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=Pedagogy Adjective word cloud=



**Vision**
Responsible for the greater good. Aspirational goals. Authentic and purposeful learning. Contributors to the well-being of New Zealand – social, cultural, economic, and environmental - Lifelong learners - partnership - all responsible
 * Contributors to the well-being of New Zealand – social, cultural, economic, and environmental Lifelong learners**

Strong environmental bent. How do you achieve this? Insisting upon the facilitation being concentrated, facilitators need to be providing the guidance. We as educators are the ones that need to provide and make sure there are opportunities there to seize. Opportunities are plenty, it is up to our students to seize them. A change in the way we are looking, education has often been about educating students for what we know, seize seems quite visionary as it gives the learners the vision to see what is possible to see. What's wrong with the fundamental education we provide anyway? It's about all of NZ. New knowledge http://www.youtube.com/watch?v=opXKmwg8VQM
 * Seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country**

Connections with the ECE document coming through very strongly "to grow up as competent and confident learners and communicators, healthy in mind and body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society" Te Whaariki aspiration statement. Teachers need to define what that actually mean by these words. Connected - without connections we are inward and isolated. Students need to see how they are connected to each other, the world, etc. How are we going to deliver this? How do educators understand this and how will they ensure these notions are being espoused. This is part of our vision for children. We are making a profound statement. Lifelong learning is about everybody and NZ.
 * Who will be confident, connected, actively involved and lifelong learners.**

Fundamentally an exciting new one. Beginning to become a part of everyone's vocab. There are some key focuses in the doc and this is one of them. The exciting thing is about the attitudinal issues. For education to be about the community, highlighting the way ahead for NZ then we need to think in an enterprising way. Teachers will need to unpack this word to really understand its meaning and its relation to the document. Enterprising goes hand in hand with creativity and thinking outside the square. Children are naturally enterprising - we need to harness this. "Will you let me fly?" Te Whariki document.
 * Enterprising**

There is a real struggle to pay more than lip service to this statement and this is something that can become a lived entity. The partnership is seen throughout the document. This is a binding part of what it means to be a part of NZ. This is a continuum. Partnership is developing. It is what gives NZ its cultural identity. It is up to both cultures to develop a meaningful partnership that is going to work for all. Partnership theme throughout the vision statement - its a binding and bonding of the cultures. it's what makes NZ unique.
 * Full treaty partners**

For students to do this they need to understand what this means for them. We need to see this in relation to the community as well. How does the way we live our lives affect others? my interest in 'full and satisfying lives was prompted by statement at one of my centres "the main purpose of being four is to be four, the secondary purpose of being four is to prepare for being five" satisfying needs unpacking. putting control back in students hands, students need to understand full and satisfying themselves, can we afford to see this just for the individual.
 * Enable them to lead full and satisfying lives**

Vision ||~ Group 2 Values ||~ Group 3 Principles ||~ Group 4 Key competencies || Elaine Daphne Nick Ann Helen ||= Mel Jill Angela Linda Remo ||= Jenny Suzie V Naketa Kathe Donette Warren ||= Mary Anne Gina Ali Derek Vince Jody Michael ||
 * ~ Group 1
 * = Jane