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Curriculum delivery


What does your school curriculum documentation look like?

Concise – Ideally your school curriculum documentation will be a concise file available to all teachers and will explain clearly how the curriculum is implemented in your school.

Current – After a consultative process of developing understandings with staff, students and whānau, your school curriculum will be a continually revolving resource.

Comprehensive – As well as stating your school vision and values and highlighting how the key competencies and NZC principles are explicit in your school, you might include a brief statement about how each learning area looks in your school. Effective pedagogies could be contextualised into a statement that explores the way these are used to enhance the learning of your students.

How will your curriculum be delivered in your school?

Here are a few things you might like to consider:

Students at the centre

  • How can you develop an overview that allows for flexibility and response to students’ needs?
  • What works best for students?
  • How does the timetable allow for this?
  • How are you moving towards student-centred learning?

Student-centered learning: It starts with the teacher
This blog post offers strategies to promote student voice and student agency in the classroom.

Future focused

  • Radio.
    How are you preparing students for their future once they leave your school?
  • Are there authentic learning opportunities in a real world environment?

Education for Enterprise - Lyall Bay School radio station
A radio station project at Lyall Bay School provides an engaging, real life context for students to develop enterprising attributes.

Balanced coverage

  • How will literacy and numeracy be taught across the curriculum?
  • How will you ensure balanced coverage of all learning areas?
  • How do you avoid an overcrowded curriculum?

Coverage, congestion, and curriculum
In this blog post, Derek Wenmoth offers suggestions to avoid the distractions by focusing on the learning capacity of young people.

Thinking big.

Implementation of the NZC vision and principles

  • How will the NZC principles and your vision be implemented across the curriculum?

Thinking big: Principles to guide curriculum and vision
Stonefields School leaders talk about how the vision and principles are enacted at their school.

Inquiry based learning

  • Inquiry framework
    Have you developed an inquiry-based learning model that suits the needs of your school?
  • Have you developed an integrated planning model?

Our inquiry framework
Staff at Sylvia Park School work together to build an integrated and connected curriculum for their students through an inquiry approach.

Learning with digital technologies

  • Ross Alexander.
    How will learning with digital technologies be embedded in the classroom programmes?

Developing e-learning capability using the eLPF and teacher inquiry
e-Learning facilitator, Ross Alexander explains the importance of having a clear vision for introducing new technologies. It is important to have somebody driving the use of digital technologies in learning from within the school.

Deep learning

  • How do you make sure deep learning and higher order thinking is happening in all classrooms?

Assessing thinking
In this video, Clinton Golding gives teachers some advice on how to make thinking visible to deepen students’ thinking.


  • Literacy pathways.
    How do you ensure coherence in planning and programmes across the school?

Clear pathways for literacy learning
Students moving through the Mount Roskill campus can be assured of clear learning pathways in literacy thanks to the collaborative efforts of teachers.


  • What opportunities are there for teachers to plan and teach collaboratively?
  • What professional development will you need to organise for staff?

Collaborative teaching in a traditional environment
Teachers share how they teach collaboratively at Raumati Beach School.

Authentic Curriculum in a secondary setting
Department heads at St Thomas of Canterbury College discuss how they’re planning for an authentic curriculum in a secondary setting.

Choose the most important initiatives and make sure they are sustainable. Too often we fall into the trap of trying too many new things at once.