Labour govt 2020-23

[ithaka]

Extract from refresh curriculum draft:
Page one of the PURPOSE STATEMENT FOR MATHEMATICS AND STATISTICS:
Purpose statement for mathematics and statistics Ānō me he whare pūngāwerewere.

Behold, it is like the web of a spider.
This whakataukī celebrates intricacy, complexity, interconnectedness, and strength. The learning area of mathematics and statistics weaves together the effort and creativity of many cultures that over time have used mathematical and statistical ideas to understand their world. Mathematics and statistics enables ākonga to appreciate and draw on the power of abstraction and symbolic representation to investigate, interpret, and explain patterns and relationships in quantity, space, time, data, and uncertainty.
Like mathematics and statistics, mātauranga Māori is a body of knowledge with a history and a future. When we afford mana ōrite to mātauranga mathematics and statistics and mātauranga Māori while retaining their distinctiveness, ākonga can draw from both in ways that are beneficial to both spheres of knowledge. The learning area has been designed to support the vision of Mātaitipu and reflects the four kinds of value each learning area contributes: personal value, participatory value, pathways value, and planetary value. Collectively, these express the richness and value of mathematics and statistics learning for ākonga. Ākonga discover inherent personal enjoyment and satisfaction in persistence, solving problems, identifying patterns, and seeing the beauty in mathematics and statistics. They come to appreciate the everyday use of mathematical and statistical tools in, for example, personal finance, music and dance, estimation, and measurement. They recognise how their culture is included and valued in the learning area. Ākonga participate as they take part in discussions with their peers about their mathematical and statistical thinking and the thinking of others. They discuss and take action on important social matters such as the ethical gathering, interpretation, and communication of data, and challenging misinformation and disinformation. They also engage with diverse cultural perspectives, including te ao Māori and Pacific world- views, on being numerate in Aotearoa New Zealand.

[Baa_Baa]

Extract from refresh curriculum draft:
Page one of the PURPOSE STATEMENT FOR MATHEMATICS AND STATISTICS:
Purpose statement for mathematics and statistics Ānō me he whare pūngāwerewere.

Behold, it is like the web of a spider.
This whakataukī celebrates intricacy, complexity, interconnectedness, and strength. The learning area of mathematics and statistics weaves together the effort and creativity of many cultures that over time have used mathematical and statistical ideas to understand their world. Mathematics and statistics enables ākonga to appreciate and draw on the power of abstraction and symbolic representation to investigate, interpret, and explain patterns and relationships in quantity, space, time, data, and uncertainty.
Like mathematics and statistics, mātauranga Māori is a body of knowledge with a history and a future. When we afford mana ōrite to mātauranga mathematics and statistics and mātauranga Māori while retaining their distinctiveness, ākonga can draw from both in ways that are beneficial to both spheres of knowledge. The learning area has been designed to support the vision of Mātaitipu and reflects the four kinds of value each learning area contributes: personal value, participatory value, pathways value, and planetary value. Collectively, these express the richness and value of mathematics and statistics learning for ākonga. Ākonga discover inherent personal enjoyment and satisfaction in persistence, solving problems, identifying patterns, and seeing the beauty in mathematics and statistics. They come to appreciate the everyday use of mathematical and statistical tools in, for example, personal finance, music and dance, estimation, and measurement. They recognise how their culture is included and valued in the learning area. Ākonga participate as they take part in discussions with their peers about their mathematical and statistical thinking and the thinking of others. They discuss and take action on important social matters such as the ethical gathering, interpretation, and communication of data, and challenging misinformation and disinformation. They also engage with diverse cultural perspectives, including te ao Māori and Pacific world- views, on being numerate in Aotearoa New Zealand.

Lord Rutherford would turn in his grave! This is unintelligible.

[blackcap]

Extract from refresh curriculum draft:
Page one of the PURPOSE STATEMENT FOR MATHEMATICS AND STATISTICS:
Purpose statement for mathematics and statistics Ānō me he whare pūngāwerewere.

