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Nelson May08
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
Nelson May08
Clarify learning outcomes
Enable school curriculum development
Support effective teaching
Foster community engagement
The New Zealand Curriculum Project
Nelson May08
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)
Nelson May08
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)
Nelson May08
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
Nelson May08
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
Nelson May08
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
Nelson May08
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
Nelson May08
The teaching–learning relationship
Supportive …reflective thought & action …relevance…shared…connections…inquiry
what is teaching …
Nelson May08
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.
Nelson May08
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
Nelson May08
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
Nelson May08
the curriculum – key shifts (Task)
Critical understandings
Shifts in curriculum
Potential misunderstandings
Changes in teaching
Nelson May08
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
Nelson May08
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
Nelson May08
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
Nelson May08
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
Nelson May08
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.
Nelson May08
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
Nelson May08
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.’
Nelson May08
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
Nelson May08
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
Nelson May08
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)
Nelson May08
Vision
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