Horticulture+curriculum

|| ** Vision p. 8 ** |||| ‘to secure a sustainable social, cultural, economic, and environmental future for our country’ || ‘able to relate well to others…. connected to the land environment…. members of communities’ Farms and horticultural enterprises are all land based and are part of a local community that has an impact both nationally and internationally || ‘participates in a range of life contexts, contributors to the well-being of New Zealand – social, cultural, economic and environmental’ Members of various groups eg ENZA, Young Farmers etc Primary production major export earner Primary production in young peoples minds now needs to move towards being more sustainable in NZ || ** Principles p.9 ** || ‘supports and empowers all students’ Provides students with skills and attitudes to support students entry into the primary sector Different level of ability are possible in this industry || ‘acknowledges the principals of the Treaty of Waitangi… all students have the opportunity to acquire knowledge of te reo Maori me ona tikanga’ Subject acknowledges and recognizes cultural values through plant names Maori medicine and herbs, traditional crops and Maori planting techniques etc. The same applies with distance learning for cook islands etc. Respect and care for land and waterways || ‘reflects New Zealand’s cultural diversity and values the histories and traditions of all its people’ Recognition of the country of origin and how the people used a particular food crop or animal and then how it has been adapted to NZ conditions Different cultures want different products eg live lamb exports || ‘the curriculum is non-sexist, non-racist and non-discriminatory’ Everyone is welcome to do this subject || ‘all students to reflect on their own learning processes and to learn how to learn’ Students encouraged to set their own hort/ ag goals re the skills and knowledge they would like to gain || ‘the curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whanau and communities’ Local, regional and the global connections Work experience case studies and mentors A and P shows and field days || ‘… a broad education that makes links within and across learning areas’ Career pathways can be identified Cross curriculum connection and integration is in built in these subject areas || ‘….exploring such significant future- focused issues as sustainability, citizenship, enterprise and globalization’ Sustainability and enterprise is an integral part of the study of ag/hort || ** Values p.10 ** || ‘by aiming high and persevering’ Own and others values to obtain results and provide pathways into industry and academic study || ‘by thinking critically, creatively and reflectively’ Students are able to analyse what they have done and be able to make changes or improvements to improve production. || ‘as found in our different cultures, languages and heritages’ Respect for others – some plants and or animals are important to some cultures. Traditional uses of plants seasonal planting || || ‘through fairness and social justice’ || ‘ for the common good’ Group activities and respect Analyzing actions and values and negotiating solutions || ‘which includes care for the environment’ All farming and horticultural practices now should be towards environmental sustainability || ‘which involves being honest, responsible, and accountable and acting ethically’ If a grower says they are organic then they must be organic Keeping true and accurate records of things such as penicillin records Tb testing etc || ‘respect themselves, others, and human rights’ || The key competencies and integrated, holistic and complex. They are required by everyone across many life contexts and are inferred from actions, behaviors and choices of individuals in a particular context. ‘The competencies continue to develop over time, shaped by interactions with people, places ideas and things. Students need to be challenged and supported to develop them in contexts that are increasingly wide ranging and complex’ p.12 Managing self includes planning, carrying out investigations, research projects, growing crops, managing crop succession etc Team work inside and outside the classroom re growing and producing crops successfully. Cooperation often essential Participating and contributing to; environmental sustainability community sustainability economic sustainability and organics for sustainability for example Thinking – constantly striving to improve yield with less impact on the environment. Inquiry and curiosity integral part of this. Matching crop/animal to microclimate and soils and skill level of the grower/farmer etc requires reflective thinking. Keeping records of climate and growth data and observations from one year to the next includes writing etc Agriculture/horticulture/ soils all have a language of their own || ‘all learning should make use of the natural connections that exist between leaning areas and that link learning areas to the values and key competencies’ || ** Effective Pedagogy p.34-36 ** || ‘effective teachers foster positive relationships…. (and) attend to the cultural and linguistic diversity of all their students’ Build sound relationships with the wider community by; taking produce home, field trips, out of school projects within the community eg community gardens The nature of many practical tasks allow quality teacher students and student to student relationships Subject lends itself to allow students to learn about human relationships with the environment- ecology etc || ‘reflective learners assimilate new learning, relate it to what they already know, adapt it for their own purposes and translate it into action’ Students get the opportunity to reflect on learning, skills and effort by looking and eating the results from their gardens and husbandry procedures There are many opportunities to critically evaluate different growing techniques and technologies || ‘students learn most effectively when they understand what they are learning, why they are learning it, and how they will be able to use their new learning’ The skills learnt in horticulture are life time skills, they can eat the produce successfully sow and seed or take a cutting || ‘students learn as they engage in shared activities and conversations with other people, including family members and people in the wider community’ || ‘teachers can help students to make connections across learning areas as well as to home practices and the wider world’ || ‘when curriculum coverage and student understanding are in competition, the teacher may also decide to cover less but cover it in greater depth’ || ‘effective pedagogy requires that teachers inquire into the impact of their teacher on their students’ 1.e.: teachers as reflective practitioners || ‘schools can select achievement objectives from each area in response to the identified interests and learning needs of their students’ ||
 * Specific Links between Agriculture and Horticulture and Associated Pedagogies and the NZ Curriculum **
 * Specific Links between Agriculture and Horticulture and Associated Pedagogies and the NZ Curriculum **
 * Connected ** ||
 * Actively Involved ** ||
 * High Expectations ** ||
 * Treaty of Waitangi ** ||
 * Cultural Diversity ** ||
 * Inclusion ** ||
 * Learning to Learn ** ||
 * Community Engagement ** ||
 * Coherence ** ||
 * Future Focus ** ||
 * Excellence ** ||
 * Innovation, Inquiry & Curiosity ** ||
 * Diversity ** ||
 * Equity **
 * Communication & Participation ** ||
 * Ecological Sustainability ** ||
 * Integrity ** ||
 * Key Competencies ** ||
 * Thinking; Using Language, Symbols and Texts; Managing Self; Relating to Others; Participating and Contributing ** ||
 * Thinking; Using Language, Symbols and Texts; Managing Self; Relating to Others; Participating and Contributing ** ||
 * Learning Areas p.16 ** ||
 * Supportive learning environment ** ||
 * Reflective thought and action ** ||
 * Enhancing Relevance of New Learning ** ||
 * Facilitating shared learning ** ||
 * Making connections ** ||
 * Providing sufficient opportunities ** ||
 * Teaching as Inquiry ** ||
 * Designing a New Curriculum p.37-42 ** ||
 * Future Focus ** Sustainability is 1 of 4 future focus themes, along with citizenship, enterprise and globalisation (p.39) ||
 * BoT Requirements p.44 ** ||