Click here to load reader

Fis Curriculum

  • View

  • Download

Embed Size (px)



Text of Fis Curriculum

  • 1. FIS Curriculum 2007 2010 And beyond

2. The Journey. 3.

  • Changing a school is like trying to roll a jellyfish across the road. We are too busy trying to keep it together, not seeing the other side of the road. Sergiovanni

4. In order to transform schools successfully, educators need to navigate the difficult space between letting go of old patterns and grabbing on to new ones.Deal 1990 5.

  • Leading successful change and improvement involves developing and managing six critical components:
  • aclear, strong, and collectively held educational values and beliefs
  • astrong, committed professional communitywithin the school;
  • learning environments that promote high standards for student achievement ;
  • sustained professional development to improve learning;
  • successful partnerships with parents, agencies, universitiesetc , and other community organizations ; and
  • asystematic planning and implementation process for instituting needed changes.
  • Adapted fromLouis and Miles (1990) .

The Change Process 6. Peterhead School

  • Peterhead-School

7. Where have we come from? 8. Our Learning

  • We are learning to work and plan
  • collaboratively.
  • Success Criteria:
  • Knowledge of 21 stcentury learners and learning needs;
  • Revision/introduction of thinking skills and strategies for learning;
  • Knowledge of the Key Competencies;
  • Types of integrated planning.

9. Thinking Strategies 10.

  • Students answering questions asked by someone else
  • Comparing student memories at a pint in time
  • Students recalling and applying prescribed content
  • Private thought processes
  • Writing verbal summaries and explanations
  • Teaching of methods for content recall
  • Passing standardized or public exams for selection purposes
  • Belief in a single intelligence that is fixed and static
  • Students setting their own questions with the help of matrices, thinkers keys, mindmaps, etc
  • Recording growth in thinking processes over time
  • Students applying core thinking processes as they work with content
  • Shared experiences and learning
  • Summarising key points and showing connections on visual / mental maps
  • Use of metacognition for identifying and sharing thinking processes
  • Developing independent critical, creative and caring thinkers
  • Belief in multiple intelligences that can change with effort and instruction

M.Pohl 1999 The Traditional Curriculum The Thinking Curriculum 11. 12. Curriculum Integration Integration through correlation between subjects Integration through common themes and ideas Integration through the practical resolution of issues and problems Integration through student centred inquiry Brown and Nolan 1989 13. Supervisor of negotiated curriculum. Supports and scaffolds skill development Strong element of teacher direction Teacher selected and directedDisciplines lost in a more global perspective. Links to the curriculum made during/after learning tracking connections as they occur Boundaries between disciplines less clear. Links made to curriculum documents after the study Curriculum areas selected. Processes, skills, concepts or elements of two or more disciplines planned togetherIssues drawn from life as it is being lived and experienced Emphasis on issue or theme to be studied Topic selected and various curriculum documents drawn on Integrative Integrated Multidisciplinary/ thematic 14. The Vision 15. The Integrated Curriculum

  • Making Connections:
  • Students need to be able to integrate new learning with what they already understand.When teachers deliberately build on what their students know, they maximise the use of learning time, anticipate students learning needs and avoid unnecessary duplication of content.Teachers can help students to make connections across learning areas as well as make connections to home practises and to the wider world.
  • Pg 24,Effective Pedagogy, NZC, Draft for Consultation, 2006

16. 17. The New/Revised Curriculum

  • All kids must develop the Key
  • Competencies.
  • Encouraged, modelled and explored.
  • Learning Areas.
  • Literacy and Numeracy not negotiable.
  • Maryanne Mills, 2008, CORE Ed, Ex Ministry of Education

18. NZC on line

  • School Snapshot FIS

19. Build upon our existing work

  • -Integrated curriculum
  • - Key Competencies
  • - Vision/Values/Principles
  • -Big Concepts
  • -ICT
  • -Solo Taxonomy

20. Next Steps

  • Learning Areas
  • Community Consultation
  • Getting to know our learners (school visits)
  • Student Voice
  • Develop the FIS Curriculum

21. Our own inquiry

  • In curriculum teams research your learning area;
  • Facilitate a professional learning session with staff;
  • Utilise NZC, NZC on line, TKI, our in school experts, School Support Services,
  • Plan and facilitate a professional learning session on your learning area.

22. In your session

  • The essence of the learning area
  • What big concepts?
  • What are your learners needs?
  • What might be essential to include?
  • Think about how this learning area will link to the integrated curriculum/Key competencies/values/vision/principles?

23. Literacy and Numeracy

  • Look at learning area
  • Look at documentation/implementation plan
  • Examine further development
  • Build in further staff meeting time as required

24. ICT Team

  • Wikis and blogs
  • Web 2.0 tools
  • Research and decisions about next and best practice
  • Keeping ourselves and students safe
  • Consultation?
  • Cross cluster visits

25. Proposed Timeframe

  • ICT PD Week 5-6
  • Week 7 Curriculum Team Planning Session
  • Week 8 PE/Health
  • Week 9 Te Reo/Second Language Learning
  • Week 10 Arts
  • Call Back Day Science/Social Studies/Technology

26. Teams

  • Please meet with Lisa prior to your presentation.
  • I will support you with resources and facilitation strategies.

27. Southland Girls High School Southland-Girls-High 28. Our School Curriculum isDynamic Evolving Driven by learners needs This curriculum gives schools the flexibility to actively involve students in what they learn, how it is taught and how the learning is assessed, and it invites schools to embrace the challenge of designing relevant and meaningful learning programmes that will motivate and engage all students.Hon. Steven Maharey Minister of Education 2007