The diagram is in the form of a circle showing the elements of an inclusive school curriculum. It has the words "The New Zealand Curriculum" curving inside the upper and lower edges of the circle.
At the centre are three small circles, arranged in a triangle and labelled "Student", "Whānau", and "Teacher". Overlapping these three circles at the points where they join is another circle with the words "Rich knowledge of the learner". These four interlocking circles are surrounded by the words "Working together".
Around the outside of these interlocking circles, three double-ended arrows, each with the words "Effective pedagogy", form a triangle. At each point of the triangle is another circle. The top circle has the words "Building on strengths and aspirations"; the lower left-hand circle has "Recognising progress", and the lower right-hand circle has the words "Making learning visible".
Near the bottom of the diagram is a curved double line linking the two elements "Recognising progress", and "Making learning visible" and containing the words "Progress and achievement within one curriculum level over an extended period of time".
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This diagram shows how four cultural dimensions interact and contribute to inclusive practice.
The diagram has the title "The Educultural Wheel".
The four dimensions are placed in shaded rectangles at four points around an oval. At the top is "Whanaungatanga: Building Relationships"; to the right is "Manaakitanga: Ethic of caring"; at the bottom is "Rangatiratanga: Teacher Effectiveness", and at the left is "Kotahitanga: Ethic of Bonding". The dimensions are linked to each other by double arrows. They are also linked by double arrows to another shaded rectangle at the centre of the diagram, which contains the words "Pūmanawatanga: Morale, Tone, Pulse".
Four whakatauāki are placed within the oval, each linked by a line to an English translation outside the oval.
Between Whanaungatanga and Manaakitanga are the words "Ahakoa he iti, he pounamu". "Although small (child), you are precious like greenstone. (Affection)"
Between Manaakitanga and Rangatiratanga are the words "Mana tū mana ora. Mana noho mana mate". "Empathy motivates. Apathy demotivates. (Encouragement)"
Between Rangatiratanga and Kotahitanga are the words "He moana pukepuke e ekengia e te waka". "A choppy sea can be navigated. (Perseverance)"
Between Kotahitanga and Whanaungatanga are the words "Nāu te rourou, nāku te rourou, ka ora ai te iwi". "With your food basket, and my food basket, there will be ample. (Collaboration)"
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This diagram shows how a range of people and agencies work together to form a network of support for students with special education needs.
The diagram is in the form of an oval with an inner, a middle, and an outer ring. In the inner ring, at the centre of the diagram, there are three linked circles labelled "student", "teacher", and "whānau".
The names in the middle ring, working clockwise from the top of the oval, are "Friends", "Principal and leaders", "Other teachers", "Learning support coordinator", "Specialist teachers", "Teachers’ aides", "Other families", and "Classmates and other students".
The names in the outer ring, working clockwise from the top of the oval, are "Specialist education services", "Other services", "Local community", and "Other schools".
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This diagram shows the three types of inquiry that are involved in "Teaching as Inquiry": a focusing inquiry, a teaching inquiry, and a learning inquiry.
The diagram is a flow chart in the shape of a rectangle, headed "Teaching as Inquiry".
Working clockwise, and starting from the bottom left, there is an oval with the heading "Focusing Inquiry" and the words "What is important (and therefore worth spending time on), given where my students are at?"
An arrow leads from this to another oval, with the heading "Teaching Inquiry" and the words "What strategies (evidence-based) are most likely to help my students learn this?"
An arrow leads from this to two overlapping ovals at the top right-hand corner of the rectangle. One contains the word "Teaching", the other contains the word "Learning".
From the middle of these ovals, an arrow leads down to another oval, with the heading "Learning Inquiry" and the words "What happened as a result of the teaching, and what are the implications for future teaching?"
From this oval, there are two arrows. One has the words "What are the next steps for learning?" and leads across to the "Focusing Inquiry" oval.
The other arrow has the words "Is there something I need to change?" and leads back up to the "Teaching Inquiry" oval.
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The diagram illustrates how two approaches ("multilevel curriculum" and "curriculum overlapping") can be used to differentiate the classroom programme.
The diagram is in the shape of an upright diamond. Along the left-hand edge of the diamond are two arrows with the words "Same learning context/area".
Running down the page to the right of the diamond are the words "NZ Curriculum expectations". To the left of these words is a vertical arrow with the words "Above" (at the top of the arrow), "At" (in the middle), and "Below" (at the bottom).
An arrow with the word "Adaptations" spans from the top to the bottom of the diamond.
In the centre of the diamond are the words "Same curriculum".
At the top of the diamond are the words "Curriculum overlapping". Below this is a band with "Different" at the upper edge, the words "Multilevel curriculum" in the middle, and "Same" at the lower edge.
At the bottom of the diamond are the words "Curriculum overlapping". Above this is a band with "Different" at the lower edge, the words "Multilevel curriculum" in the middle, and "Different" at the upper edge.
Published on: 25 Jun 2015
