for regionally-allocated PLD (formerly 'locally-focused PLD’) was introduced in 2017. It was designed to increase the effectiveness of PLD for building sustained improvements in leader and teacher capability.

What makes regionally-allocated PLD unique is that allocation decisions are made by local panels of sector leaders. These panels are aware of the particular educational needs of ākonga and students in that region.

Regionally-allocated PLD meets the specific, individual needs of schools, kura, Kāhui Ako and clusters, while also aligning with the vision for education.

One of the criteria for regionally-allocated PLD is that it has to align with one or more of the PLD priorities. The PLD priorities guide the focus for professional learning towards key system challenges.

Read more about regional PLD allocation panels.

 

Background to the PLD priorities

In 2020, the PLD priorities were reset to focus on core curriculum capabilities that enable a more responsive and equitable education system. The new PLD priorities were informed by engagement with people from right across New Zealand’s education system through Kōrero Mātauranga and the engagement led by the The Curriculum Progress and Achievement Ministerial Advisory Group.

The new priorities for English medium settings are:

  • cultural capability
  • local curriculum design
  • assessment for learning.

The new priorities for Māori medium and te reo Māori settings are:

  • mātauranga Māori and te reo Māori
  • marau ā-kura
  • aromatawai.

Digital fluency remains a priority in all settings.

 

Read more about the priorities.

 

PLD opportunities aligned to the priorities are designed to:

PLD opportunities aligned to the priorities are designed to raise critical consciousness and empower people to act to eliminate racism, discrimination and bias, return rangatiratanga, and strengthen equity.

The priorities encourage a focus on developing and delivering high quality learning experiences that deliver equity and excellence by ensuring:

  • all ākonga and students are secure in their identities, cultures and languages
  • the local curriculum and marau ā-kura are truly responsive to the diverse needs of all ākonga, and developed and delivered in partnership with wider whānau, mana whenua and the community
  • learning is enriched through inquiry and assessment practices that celebrate and build on ākonga and learner's strengths
  • teachers and kaiako are able to confidently and effectively use digital technologies, programmes and devices to enhance teaching and learning.

So that:

  • significant learning is not left to chance and all ākonga are enabled to realise their aspirations and thrive in a changing world with their whānau and communities. 

Ko te wawata mō te mātauranga i Aotearoa

 

Whakamaua te pae tata kia tina.

 

He uri mātou nā ngā kaihōpara, ngā kaiwhakatōmene, ngā kaikōkiri i whakamahia ō rātou mōhiotanga ki te whakawhiti i te pae tawhiti. Ka kauawhi, ka tōkeke te āhua, ā, ka whai hono tā mātou ako kia ahu whakamua, kia whai painga mō ō mātou tāngata me ō rātou haerenga, tūtakitanga hoki haere ake nei.

 

Whāia te pae tawhiti kia tata.

 

Ka whakaata tēnei wawata i ngā hiahia kaha o ngā tāngata o Aotearoa Nū Tireni, ka whakapuakina i Kōrero Mātauranga me tāna kaupapa kia kaha ake te kauawhi, te tōkeke, te whai hono me te arotahi ki te wāheke a te pūnaha ako o Aotearoa.

He mea waiwai te ako ngaio kia whakaū i te kounga o te whakaako me te hautūtanga ka whai hua mō ia ākonga, mō ō rātou whānau hoki.

 

He mea ako ngaio, whanaketanga hoki

I tautohu te Curriculum Progress and Achievement Ministerial Advisory Group i te hiahia kia whakakahangia ake te ako ngaio me te whanaketanga hei whakapai ake i te hāpai i ngā hiahia me ngā horopaki rerekē o te tangata, kia piki ake te mārama hoki ki te āhua o te tipu o ngā āheitanga matua hoki.

Ka whakaahei te ako ngaio me te whanaketanga i ngā kaiako me ngā kaihautū ki te whakapakari i ā rātou āheitanga i te roanga o ō rātou umanga, hei urupare hoki ki ngā hiahia ka puta i roto i tētahi pūnaha e ako ana. Ka tautoko Te Tāhuhu i ngā mea ako ngaio kia haere tonu te kounga tiketike me te hāngai ki Te Marautanga o Aotearoa me te New Zealand Curriculum.

Hei tautoko i te ako ngaio haere tonu me te whanaketanga puta noa i te pūnaha mātauranga, he huhua ngā momo ratonga ka utua ki te āwhina i ngā school, ngā kura, ngā Kāhui Ako me ngā cluster hoki ki te tautohu i ā rātou mea whanaketanga motuhake, ki te whakapai ake i tā rātou tautoko i te ako me ngā matea oranga o ngā ākonga me ō rātou whānau i roto i ō rātou hapori. Ka kaha arotahi atu ki te hunga he hiahia ō rātou kāore e pai ana te whakaea i tēnei wā.

