This section draws together research, digital resources, and examples to support leaders and teachers as they consider the high expectations principle.
Before the high expectations principle can be put into action in a local context, it needs to be interpreted. You can use the following questions to develop shared understandings about the high expectations principle and explore the extent to which this principle already underpins curriculum decision making at your school. The questions have been adapted from exploring the curriculum principles.
- What do I understand by the high expectations principle?
- What do we collectively understand by this principle?
- What do our students understand by the high expectations principle?
- What do we believe about this principle?
- What are common or possible misunderstandings about this principle?
- What do we perceive as important about this principle for our students?
Reflecting on practice
- What do we currently do in our school that reflects the high expectations principle?
- What do we expect to see in teaching and learning practice as this principle is evidenced?
- How might the embedding of this principle at our school improve student outcomes?
- What do we need to do to improve our school practices to better reflect our beliefs about this principle?
- How does our curriculum support and empower all students to develop and address this principle?
- What skills, attitudes, knowledge, and values do we need to adopt to ensure this principle is implemented?
- What skills, attitudes, knowledge, and values do our students need to adopt to ensure this principle is implemented?
Ensuring high expectations for all learners
This chart, from NZC Update 22 – The principle of high expectations, includes statements about high expectations and guiding questions to help you consider what each statement implies for your particular context. The chart, available as a PDF download, can be used in a range of ways:
- by your entire school community, including students, parents, families, whānau, and iwi to identify areas of strength and possible next steps
- by teachers to generate discussion and classroom actions
- by school leaders to inform strategic planning.
High expectations chart (PDF, 249 KB)
Next – Examples
Published on: 27 Mar 2012
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