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Determining, responding to, and describing student progress and achievement across the curriculum

This resource aims to support teachers to deepen their understanding of assessment for learning principles and practices in their classrooms with a particular emphasis on measuring, responding to, and reporting progress and achievement across the curriculum.

Getting started

NZC schematic.

 Select the image to view at full size.

The Leading Local Curriculum Guide series has been developed to steer review of your curriculum, assessment, and design decisions as you strengthen your local curriculum, respond to progress, and reinforce learning partnerships with parents and whānau. 

As schools go about the process of curriculum design and review this diagram (right) shows how local curriculum weaves the elements of the national curriculum framework within contexts that provide rich learning opportunities, to provide a coherent pathway that supports teachers to be responsive to all learners for the classroom curriculum.

Whilst the guides are intended primarily for curriculum leaders to help with planning and school review, we've taken the following question from the Assessment for learning guide to steer deeper thinking for teachers and leaders around progress and achievement across the curriculum:

How well can we locate a student’s performance across the breadth of the curriculum and along the continuum of curriculum levels

Accessed from: Leading Local Curriculum Guide series – Assessment for Learning 

Focus questions to guide you to answer the above question: 

  • How do we ensure that we provide rich learning tasks across the breadth of the curriculum that are differentiated, to ensure that progress made is appropriate for curriculum expectations for learners?
  • How do we know students have made expected progress across all learning areas?
  • How do we describe this progress to students and parents?

>> Rich learning tasks