Government Education
moving towards more holistic curriculum

It should be noted that most of the education curricula on this page are in the process of development and that any 'holistic' education principles present in policy have been implemented in practice with varying degrees of success by different schools and teachers.

The New Zealand Curriculum Framework describes the elements which are fundamental to teaching and learning in New Zealand schools. It states the principles which give direction to all teaching and learning. It specifies seven essential learning areas which describe in broad terms the knowledge and understanding which all students need to acquire. The framework sets out the essential skills to be developed by all students. It indicates the place of attitudes and values in the school curriculum. It gives direction to the development of the more specific national curriculum statements which describe in more detail the required knowledge, understanding, skills, and attitudes. It acknowledges also the value of the Treaty of Waitangi, and of New Zealand's bicultural identity and multicultural society.
 

Underpinning New Zealand's curriculum are values that include honesty, reliability, respect for others, respect for the law, tolerance (rangimarie), fairness, caring or compassion (aroha), non-sexism, and non-racism. The Health and Well-being Essential Learning area encompasses the physical, social, emotional, intellectual, and spiritual dimensions of a person's growth.
 

The new (2001) Tasmanian curriculum framework was developed in a consultative process informed by current educational research and best practice.

The curriculum framework is underpinned by common and agreed values and purposes:

Learning to live full, healthy lives means supporting the development of the whole person - mental, physical, emotional, social and spiritual. These values and purposes underpin 'essential learnings' and culminating outcomes.

See also:  Learning Teaching and Assessment Principles (300kb)