Improving equity in engagement and accelerated achievement for all students

High expectations – teachers regularly communicate and encourage students to achieve their best. Expectations are suitably pitched to their individual student, understood by the student and they are motivational.
Seen in practice through – clearly understood, communicated and articulated learning goals and pathways that encourage best endeavour. On task and engaged learning.
Learning to learn – teachers help students to learn how to learn through explicit feedback that helps them to know where they are succeeding, where they are at, and how to best move forward. They know what they are learning and what successful learning looks like.
Seen in practice through – clear learning intentions and pathways that are displayed and are able to be articulated by the student. Relevant written and verbal comments to assist learning rather than summative comments. Pathways for next steps, models of practice and expectations on walls to guide learning.

Treaty of Waitangi – all students experience learning opportunities within and across curriculum areas and topics that help them understand the bicultural tikanga of Aotearoa New Zealand.
Seen in practice through – appropriate and relevant integration of Maori perspectives and understandings in curriculum areas, bicultural labels, books, displays in classrooms, discussion, visits, opportunities through waiata, te reo, performance, and kapa haka for students to participate and experience Maori culture.

Diversity – teachers and students acknowledge students’ cultural backgrounds and are sensitive to their beliefs and practices in the design of learning experiences and in day to day interactions and relationships.
Seen in practice through – no exclusion, jokes, mis-use of names, or phrases at the expense of a person’s religion, race or culture. This includes swear words or expressions that can cause offence.

Inclusion – all students’ identities, abilities and talents are recognised and affirmed through school and classroom practice. Practice is non sexist, non racist and non discriminatory.
Seen in practice through – respectful interactions and relationships in classrooms, staff room, playground and mutual acceptance of differences.

Coherence – curriculum is planned and delivered in ways that make natural connections across the various dimensions (values, key competencies, learning areas and knowledge) – see learning areas.

Future focus – where relevant, learning programmes and experiences encourage students to look to the future and to consider associated issues for themselves, others and the world in which we live.
Seen in practice through – competencies, values, principles being lived out; through questioning, inquiry learning, problem solving, creating – pedagogy.

Community Engagement – learning activities connect with students’ lives outside school and where relevant seek to involve their families and community.
Seen in practice through – Community Education, Service Based Learning, family discussions, attendance at school community events like productions, grandparents’ day, school trips, environmental and health studies, interschool events, transition programmes.