Everglade school 26th october
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Transcript of Everglade school 26th october
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Everglade School 26th October
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• 3 curriculums• Competencies• Learning model
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P 37
Curriculum is designed and interpreted in a three-stage process: as the national curriculum, the school curriculum, and the classroom curriculum.
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School Curriculum (P. 37)The national curriculum provides the
framework and common direction for schools…
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School Curriculum (P. 37)It gives schools the scope flexibility
and authority they need to design and shape their curriculum so that teaching and learning is meaningful and beneficial to their particular communities of students.
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School Curriculum (P. 37)In turn, the design of each school’s curriculum should allow teachers the scope to make interpretations in response to the particular needs, interests, and talents of individuals and groups of students in their classes.
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National Curriculum
School Curriculum
Link …. School Vision
“develop and monitor” (P38)
“startpoint for students need & interests” (P38)
“no strand is optional” (P38)
“encourage and model” (p 37)
“underpin and guide” (P37)
“student learning success is more important than covering specific AOs” (P39)
“allows teachers scope to respond to needs, interests & talents (P37)
Class Curriculum
Develop the competencies that empower students for life in ways that are “meaningful and beneficial” (P37)
A framework (P 37) “scope, flexibility & authority” (P37)
Vision (P8)
Principles (P9)
Values (P10)
Competencies (P12)
Learning Areas
Strands
AOs
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Criteria to show when that learning is occurring
The school based curriculum
ProfessionalDevelopment
Deliver the learning
Use the criteria to assess learning and then:· Report to parents· Report to BOT· Review
Learning Vision
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The competencies: a different view
The competencies: a different view
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The Competencies
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Task
Add all the numbers from 1 to 20Eg 1+2 =3 3+3=6 6+4=7
GO
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The answer is …• 1+2+3+4+5+6+7+8+9+10+11+12+13+14+15+1
6+17+18+19+20 =
1+20 = 21 2+19 =21 etcThere are 10 pairs all adding to 21So… 21 X 10 = 210
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There is always a simpler way of doing things, if you look for it.
E.DeBono Simplicity 1998
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KISS competencies
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VISION
Curriculum
GRADUATE
PROFILE
INQUIRY
ICT
STUDENT
ENGAGEMENT
COMPETENCIES
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3 x curriculum
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Competencies are the core of the curriculum
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The competencies are the core of the curriculum
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The competencies are the core of the curriculum
“The key competencies are both end and means. They are a focus for learning – and they enable learning.” P38
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The competencies are the core of the curriculum
“Each board of trustees, through principal and staff, is required to develop and implement a curriculum for students in years 1to 13 …That supports students to develop the key competencies set out in pages” Page 12-13
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The competencies are the core of the curriculum
“When designing and reviewing their curriculum, schools will need to consider how to encourage and monitor the development of the key competencies.” P38
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The competencies are the core of the curriculum
““They will also need to clarify the conditions that will help or hinder the development of the
competencies, the extent to which they are being demonstrated, and how the school will evaluate
the effectiveness of approaches intended to strengthen them. P38
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How is your school going in terms of….
1.. delivering the competencies?
2.. monitoring the development of the competencies?
3.. evaluating the effectiveness of the programmes intended to strengthen the competencies?
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Understanding the competencies
• Thinking• Relating to others• Using language symbols and text• Managing self• Participating and contributing
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Managing Self
Attitudes/dispositionsKnowledge/UnderstandingSkills
Managing self is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self assessment.
Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently.
This is a complex mixture, students will not exhibit this
competency in any consistent manner, their attitudes,
understandings and skills will change from day to day, context
to context, and situation to situation.
Managing self is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self assessment.
Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently.
Managing self is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self assessment.
Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently
Managing self is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self assessment.
Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently
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Single Competency Focus(where most schools have started, and are at)
Cross Competency Focus(where some schools are going)
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Single Competency Focus
Standard view and approach
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Single Competency Focus
Thinking
Relating to
others
Participating &
Contributing
Managing self
Using LS&T
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Single Competency Focus
Thinking
Relating to
others
Participating &
Contributing
Managing self
Using LS&T
Skills Attitudes
Skills Attitudes
Skills Attitudes
Skills Attitudes
Skills Attitudes
Possibility of trying to deal with anywhere
in excess of 30 skills and 15 attitudes
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Single Competency Focus
Thinking
Relating to
others
Participating &
Contributing
Managing self
Using LS&T
“In practice the Key Competencies are most often used in combination” P38
“They are not separate or stand alone” P38
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Competencies are the core of the curriculum
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Cross Competency Focus
A different perspective and approach
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Thinking
Using Language symbols and text
Managing self
Relating to others
Participating & contributing
ThinkingUsing Language symbols and text
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P 1
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The learning areas provide contexts for the development of the competencies.
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Attitudes of a life long learner? p3
• Curiosity: The driving force of learning.• Open-mindedness: Willing to review their own
opinions, beliefs, thoughts and attitudes based on further information, and experiences.
• Persistence: Pursues questions, goals, ideas and learning towards a conclusion despite difficulties and obstructions.
• Empathy: Willingness and ability to consider the needs, views, beliefs and situations of others
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Key attitudes
Persistence Risk taking Reflective Curiosity Reliable - outcome Self-motivated Desire to learn Engagement - outcome Enthusiasm Relating well to others outcome
Curiosity
Open mindedness
Persistence
Empathy
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•Identify need or problem
•Identify, understand and use contextual vocabulary appropriately.
•Ability to create and use relevant questions to guide thinking, and gain information. (Refers to the QuESTioning Matrix)
•Ability to acquire and validate needed information
•Creating and critiquing information, argument, belief or theory
•Ability to make informed decisions with due consideration of possible options, consequences and the impact on others
6 suggested cross competency skills
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Core skills for learning Locating information Analysing Questioning Sorting Creating Identifying Evaluating Collaborating Using Critiquing Problem solving Investigating ………. all skills Independence ………. an outcome Listening ………. targeted in english Hypothesising
Ability to identify need or problem Ability to identify, understand and use
relevant contextual vocabulary Ability to ask relevant questions to
guide thinking and gain information Ability to acquire, validate and apply
relevant information Ability to create and critique
information, belief and theory. Ability to make informed decisions that
consider short and long term outcomes and the impact on others and environment
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Next Steps:
• Review Vision (28th Nov)• Create graduate profile (Success criteria - Competencies)• Review learning model• Review curriculum framework .. Key understandings etc• Professional development on the learning model Jan (26th Jan)• Planning Learning unit (term 1)• Implementing learning model (term 2)