This has been developed within the context of a secondary school in New Zealand thatis in an area of low economic development and low expectations for many of thecontributing students. This is a multi-cultural community and a suburb of a major city of over a million people. The school harbors over 1600 students spread over five year levels, from year 9 to 13, which is (Grade 8-12.) With so many students arriving at year 9 with abilities in numeracy and literacy far below their age levels, it was felt that a whole new approach was required. The intake is usually around 400 for year 9 each year. A trial was conducted in the school during the academic years of 1997-1999. The results were promising as far as better development especially in literacy. The students in the intake of 2002 were assessed and analysis showed that the bottom 100 had reading levels of 8 years, (Grade 4) and numeracy levels that were similar. It was decided to use highly trained teachers with wide experience to work as a team in the core basic subjects to see if improvement in these areas could be achieved such that, by year 11, when external examinations were held some of them might have a chance to attempt these. They were to be given a two-year program for year 9 and 10 to enable them to join into the mainstream at year 11. Each teacher was to look after one curriculum area and the students were to have their learning sessions within a set building so that movement between classes was better controlled and limited time lost between periods. I was one of these teachers and taught the Mathematics program. As a Senior Leader in the schooI, I had access to records and was able to follow their history through the rest of their time at the school. The results were interesting and unexpected. After attending a recent international course on Integrated Curriculum, it supported the types of learning we were working on several years ago in NZ. There are interesting aspects about this approach to teaching and learning that will be outlined and a general analysis will be shown. Insights to the way in which planning was developed will also be shared , which is supported by recent research and training programs.


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  • Received: 30 April 2015
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