Behold, it is like the web of a spider.
This whakataukī celebrates intricacy, complexity, interconnectedness, and strength. The learning area of mathematics and statistics weaves together the effort and creativity of many cultures that over time have used mathematical and statistical ideas to understand their world. Mathematics and statistics enables ākonga to appreciate and draw on the power of abstraction and symbolic representation to investigate, interpret, and explain patterns and relationships in quantity, space, time, data, and uncertainty.
Like mathematics and statistics, mātauranga Māori is a body of knowledge with a history and a future. When we afford mana ōrite to mātauranga mathematics and statistics and mātauranga Māori while retaining their distinctiveness, ākonga can draw from both in ways that are beneficial to both spheres of knowledge. The learning area has been designed to support the vision of Mātaitipu and reflects the four kinds of value each learning area contributes: personal value, participatory value, pathways value, and planetary value. Collectively, these express the richness and value of mathematics and statistics learning for ākonga. Ākonga discover inherent personal enjoyment and satisfaction in persistence, solving problems, identifying patterns, and seeing the beauty in mathematics and statistics. They come to appreciate the everyday use of mathematical and statistical tools in, for example, personal finance, music and dance, estimation, and measurement. They recognise how their culture is included and valued in the learning area. Ākonga participate as they take part in discussions with their peers about their mathematical and statistical thinking and the thinking of others. They discuss and take action on important social matters such as the ethical gathering, interpretation, and communication of data, and challenging misinformation and disinformation. They also engage with diverse cultural perspectives, including te ao Māori and Pacific world- views, on being numerate in Aotearoa New Zealand.

This is pure drivel and BS.

[blackcap]

Extract from refresh curriculum draft:
Page one of the PURPOSE STATEMENT FOR MATHEMATICS AND STATISTICS:
Purpose statement for mathematics and statistics Ānō me he whare pūngāwerewere.

Behold, it is like the web of a spider.
This whakataukī celebrates intricacy, complexity, interconnectedness, and strength. The learning area of mathematics and statistics weaves together the effort and creativity of many cultures that over time have used mathematical and statistical ideas to understand their world. Mathematics and statistics enables ākonga to appreciate and draw on the power of abstraction and symbolic representation to investigate, interpret, and explain patterns and relationships in quantity, space, time, data, and uncertainty.
Like mathematics and statistics, mātauranga Māori is a body of knowledge with a history and a future. When we afford mana ōrite to mātauranga mathematics and statistics and mātauranga Māori while retaining their distinctiveness, ākonga can draw from both in ways that are beneficial to both spheres of knowledge. The learning area has been designed to support the vision of Mātaitipu and reflects the four kinds of value each learning area contributes: personal value, participatory value, pathways value, and planetary value. Collectively, these express the richness and value of mathematics and statistics learning for ākonga. Ākonga discover inherent personal enjoyment and satisfaction in persistence, solving problems, identifying patterns, and seeing the beauty in mathematics and statistics. They come to appreciate the everyday use of mathematical and statistical tools in, for example, personal finance, music and dance, estimation, and measurement. They recognise how their culture is included and valued in the learning area. Ākonga participate as they take part in discussions with their peers about their mathematical and statistical thinking and the thinking of others. They discuss and take action on important social matters such as the ethical gathering, interpretation, and communication of data, and challenging misinformation and disinformation. They also engage with diverse cultural perspectives, including te ao Māori and Pacific world- views, on being numerate in Aotearoa New Zealand.

This is pure drivel and BS.

[fungus pudding]

Extract from refresh curriculum draft:
Page one of the PURPOSE STATEMENT FOR MATHEMATICS AND STATISTICS:
Purpose statement for mathematics and statistics Ānō me he whare pūngāwerewere.