Pānuihia ētahi anō kōrero mō ngā ratonga PLD ka utua e Te Tāhuhu.

 

Te whakamārama i te PLD ā-rohe 

I te tau 2017, i whakarewahia te tauira mō te PLD ā-rohe, (arā, ko te ’locally-focussed PLD' o mua). I hoahoaina tēnei hei whakakaha ake i te whai hua o te PLD mō te waihanga whakapainga toitū tonu mō te āheitanga kaihautū, kaiako hoki.

He motuhake te PLD ā-rohe, nā te mea ka whakatau whakaritenga ngā rōpū ā-rohe o ngā kaihautū rāngai. E mārama ana ēnei rōpū ki ngā hiahia mātauranga motuhake o ngā ākonga i taua rohe.

Ka whakatūtuki te PLD ā-rohe i ngā hiahia motuhake, takitahi hoki o ngā school, ngā kura, ngā Kāhui Ako, ngā cluster hoki, ā, ka hāngai hoki ki te wawata mō te mātauranga (tirohia ki runga).

Ko tētahi paearu mō te PLD ā-rohe me hāngai ki tētahi, ētahi rānei o ngā whāinga tōmua PLD (PLD prioroties). Ka ārahi ngā whāinga tōmua PLD i te arotahi mō te ako ngaio ki ngā wero matua o te pūnaha.

Pānuihia he kōrero anō mō ngā rōpū ā-rohe PLD.

 

Te horopaki o ngā whāinga tōmua PLD

I te tau 2020, i whakahoungia ngā whāinga tōmua PLD kia arotahi ki ngā āheitanga marautanga matua e whakaahei ana i te pūnaha mātauranga he nui ake tōna urupare me tōna tōkeke. I whakamōhiotia ngā whāinga tōmua PLD hou e te whakapāpātanga ki ngā iwi puta noa i te pūnaha mātauranga o Aotearoa mā Kōrero Mātauranga me te whakapāpātanga i aratakina e te Curriculum, Progress and Achievement Ministerial Advisory Group.

 

Ko ngā whāinga tōmua PLD hōu mo ngā takiwā rūmaki me te reo Māori, e whai nei:

  • mātauranga me te reo Māori
  • marau ā-kura
  • aromatawai.

Ko ngā whāinga tōmua PLD hōu mo ngā takiwā auraki, e whai nei:

  • te āheitanga ahurea (cultural capability)
  • te hoahoa marau ā-kura (local curriculum design)
  • te aromatawai mō te ako (assessment for learning).

Ko te matataunga ā-matihiko, he whāinga tōmua i roto i ngā.

 

Pānuihia he whakamārama mō ia whāinga tōmua.

 

Ka hangaia ngā mea PLD e hāngai ana ki ngā whāinga tōmua ki te:

Ka hoahoaina ngā mea angitu PLD e hāngai ana ki ngā whāinga tōmua kia hīkina te hinengaro tātari, kia hāpai hoki i te tangata ki te whakakore kaikiri, toihara, ngākaukino hoki, ā, ki te hāpai anō i te rangatiratanga, ki te whakakaha i te tōkeke hoki.

Ka whakaahei ngā whāinga tōmua i te arotahi ki te whakawhanake, ki te whakarato hoki i ngā wheako ako kounga tiketike ka whakaputa i te tōkeke me te hiranga mā te whakaū:

  • ka ū ngā akonga katoa ki ō rātou tuakiri, ahurea, reo hoki
  • he tūturu te raungāwari o te marau ā-kura ki ngā hiahia rerekē o ngā ākonga katoa, ā, ka whanakehia, ka ratoa hoki i te taha o te whānau whānui, te mana whenua me te hapori
  • ka whakangakohia te ako mā ngā tukanga pakirehua, aromatawai hoki ka whakanui i te ākonga me onā kaha
  • he māia, he whai hua hoki te āhei a ngā kaiako ki te whakamahi i te hangarau matihiko, te papatono, me ngā pūrere kia whakapai ake i te whakaako me te ako.

Kia:

  • kaua e waiho te ako hiranga kia tūpono noa, ā, ka hāpaingia ngā ākonga katoa ki te whakatinana i ō rātou wawata, ki te puāwai i roto i te ao hurihuri i te taha o ō rātou whānau, hapori hoki.