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| The following structure underpins the initiative and emphasises the belief that superior teaching is fundamental to academic success in secondary schools: Knowing means
• Developing a lifelong learner with an understanding of how learning happens.
• Appreciating depth of knowledge and being able to discriminate its intellectual quality and
accuracy.
• Being able to organise knowledge in ways that help to retrieve and apply it.
• Seeing knowledge not as an end in itself but as the way to further learning.
• Seeking knowledge across a wide spectrum of endeavour.
• Continually demonstrating curiosity and accepting challenges. Connecting means
• Actively constructing understandings based on personal experiences, past and present.
• Understanding the relevance of learning.
• Appreciating the value of personal narrative.
• Envisioning a future and proactively working towards it.
Supporting means
• Believing in the capacity of all people to learn and recognising their individual talents and needs.
• Being consciously inclusive and promoting a positive learning environment for all.
• Acknowledging cultural diversity and in particular the bi-cultural nature of the New Zealand
context.
• Creating and working in a collaborative learning environment.
• Being sensitive to issues related to ethnicity, gender, sexual orientation and cultural
background.
• Being tolerant and encouraging of others’ viewpoints, including opposing or alternative ones. Relating means
• Continually applying knowledge across all areas of learning.
• Appreciating the links between skills and understandings.
• Applying learning to personal needs and ambitions.
• Using assessment, appraisal and continual feedback to evaluate present learning success and
outcomes.
• Using knowledge to solve problems creatively.
• Listening to others’ input and using knowledge wisely.
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