Nauruan Curriculum Footpath

Nauruan Curriculum Footpath

The Footpath provides the framework for task development and interpretation. The Statements for Learning are summarized here and some sample descriptions are provided.

Personal PathwaysNauru Classroom

Who am I, where do I belong, where am I going?

    P1: Living in a contemporary Nauruan community and preparing for its changes

    P2: Demonstrating confidence, commitment and accepting responsibility for decision making and problem solving

    P3: Taking care of health and self

    P4: Learning to learn through creatively using resources and learning strategies

    P5: Learning to work in new ways and create new opportunities

    P6: Working with peers and others

Communication Pathways

How do I make sense of and communicate with others at home and abroad?

    C7: Mastering literacy including the primary language

    C8: Mastering numeracy and financial good sense

    C9: Communicating knowledge and argument to a diverse audience

    C10: Communicating using languages and intercultural understandings

Community PathwaysLocation School classroom

What are my rights and responsibilities acting as a local, national and international community member?

    C11: Fostering identity, belonging and unity

    C12: Respecting diversity and different ways of thinking

    C13: Thinking and acting as an agent of change in local, regional and global communities while sustaining culture and identity

    C14: Understanding local and global economic and political forces

Environments and Technologies Pathways

How do I understand, impact use and shape the world around me

    E15: Applying scientific, mathematical and technological understandings

    E16: Understanding and sustaining environments

    E17: Creating with design, agricultural, digital and engineering technologies

Example descriptions

P1: Living in a contemporary Nauruan community and preparing for its changesTeacher Planning Nauru

From the coming of the first non-Nauruans to our Island Nation, life for Nauruans has been one of change – often dramatic and rapid change that at times, has threatened our very existence. Being Nauruan has sustained us through those challenges and changes from near annihilation to great wealth and back again. Understanding who we are and where we belong is the key to managing our future inspired by our past.

Our family, family responsibilities, celebrations, learning, language, music and songs, practices, crafts, sports, time together, dress, values and beliefs are all part of being Nauruan. No one of these makes us Nauruan. It is the way these and other things about us fit together than makes us unique and important.

Others have come to our land to be part of our community. They too are now part of who we are. Just as our religions once came from afar but are now part of us, so too will other things become part of us in time. While we are Nauruan, we are also Pacific Islanders and global citizens. These links with the rest of our world give us new rights, responsibilities and opportunities. If we do not understand ourselves, they may also consume us.

Our education begins with ourselves. It must help us adapt to and accept changes while retaining the core of our being.

C7:Mastering literacy including the primary language

Youth of Nauru need to develop confidence, knowledge and skills to communicate their important messages at home and abroad. They must see and hear, understand and evaluate messages from their home, community and the world. They must be highly proficient in the multiple literacies of their time while valuing, nurturing and keeping the nuances of their first language.

To influence and contribute to their community and other global communities, they need to be technically expert in the use of written and spoken languages, including at least, their first Language and English. Some will need to be fluent in multiple languages. They must be proficient in both interpreting and creating messages through visual communications, multimedia and broadcast technologies.

A highly literate citizen of Nauru will communicate powerfully with others. They understand the multi-sensory nature of communications and the influence of cultural context on creating and receiving messages. They will be confident in communicating in appropriate ways with individuals, groups and mass audiences matching the message to  the culture and values of their audience for maximum impact.

Literacy, in all its forms, is essential for learning. Nauruan families community and education all contribute to students’ mastery of literacy.

C8: Mastering numeracy

The future of Nauru in economic terms depends on improving the financial awareness and financial literacy of its citizens.  Nauru needs to safeguard its financial resources, use funds wisely and develop capacity to plan strategically for a secure feature. To establish and maintain a business culture, all Nauru citizens need to develop financial knowledge and skills, grow experience in managing financial affairs and direct business ventures to secure Nauru’s future. Nauruan citizens need to lead discussions about financial and economic matters in personal, community, regional and global circumstances.

Mastering numeracy is more than financial independence. Numerical mastery provides capacity for decision making and quantitative communication. Quantitative analysis is the foundation of objective reasoning and argument. Numeracy is a foundation skill for Nauruan citizens as they continue to develop their influence on local, regional and global communities.

Nauruan citizens need to access, process, interpret, analyse and represent a wide range of data. The capacity to think numerically, use numerical data in practical tasks, do calculations, work with statistics and apply geometrical understandings are powerful life and work skills for global Nauruan citizens.

C14: Understanding Local and Global Economic and Political Forces.

(Translations provided by Pearl )

    Knowledge of government, roles, constitution and function.

    Enterprise, initiative, transport, fisheries, licensing, phosphate industries.

    Maintaining resources and equipment.

    Systems thinking, understanding processing and system requirements.

    Understanding the need to build and sustain markets, industries, economic and financial management systems, business know how/acumen.

Nauruans need to take charge of their future and contribute to local and global and political forces. To become active citizens they need to be knowledgeably aware of the systems, people and strategies which support governance, economic and social/cultural activity. They need to understand the power of the individual and the importance of collective action and responsibility to cause rational and informed change. They need to actively contribute to the development of national and community services, systems and governance through both critical use of systems and development of new ways.

Nauruans have a right to experience an innovative culture where initiative, enterprise and creativity on purposeful activity is valued and encouraged. They have a right to see, hear and develop a “can do” altitude. In turn they have a responsibility to apply their positive proactive attitude to improve the systems and processes in their community, ensuring the survival and sustainability of Nauru through efficient, effective responsible use of it’s resources.

The spirit of individual contributions to a collective purpose and direction, and a sense of ownership, needs to be applied to the sustainability and development of existing enterprises and industries, such as fishing, phosphate industries, public services, transport and commerce. Nauru young people need also to take responsibility to invent the types of industries and ventures they want to own, manage and work and to initiate international as well as national enterprises.

The young people will need to take responsibility for developing a business know how, acumen and apply it to know how they learn in schools and in the community projects.

Nauruan Translation:

C14: Ang nim tsied me ogaro oa gata imin ngana tawe gata dogin tsimoruta me an memari edogor.

A.    Am tsied wara edogor me an magur.

B.    Emogur ngana enum ranga tekeiy dedeit medenata. Ieu, riten me wara mwarere.

C.   Rangaen imin tsimine woun me bwait imagur.

D.   Ang nim kamarareiy me tsied riringen mungana ang tengeiy.

E.    Ang nim tsied onuwe yen me rowiowen me riringen.

    Naoero enim onuwe me ranga ngana towe bwieta me ngana aton ita dogin iyamen. Ang nim totow ipug ea edogor me ea mungana egade.

    Ang nim tsied eoum me an tsimine woun ea mungana egade.

    Ang nim tsied eoun me an tsimine woun ea yon o yon me eruta dogit ikiwiwut dogin itsimeduw

    Tsimine ata nim tsied me ekamarar ea imin tsimine woun, me ed me gona riring.

    Ang nim totow eruta bwe dogin Naoero nim tsimorenin ean ngane.

    Yon iyon nim bwa buyeida tekeiy kor iya wono. Ngabuna Dei Naoero ar nim amamo me ed ngana ar teng wangara ngana ura magureiy me ranga me awaiyidan rowieowen ine me aton.

    Ngamen bwieta ean bitune edae ar nim ranga me unungabida bita ar kereri eiy yan wangara degaoa.

 

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