Behold, it is like the web of a spider.
This whakataukī celebrates intricacy, complexity, interconnectedness, and strength. The learning area of mathematics and statistics weaves together the effort and creativity of many cultures that over time have used mathematical and statistical ideas to understand their world. Mathematics and statistics enables ākonga to appreciate and draw on the power of abstraction and symbolic representation to investigate, interpret, and explain patterns and relationships in quantity, space, time, data, and uncertainty.
Like mathematics and statistics, mātauranga Māori is a body of knowledge with a history and a future. When we afford mana ōrite to mātauranga mathematics and statistics and mātauranga Māori while retaining their distinctiveness, ākonga can draw from both in ways that are beneficial to both spheres of knowledge. The learning area has been designed to support the vision of Mātaitipu and reflects the four kinds of value each learning area contributes: personal value, participatory value, pathways value, and planetary value. Collectively, these express the richness and value of mathematics and statistics learning for ākonga. Ākonga discover inherent personal enjoyment and satisfaction in persistence, solving problems, identifying patterns, and seeing the beauty in mathematics and statistics. They come to appreciate the everyday use of mathematical and statistical tools in, for example, personal finance, music and dance, estimation, and measurement. They recognise how their culture is included and valued in the learning area. Ākonga participate as they take part in discussions with their peers about their mathematical and statistical thinking and the thinking of others. They discuss and take action on important social matters such as the ethical gathering, interpretation, and communication of data, and challenging misinformation and disinformation. They also engage with diverse cultural perspectives, including te ao Māori and Pacific world- views, on being numerate in Aotearoa New Zealand.

Y'don't say!

[Getty]

Exploited immigrants caught up in Labour immigration scandal are worried about a gruesome end to their hopes for a better life, as they have little options available except freezing to death.

I guess this is what Labour meant when they said “be kind”….

https://www.nzherald.co.nz/nz/migran...CG5EE3P6NHGYU/

Migrants in overcrowded Auckland house face eviction in the midst of INZ investigation

By Lincoln Tan
31 Aug, 2023 05:31

‘First they were placed into a three-bedroom house crammed with 24 men. Now, they have been told they have a week to leave the property because they were occupying it illegally.

The men are among a group of more than 100 migrants from Bangladesh, Pakistan and India who allegedly paid thousands of dollars for employment agreements with local recruitment agents but have received no work or pay since arriving.

“We are being evicted, but where do we go?” asked Parjinder Singh, 25.

“If we have to sleep in the streets, we will die in the cold.”’

I would hope that Parjinder & co would seek redress via the Sikh mafia, from those they paid their $1000's to.

There is nothing new in this, the NZ taxpayer is dragged in to the rescue, just leading to a furtherance of the scam.

[Getty]

Extract from refresh curriculum draft:
Page one of the PURPOSE STATEMENT FOR MATHEMATICS AND STATISTICS:
Purpose statement for mathematics and statistics Ānō me he whare pūngāwerewere.

Behold, it is like the web of a spider.
This whakataukī celebrates intricacy, complexity, interconnectedness, and strength. The learning area of mathematics and statistics weaves together the effort and creativity of many cultures that over time have used mathematical and statistical ideas to understand their world. Mathematics and statistics enables ākonga to appreciate and draw on the power of abstraction and symbolic representation to investigate, interpret, and explain patterns and relationships in quantity, space, time, data, and uncertainty.
Like mathematics and statistics, mātauranga Māori is a body of knowledge with a history and a future. When we afford mana ōrite to mātauranga mathematics and statistics and mātauranga Māori while retaining their distinctiveness, ākonga can draw from both in ways that are beneficial to both spheres of knowledge. The learning area has been designed to support the vision of Mātaitipu and reflects the four kinds of value each learning area contributes: personal value, participatory value, pathways value, and planetary value. Collectively, these express the richness and value of mathematics and statistics learning for ākonga. Ākonga discover inherent personal enjoyment and satisfaction in persistence, solving problems, identifying patterns, and seeing the beauty in mathematics and statistics. They come to appreciate the everyday use of mathematical and statistical tools in, for example, personal finance, music and dance, estimation, and measurement. They recognise how their culture is included and valued in the learning area. Ākonga participate as they take part in discussions with their peers about their mathematical and statistical thinking and the thinking of others. They discuss and take action on important social matters such as the ethical gathering, interpretation, and communication of data, and challenging misinformation and disinformation. They also engage with diverse cultural perspectives, including te ao Māori and Pacific world- views, on being numerate in Aotearoa New Zealand.

Thanks for the post ithaka, alerting us to the nonsense Labour is letting slip into our schools.

It says draft, but no doubt it has Jan Tinetti's approval.

Who's going to pay my pension if they come out of school swinging a poi, and a head full of that crap!

[Baa_Baa]

Y'don't say!

