Contextualised learning
Contextualised learning improves the relevance of learning programmes for young people through connections to the world of work. It can improve the retention of students in education and encourage them to progress to, and excel in, careers they are passionate about.
When considering contexts for learning, think about how your learning programmes:
- build on the principles of The New Zealand Curriculum and Te Mātauranga o Aotearoa graduate profile
- ensure that the contexts chosen meet the needs and interests of your students, as well as opening up opportunities
- support the development of the key competencies valued in the workplace
- incorporate sound teaching and learning delivery approaches
- make connections to other areas of learning, and students’ experiences
Principles underpinning programme design
The following three principles underpin the Vocational Pathways programme design as aligned to the principles of The New Zealand Curriculum.
Principle 1: Programmes of learning and courses are student-centred
Educators:
- make connections to the prior learning and experience of students and build on what students already know
- create supportive learning environments for students that are caring, inclusive, non-discriminatory and cohesive
- explicitly plan approaches to teaching, learning and assessment that are valid and fair
- explicitly assess the literacy, language and numeracy needs of all students, prior to, or at the commencement of every programme, providing relevant support through all course delivery and assessment
- proactively ensure pastoral social support for students is planned for and available as required
Principle 2: Programmes of learning and courses consist of coherent knowledge and skills
Educators:
- use Vocational Pathways to develop programmes that are educationally coherent and robust, and situated within a broad vocational or industry pathway that leads to further study, training and employment
- deliver programmes that provide students with a coherent body of general and specialist knowledge and skills, practices, and competencies in an engaging manner
- assess general and specialist knowledge and skills, practices, and competencies through a range of assessment approaches
- plan partnerships (eg with tertiary education providers, employers) that deliver different types of appropriate knowledge, skills, practices, and competencies
- support the development of students’ generic competencies, by embedding opportunities to practice and reflect on these abilities and skills throughout all programmes
Principle 3: Programmes of learning are within a coherent learning pathway, leading to New Zealand qualifications and employment
Educators:
- situate learning within real world contexts, using the Vocational Pathways where appropriate
- plan clear and authentic connections within and between programmes, if students are learning across settings
- situate their programmes within a learning pathway that is transparent to the student, has clear and achievable next steps to further study or employment, and includes genuine progression links to further qualifications
- demonstrate that the qualifications they offer are recognised across New Zealand