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New ZealandsEducation System
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Early Childhood
Kindergartens
Education and Care Centres
Playcentres
Home-based Care
Correspondence School
Special Needs Children
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Focus on social skills and learning through play 3 trained
teachers.
Parents are expected to help out both with class supervision
and with fundraising and committee work.
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Education and Care Centres
Offer full day or sessional care (up to 4 hours a day) and areopen for up to 8 or 9 hours (between 7.30am and 6.00pm).
charged on the basis of a weekly or daily fee, an hourly fee
applies for casual care.
Montessori and Rudolph Steiner schools
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Playcentres
run as parent co-operatives
parents
are closely involved in both running the centre and
working with the children during session times.
run the session on a roster
can undertake training for supervising sessions at aplaycentre.
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Individual play centres arrange their own session times with 1
to 10 sessions per week.
Children can attend up to 5 sessions per week.
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Home-based Care
provides supervised, home-based care for very small groups of
children.
referred to as family day-care
care is provided in the local caregivers home.
include evenings and weekends to help parents who work
irregular hours.
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Correspondence School
provides early childhood education for children under the age
of 6
For children
in remote areas
sick
Disabled
do not have a settled address
have special needs.
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Special Needs Children
against the law for any educational institution to treat a student
differently because they have a disability
Specialist Education Services (SES)
Early Intervention teams offer family-focused support to young
children with developmental needs from birth until they are
settled at school.
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Primary & Secondary
Compulsory for all children from their sixth until sixteenthbirthday
free at state (government funded) schools until the age of 19, or
21 for special education students with disabilities
however, parents are expected to meet some minor costs
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school day usually begins about 9.00am and finishes about
3.00pm (the secondary school day ends around 3.30pm)a short break in the morning, about an hour for lunch and
sometimes, a short afternoon break
begins at Year 1 and moving up one class each year to the
final Year 13
Years 1 to 3 are often referred to as primers or juniors
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Years 4 to 6 as standards
Years 7 and 8 are known as forms 1 and 2
Years 9 to 13 as forms 3 to 7
Class sizes are set by the school in accordance with Ministry ofEducation guidelines.
Some junior classes may include children of different ages and
year levels in the same classroom - composite classes
Students 16 years and over may choose not to finish theirsecondary education and leave in Year 11 or 12.
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Primary School
Enrolled by their sixth birthday
most attend from age 5 to the end of their sixth year ofschooling
children in their seventh and eighth years either continue to
attend primary school or move to a separate intermediate
school
Intermediate schools operate only in urban areas.
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New Zealand Curriculum
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built r undt e cquisiti n f essenti l c de ic nd r ctic l skills
identifies c de ic r essenti l le r ning re s:
L nguage andlanguages
at e atics
cience
Tec nology
ocial sciences
T e arts
ealt & ysical ell-being
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These are balanced by 8 practical or essential skills:
Communication skills
Numeracy skills
Information skills
Problem-solving skills
Self-management and competitive skills
Social and co-operative skills
Physical skills
Work and study skills
Each term, most schools prepare student Progress Reports and
hold parent-teacher evenings.
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Subjects Taught
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School Terms/Semesters
begins in late January or early February, after a summer
holiday of about 6 weeks, and ends in December
divided into 4 terms with breaks of two to three weeks betweenthem
Term 1 - End of January to early April
Term 2 - ate April to end of June
Term 3 - Mid July to late September
Term 4 - MidOctober to mid December (or early December
for secondary schools)
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National Certificate ofEducational
Achievement
main national ualification for secondary school students
part of the National Qualifications Framework
National Qualifications Framework
covers industry and education ualifications from year 11
(formerly Form 5) of secondary schooling and entry level to
vocations, through to post-graduate level.
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All ualifications currently on theFramework are made up of
national standards.
A standard describes what a learner should aim to achieve in askill or knowledge area.
Standards are set by written criteria along with a national
moderation system.
earners who meet all re uirements get credit for thatstandard; those who don't may be reassessed when they are
ready.
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Each standard is at a level from 1 to 8
evel 1 is similar to School Certificate levellevel 2 to Sixth Form Certificate
levels 3 and 4 are similar to University Bursaries
Each standard also has a credit rating.
Students accumulate Framework credits towards NationalCertificates and National Diplomas.
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NCEA provides the pathway to tertiary education andworkplace training and gives everyone a full picture of what
students know and can do.
Challenges students of all abilities, in all learning areas
Reports more details about a student's achievementIs officially recognised in New Zealand and internationally
Is recognised by employers, universities and polytechnics
and used as the benchmark for selection
Provides opportunities to begin studying for tertiary andindustry ualifications
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Has exams as well as internal assessment
Has a national system for checking internal assessments
Shows credits and grades for separate skills and knowledge
in some standards
The National Qualifications Framework contains two types of
national standards
achievement standards
unit standards.Credits from all achievement standards and all unit standards
count towards NCEA.
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Reference
http://www.nz-immigration.co.nz/education/early-childhood.html
http://www.nz-immigration.co.nz/education/primary-
secondary.html
http://www.nz-immigration.co.nz/education/curriculum.html