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The New Zealand Curriculum for English-medium teaching and learning in years 1 – 13

Setting the direction for teaching & learningSupporting flexibility – in school curriculum, in teaching & learning

In partnership with

Te Marautanga o Aotearoa

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Clarify learning outcomes

Enable school curriculum development

Support effective teaching

Foster community engagement

The New Zealand Curriculum Project

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E4tF …

What skills and competencies are needed for individuals to lead a successful & responsible life & for society to face the challenges of the present and

future? (DeSeCo)

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E4tF …

What skills and competencies are needed for individuals to lead a successful & responsible life & for society to face the challenges of the present and

future? (DeSeCo)

All skills will become obsolete except one, the skill of being able to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they are faced with situations for which they were not specifically prepared.’ (Seymour Papert, 1998)

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The New Zealand Curriculum for English-medium teaching and learning in years 1 – 13

Confident, connected, actively involved, life long learners

Te Marautanga o Aotearoa Kia tū tangata te ākonga

- students achieving their full potential

The learner is at the centre - personal awareness - school, whānau, community, hapū & iwi will work togetherA healthy environment is a healthy people

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What is knowledge …

a growing and evolving form, whole & of itself

but also a community of parts (leaves, roots, trunk…) each of which is a community of cells & other vibrant forms …It is both unpredictable & familiar Davis, Sumara & Luke-Kapler - Engaging Minds

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learning…requires sustained involvement over

time, in different places, with many

people…

involves manageable choices, personal

decision making, different ways of

thinking, making sense of things &

solving real problems in real contexts,

taking informed action,

using different codes, symbols & texts to

develop & express understanding… http://www.youtube.com/watch?v=aEFKfXiCbLw

http://www.teachertube.com/view_video.php?viewkey=d1296214afd7cc367045

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key competencies: To live, learn, work, & contribute as active members of their communities

the key to learning in every area ends & means opportunities to develop occur in social contexts continue to develop over time

‘we’ve also learnt that when you get into the big community when you grow up, it’s all up to you. There are lots of ways you can help.’ Daniel Yr 6

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The teaching–learning relationship

Supportive …reflective thought & action …relevance…shared…connections…inquiry

what is teaching …

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school curriculum development

The fact that the national curriculum specifies

only general outcome goals, rather than the

path by which to attain them, means that

teachers in chools have to work together to

develop the curriculum & instructional strategies

tailored to the needs of their [students].

Sir Michael Barber, in McKinsey, (2007). How the world’s best performing school systems come out on top.

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school curriculum development

Schools have the scope, flexibility, [responsibility] &

authority to:

…make ‘decisions … the school’s students &

community’…set priorities for learning …choose the

ways those will be addressed

NZC

pp37 ff

‘I see the revised curriculum as really just the bones and what schools have to do is put the meat around them, add the muscles, and then get the heart pumping. This is just the skeleton.’ Barbara Duckworth, Principal

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how will we know if we are succeeding? Clarified outcomes Localised curriculum Effective teaching Community partnerships

Some indicators …

Greater student understanding of what

they are learning & why it is important

More evidence based pedagogy

Stronger connections between schools &

communities

More students learning te reo & second

languages

Foundations seen as literacy & numeracy

& the key competencies

school curriculum aligned to the NZC effective teaching

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the curriculum – key shifts (Task)

Critical understandings

Shifts in curriculum

Potential misunderstandings

Changes in teaching

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the curriculum – key shifts

Critical understandingscurriculum as a framework for planning

curriculum to meet learning needs

metaphors for learning – eg participation not acquisition

Shifts in curriculumthe central location of the key competencies

emphasising learning to learn

focus on depth, understanding not coverage

Potential misunderstandings‘student voice’/community - professional responsibility

socio-cultural model of learning woven through the ‘front end’

teachers’ understandings of curriculum / purposes for

learning/nature of learning/nature of knowledge

Changes in teachingselecting & justifying teaching approaches in relation to

desired outcomes

Indicators: What could good curriculum implementation look like?

