Queen’s High School

NZC School SnapshotNZ National Curriculum Update Seminar

May 7th 2010 Edgar Centre Dunedin

Vision/principles- explored Values statements –community Values-holistic school wide and reflected in

each Learning Area –”Queen’s girl” Key Competencies Effective Pedagogy – choice, voice,

strategies Student learning at the centre PALS- Exploring “Teaching as inquiry ICTPD-Independent Learning

NZC: Queen’s HS Journey

2007 – PALS meetings –KC use across a core junior class

2008- what are KC about – what would it look like if you were good at these? Matrix developed

2009-Understanding what they are for staff, students , parents

Self assessment –mid and end of year reports – too much- too generic –integrate into LA’s? Better for Affective Domain-MS/Relating to

Others/Part and Cont but too generic for Cognitive Domain -Thinking and Using Lang/Sym/Text

Key Competencies-morphing

Learning Goal Stage 1Novice

Stage 2Apprentice

Stage 3Practitioner

Stage 4Expert

1.RoutinesI can follow class routines.

I am aware of the class routines, and can follow them with help

I am aware of the routines expected and try to follow them.

I follow expected routines and try to encourage others.

I consistently follow the routines and actively encourage others in the class.

2. HomeworkI complete homework to the best of my ability.

I know I should attempt the set homework and I sometimes try.

I try to complete set homework to a satisfactory standard.

I complete set homework and usually try to do it to the best of my ability.

I complete all set homework to the best of my ability. I regularly revise what I have learnt in class.

3. Self-organization I am organized for class.

I would like to be organized and need support to improve.

I try to be organized. I try to bring all equipment to class and keep my notes up to date.

I regularly have the required equipment for class and keep my notes up to date.

I consistently bring all the correct equipment that is needed, and take pride in keeping all work well organized and up to date.

4. ResponsibilityI am focused in class and take responsibility for my own learning.

I know it is important to listen in class, follow instructions and focus on the task set. I try to do these things if I am reminded to.

I try to listen, follow instructions and focus on the task set. I can do these things when I am encouraged to try.

I listen carefully to instructions and attempt to complete the set tasks without being distracted.

I listen carefully to instructions, try hard to complete all tasks to the best of my ability and actively encourage others to do the same.

5. PersistenceI persist and complete tasks.

I can complete tasks when someone helps me.

I try to complete tasks and I sometimes persist when the work is difficult.

I try to persist even when the task is challenging.

I attempt the more challenging tasks regularly.

6. GoalsI can set realistic goals, monitor my own progress and take the next step in my learning.

I can set goals and meet deadlines if someone helps me.

I can set realistic goals and manage my time appropriately.

I set high standards and can usually prioritize my workload.

I challenge myself to reach my potential and am prepared to take risks and give most tasks a go.I reflect on my progress and consider the next steps in my learning.

Need more specific –built on to develop skills, knowledge ,attitudes , values related to specific Learning Areas

KC in “The Arts” Maths specific posters-Metacognition – what does it

mean in Maths? Humanities – progress and indicators for each period-

Primary model- portfolio PE – MS self assessment Learning Support –narrative stories and portfolio Science – base to unit –learning goals specify how

related to science E.g. What am I made of –Using Lang/sym/text

2010KC’s adapted to met LA needs

3. Special VocabularyI understand and can use specialist vocabulary.

I know the meanings of some of the specialist words in my subjects.

I know the meanings of and can use some of the specialist words in my subjects.

I know the meanings of and can use most of the specialist words in my subjects.

I understand all the specialist words in this topic and can use them correctly when I speak and write about my subjects.

5. SymbolsI understand and can use symbols.

I know that symbols can have different meanings in different subjects.

I understand and try to use some straightforward symbols relevant to this topic.

I understand and try to use most straightforward symbols related to this topic.I can convert from one straightforward symbol system to anotherI attempt to use more complex symbols.

I understand and can use all symbols relevant to this topic. I can convert from one symbol system (complex or straightforward) to another (e.g. from musical notes on a score to musical sounds; from written text to flow diagram).

