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Key concepts | Links with National Education Guidelines | Education Review Office position
National Administration Guideline 5
Each Board of Trustees is required to:
- Provide a safe physical and emotional environment for students and comply in full with legislation currently in force or that may be developed to ensure the safety of students and employees.
For further information on National education Guidelines, go to www.tki.org.nz/e/governance/negs/.
National Education Goals
- The highest standards of achievement, through programmes which enable all students to reach their full potential as individuals, and to develop the values needed to become full members of New Zealand's society.
- Equality of educational opportunity for all New Zealanders by identifying and removing barriers to achievement.
The New Zealand Curriculum Framework
The Essential Skills
Social and Co-operative Skills
The school is to encourage students to:
- develop good relationships with others, and work in co-operative ways to achieve common goals;
- take responsibility as a member of a group for jointly decided actions and decisions. Participate appropriately in a range of social and cultural settings;
- learn to recognise, analyse, and respond appropriately to discriminatory practices and behaviours;
- acknowledge individual differences and demonstrate respect for the rights of all people;
- demonstrate consideration for others through qualities such as integrity, reliability, trustworthiness, caring or compassion (aroha), fairness, diligence, tolerance (rangimarie), and hospitality or generosity( manaakitanga);
- develop a sense of responsibility for the well-being of others and for the environment;
- participate effectively as responsible citizens in a democratic society;
- develop the ability to negotiate and reach consensus.
The New Zealand Curriculum Framework page19-20
Attitudes and Values
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"The school curriculum, through its practices and procedures, will reinforce the commonly held values of individual and collective responsibility which underpin New Zealand's democratic society. These values include honesty, reliability, respect for others, respect for the law, tolerance (rangimarie), fairness, caring or compassion (aroha), non-sexism and non-racism."
And...
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"Students will examine the context and implications of their values and those of others, and the values on which our current social structures are based."
The New Zealand Curriculum Framework page 21
The Essential Learning Areas
There are also clear anti-bullying directives contained within some of the specific curriculum statements, most specifically Health and Physical Well-being in the New Zealand Curriculum and Social Studies in the New Zealand Curriculum, as shown below.
Health and Physical Well-being in the New Zealand Curriculum
The Concepts
Well-being, Hauora
Hauora is one of the underpinning concepts of the health and physical education curriculum, and is concerned with the physical, mental and emotional, social and spiritual dimensions of the individual.
Health Promotion
This is the process that helps to create supportive physical and emotional environments in classrooms, whole schools, communities and society.
The Socio-ecological Perspective
Mutual care and shared responsibility between self and others actively contributes to own and others well-being. This concept also allows for the analysis of social factors that contribute to violence and aggression.
Attitudes and Values
Attitudes and values are promoted which contribute to the well-being of individuals and society.
Through their learning in health and physical education, students will develop a positive and responsible attitude to their own physical, mental and emotional, social, and spiritual well-being that includes;
- valuing themselves and other people;
- a willingness to reflect on beliefs;
- the strengthening of integrity, commitment, perseverance, and courage.
They will develop respect for the rights of other people for example through:
- acceptance of a range of abilities;
- acknowledgement of diverse viewpoints;
- tolerance, rangimarie and open-mindedness.
They will develop care and concern for other people in their community and for the environment through:
- co-operation and awhina;
- applying aroha, manaakitanga, care, compassion, and mahi a ngakau;
- constructive challenge and competition;
- positive involvement and participation.
They will develop a sense of social justice and will demonstrate:
- fairness;
- inclusiveness and non-discriminatory practices.
The Strands
Strand A Personal Health and Physical Development
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"...includes understandings of personal identity and self-worth."
Strand C Relationships with other people
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"Students develop the knowledge and interpersonal skills to enable them to interact sensitively with other people."
Strand D Healthy Communities and Environments
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"Students are encouraged to identify inequities, make changes, and contribute positively, through individual and collective action, to the development of healthy communities and environments."
Social Studies in the New Zealand Curriculum
Concepts
Co-operation, roles, society, human rights, justice, laws, responsibilities, socialisation
The Strands
Social Organisation
- Students will understand the rights, roles and responsibilities people have as they participate in groups and will learn the laws and rules that determine people's behaviour in groups. They will discover how individuals, communities and nations exercise their rights and meet their responsibilities.
The Processes
Inquiry
Students will collect and analyse data related to the incidence of bullying in their school and community.
Values Exploration
- Students will examine and clarify their own values and those of others. They will be challenged to think about the nature of social justice, the welfare of others, acceptance of cultural diversity, and respect for the environment.
Social Decision making
Students use knowledge and skills to make decisions about actions that could be taken over a range of issues, such as bullying.
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