It's truely extraordinary that such incredible (dictionary version, i.e. not credible) nonsense has been able to creep into and overtake the education curriculum! It is quite unreal that our children's curriculum has become hostage to this utter nonsensical diatribe. Any academic, qualified professional, or just plain common sense observer, must surely realise this rubbish is a massive back step to an uneducated society that cannot or could not compete in a global level, let alone nationally. The myopia is appalling and unfortunately race based as well, as we have seen from so many other sectors who are also forsaking sensibility for some ill advised self centred utopias that take us all to a worse place!

[Logen Ninefingers]

https://curriculumrefresh.education....culum-changing

Why The New Zealand Curriculum is changing
Our shared kaupapa for the Curriculum Refresh

Together, we’re refreshing The New Zealand Curriculum so that schools and communities are better supported to do what they do best: create rich and responsive learning that helps every ākonga realise their goals and aspirations.
Through Kōrero Mātauranga, we’ve heard from tens of thousands of New Zealanders, including ākonga, kaiako, education experts, and members of the public about their vision for the future of The New Zealand Curriculum.

We heard that change is needed to ensure Te Mātaiaho | the refreshed NZ curriculum:

• gives effect to Te Tiriti o Waitangi
• is inclusive
• clear about the learning that matters for our ākonga
• is easy to use.

We are keeping many of the elements from the current 2007 New Zealand Curriculum, but the refreshed curriculum will make the learning journey coherent, rich, and responsive to the needs of our ākonga.

This shared kaupapa was gifted by our Curriculum Voices Group. It sets out why we’re refreshing The New Zealand Curriculum, and lays down a vision that puts ākonga – their languages, cultures, identities, and strengths – at the centre of the refreshed curriculum.

[Logen Ninefingers]

https://curriculumrefresh.education....whats-changing

What's changing?
What will change and what it means for you

The Ministry is two years into a six-year programme to refresh The New Zealand Curriculum (NZC) – both the overall framework and the eight existing learning areas.

The final draft of Te Mātaiaho | the refreshed NZ curriculum will be released in Term 3, 2023. You can download the current version below.

Te Mātaiaho means “to observe and examine the strands of learning.” This name was gifted by Dr Wayne Ngata and members of our Rōpū Kaitiaki.

Te Mātaiaho will continue the same eight learning areas as in the existing 2007 Curriculum.

These are being developed and released in phases, and schools will have until the beginning of 2027 to start using the fully refreshed curriculum.

The final draft of Te Mātaiaho will be released in Term 3, 2023.

Te ao tangata | social sciences was released in November 2022, and the new Aotearoa New Zealand's Histories must now be taught in all schools.
English is now available to be explored and used in schools and kura
Mathematics and statistics is now available to be explored and used in schools and kura
Science is in development for release in 2024
Technology is in development for release in 2024
The arts is in development for release in 2024
Health and physical education is in development for release in 2025
Learning languages is in development for release in 2025.
At every stage of the refresh, the Ministry will support kaiako and leaders with curriculum resources to help implement the change and build capability.

What's different from the existing curriculum?
Te Mātaiaho | the refreshed NZ curriculum includes:

the whakapapa of Te Mātaiaho
Mātaitipu | vision for young people – this was written by young people
a purpose statement to ensure equity and inclusion for all ākonga.
Mātauranga Māori will sit at the heart of the learning areas, with key competencies, literacy, and numeracy explicitly woven into each learning area.

This will help ākonga understand a dynamic and evolving knowledge system unique to Aotearoa.

The refreshed curriculum will be progression-focused, rather than outcomes-focused.

Curriculum levels and achievement objectives will be replaced with five phases of learning: Y1-3, Y4-6, Y7-8, Y9-10 and Y11-13.

Understand, Know, Do: A progression-focused curriculum
Each of the five phases of learning contains progress outcomes that describe what ākonga should understand, know, and do by the end of each phase.

Students deepen their understanding of the big ideas (understand), as they explore the context (know), using critical practices (do).

Each phase is cumulative, building on the last and increasingly complex as ākonga progress.

The model is designed to make it easier for teachers to create rich and responsive learning, and puts ākonga – their voice, wellbeing, and aspirations – at the centre of learning.

When using progressions, assessment for learning is an ongoing process integral to teaching and learning.