Closely associated with self-motivation, Ākonga (students) have a growing sense of "who I am" to develop confidence to go forward and explore with a “can-do” attitude.
Ākonga view themselves as capable learners arriving at strategies for meeting challenges. They will know when to lead, when to follow, and when and how to act independently. Ākonga will be enterprising, resourceful, reliable, and resilient by establishing personal goals, making plans and managing the high standards they have set.
Intellectual curiosity is at the heart of Ākonga (students) who ask, discover and explore what is possible to actively seek, use, and create knowledge.
Ākonga reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions. This can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge.
Closely associated with relating, Ākonga (students) make a difference working effectively together to come up with new approaches, ideas, and ways of thinking.
Ākonga who relate well to others are open to new learning and able to take different roles in different situations. Relating is about interacting effectively with a diverse range of people in a variety of contexts. They're aware of how their words and actions impact others.
Closely associated with codes in which knowledge is expressed, Ākonga (students) who stay curious and strive for "my best" acquire in-depth understanding across a broad and balanced range of disciplines.
Ākonga explore concepts, ideas and issues that have local and global significance. In so doing, they exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, decisions.
Closely associated with new contexts, Ākonga who participate and contribute in communities promote "my worth "with empathy to the needs of the larger group.
Ākonga who have a sense of belonging and the confidence to participate within new contexts understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.
Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global.