What am I Made of ?Skill: Interpreting Information Numeracy: Patterns Key competency: Using language, symbols and text

Learning Goals: What am I made of? Recall the names and symbols of the first 20 elements of the

Periodic Table and of the following elements: zinc, tin, lead, nickel, mercury, gold, iron, silver, iron, iodine and copper

Use the Periodic Table to find information about an element eg. Whether it is a metal or non metal

Recall the properties of a metal Explain how to test a substance to find out if it is a metal or a

non metal Draw and label a diagram of an atom Recall the names of the parts of an atom Calculate the numbers of protons and electrons of any atom

when given its atomic number Write an electron configuration for a given atom Explain the differences between elements, compounds,

molecules and mixtures List the elements found in a compound by looking at its

chemical formula  

Core junior –Five Learning areas Maths, English, Science, Humanities,

PE/Health Common KC language Evidence –based-curriculum assessment information, -AsTTLe Numeracy and Literacy profile sheets-RTLB assessment information-KC student self assessment

PALS Meeting

Self assess what stage you are at with each of the criteria above. Shade or highlight the description

Share with other students examples of how you manage yourself for learning and why you placed yourself at the Stage you did.

What do you need to do to improve?  What help do you need from others to improve?

Form Teacher and Coordinator checks

Managing SelfStudent Self assessment

Questions to focus inquiryTarget students, groups identified

Strategies discussedActions decidedReflection on actions and progress regular meetings

Teaching as Inquiry

Common language for staff and students Questioning focus – used thinking criteria as

starting point Basis to develop from – flexibility , used in

school and learning areas in a range of ways

KC Matrix as PD discussion basis to inform thinking. Starting point

Success Criteria

Stage 1Novice

Stage 2Apprentice

Stage 3Practitioner

Stage 4Expert

1.Problem SolvingI can solve problems in different situations

I can start to solve a problem with help

I can identify different strategies (ways) to solve a problem. I can use one to solve a problem some of the time

I can identify and use different strategies to solve a problem in a number of different situations

I can solve a problem by using an appropriate/efficient method. I can reflect upon my answer and identify ways of improving or extending it. I can use a strategy in new and different situations.

2a. Ask QuestionsI can ask good questions to help me learn

I try to ask questions

I ask my classmates and the teacher questions about the work

I ask relevant questions that help me understand the work. I often ask interesting questions that make others think.

I ask questions which advance the understanding of the topic and which challenge my thinking and the thinking of others, including the teacher.

2b. Answer QuestionsI can answer questions thoughtfully

I answer questions when I know the answer and I am asked

I answer some questions and think about the answer before I answer

I always make a serious attempt to answer questions. I think about them before I answer

I think/reflect before answering a question so that my answer is clear, logical and perceptive.

3. ResearchingI can complete research

I can collect some information on a topic

I can select appropriate information from a number of sources and try to put it in my own words

I can select, organize and report information in my own words.

I can select, organize, analyse and present research material in my own words and report back in both oral and written form

Thinking

Success Criteria

Stage 1Novice

Stage 2Apprentice

Stage 3Practitioner

Stage 4Expert

4. Level of ThinkingI can use different levels of thinking

I try to remember information

I can remember information and try to understand it

I can compare, contrast and analyse information and draw conclusions

I can critique and synthesize information, drawing a number of relevant conclusions. I think creatively,and imagine new and different ways of doing things.

5.MetacognitionI can think about my own thinking

I am not sure of my thinking processes. I try to explain how I get an answer to a problem

I am sometimes aware of my thinking process and can sometimes explain how I got an answer to a problem

I am usually aware of my thinking processes and can try different approaches when I am stuck. I can explain the process I am using and reflect on the effectiveness of my thinking strategies.

I am very aware of my thinking processes and know when and how to try a different approach when I am stuck. I can explain clearly how I got an answer to a problem. I can predict ahead to other times and situations when a certain type of thinking would be useful.

Simple approach allowed us to develop understanding and move to the more complex and subject specific

Active participation in learning, real and purposeful, relevant, empowering-student directed

Complex and integrated nature of school –wide learning

Basic, simplistic starting point for what are complex, integrated lifelong learning competencies

School Self review Integration and adaption for learning areas Student self review Responsibility to identify evidence of their

development of key learning competencies Narratives, annotated notes Portfolios-ICT linked

Where to now?