Receptivity …understanding… shifts in practice

Clarifying…

understanding..

making meaning…

Exploring…

reviewing

Embedding…

succeeding…

sustaining

Clarified learning outcomes

Localised curriculum

Effective teaching

Community engagement

task

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Feedback ‘early adopter’ schools

deep changes needed: purposes of education,

devising own approaches, shared school

vision in daily school life

engaging teachers (learning communities):

coordinating learning from different

learning areas - unique & varied

contributions; more varied assesment

engaging students

greater opportunity to work on real life

problems, self selected topics, self

asssessment

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feedback (MECI, NZEI…)

Resources valued

Concerns about access to & quality of in-school

support, varied responses to learning

community support

Varied recognition of links to other PD

Varied responses about responsibility

(independence/dependence)

Concern about time

(for planning, for ‘full’

implementation)

Concerns about documentation

principals: committed to NZC,relatively confident

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feedback (NZC Advisory group…)

Focus on learning & teaching

NZC as core of ministry expectations & PD

Support diverse needs (quality & capacity)

Share experiences of diverse schools

Time / Timeframe messages (‘full implementation’)

Community engagement

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Plans for 2009

Curriculum learning communities

increased number, refined & targeted

SSS (regional plans/funding)

Print information

engaging communities, Māori learners, learning

areas, processes (for later starters)

The NZC On-line http://nzcurriculum.tki.org.nz

school stories, tools to collaborate

specific secondary school & key competencies

information.

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Plans for 2009

R&D, MECIengaging Māori students & communities, small &

isolated schools, later starters, secondary

PD

alignment continues

ERO

discussions continue

NCEA

alignment continues (integrating key

competencies, phased introduction of levels)

Pre-service

academics, educators’ discussions/symposium

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Timeline Confident, connected, actively involved, life-long learners

Official notices24 Jan 08 (New Zealand Gazette)‘State schools are to provide learning and teaching programmes underpinned by [principles, values, key competencies, drawing on achievement objectives] from the commencement date of 2 February 2010.’Transition period‘…should work towards full implementation of the new curriculum by 2 February 2010.’

Letter to Dr Stoop ‘During 2008 and 2009, I would expect Boards of Trustees and school principals to be aware of the changes, to review their practice to consider what actions to take to meet the new requirements, and to progress towards fully basing their teaaching and learning programmes on The New Zealand Curriculum by February 2010.’

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Timeline Confident, connected, actively involved, life-long learners

ERO [2008, 2009] either the current curriculum OR the new curriculum, or … transition.From July 2008… ERO will seek assurance … preparing to teach the new curriculum …how ready the school is.About a year after [Feb 2010]… how well the curriculum as a whole is being taught. After that …how well aspects of [NZC] are being taught …

NZQA – assessment for qualificationsAligned drafts of achievement standards Nov 2008Level 1 2010Level 2 2011Level 3 2012

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Processes Confident, connected, actively involved, life-long learners

The School Curriculum: design & review (NZC pp37-42)

Requirements for Boards of Trustees (NZC p44)

School Curriculum Design & Review: Three-step

development markers 2007 – 2010 http

://nzcurriculum.tki.org.nz/implementation_packs_for_schools/school_curriculum_design_and_review

Managing Your School 12. Leading Your School’s Learning Environment: Curriculum Design & Reviewhttp://www.leadspace.govt.nz/knowledge/pdf/curriculum-design-and-review.pdf

Other schools’ experienceshttp://nzcurriculum.tki.org.nz/digital_stories

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Documentation Confident, connected, actively involved, life-long learners

To support school curriculum (the curriculum students experience)

To meet the demands of:

The BOT

The MoE (Charter – vision & values, strategic plan, annual plan)

ERO (“implementation plan”, “curriculum delivery plan” …)

What do you have now?What changes will you make to it?Why? (key shifts)

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Vision