New Zealand Curriculum

1. New Zealand Curriculum An opportunity for schools ..…a world leading education system that equips all New Zealanders with the knowledge, skills, and values to be successful citizens in the 21st … Nicky Glasgow 2010 TEAM SOLUTIONS

2. The ‘intent’ of this curriculum • “The New Zealand Curriculum is a clear statement of what we deem important in education” Karen Sewell, Secretary for Education - Foreword • “Its principal function is to set the direction for student learning and to provide guidance for schools as they review their curriculum”. Purpose and Scope • “It takes as its starting point a vision for our young people as lifelong learners who are confident and creative, connected and actively involved”. Karen Sewell, Secretary for Education - Foreword

3. 4 Big Ideas • Students as Key contributors to curriculum design..flexibility to design a curriculum to meet your needs • How students learn determines what they learn..importance of pedagogies and developing the capacity to learn • Connecting life in school with life in the rest of the world..strengthening pathways and connections • Developing curriculum together through democratic engagement..using participatory process and valuing student voice

4. The knowledge age • 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

5. New Model of Education • We have yet to refocus our schools so that they see their core activity as building the capacity for knowledge production. While knowledge -society schools need to be able to teach students how to learn, and how to acquire existing knowledge, they must also teach people how to do things with knowledge, and how to work with others to produce knowledge Jane Gilbert ‘The knowledge wave’

6. The knowledgeSociety and the future of Education “Knowledge is no longer linked to truths” Leotard Knowledge has a knew meaning

8. Early research for the NZC Whatcharacterisessuccessful school leavers?They: • Have a positive sense of identity (ies); • Take responsibility for themselves and are motivated, reliable and confident; • Are resilient and active seekers, users and creators of knowledge; • Understand and can critique the nature of the world around them and make informed decisions; • Participate effectively in a range of life contexts, including family, community, learning and work; • Are equipped to engage in learning throughout life; • Are thoughtful and capable citizens Brewerton, MOE

9. Unpacking the NZC… Connections and coherence through the curriculum • Vision • Confident • Connected • Actively involved • Lifelong learners • Principles • High expectations • Learning to learn • Community engagement • Cultural diversity • Coherence • Treaty of Waitangi • Inclusion • Values • Excellence • Innovation, inquiry and curiosity • Diversity • Community and participation • Equity • Integrity • Ecological sustainability • Key Competencies • Thinking • Relating to others • Participating and contributing • Using language, symbols and text • Managing self

10. Coherence NZC Vision Principles Key Competencies • Student focused • Connected • Participation/collaboration • Teacher/learner • Knowledge by doing/creating • Emphasis on capability • Life long learning- active • Strength through diversity Ka Hikitia Ako - Teacher/learner Productive partnerships Culture counts Pasifika Education Principles Know your Learner culturally and academically Productive links with whanau and community Prior knowledge used to create new knowledge

13. Effective pedagogies and e-learning pedagogy • Creating a supportive learning environment • Encouraging reflective thought and action • Enhancing the relevance of new learning • Facilitating shared learning • Making connections to prior learning and experience • Providing sufficient opportunities to learn

14. Effective pedagogies

15. 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 and solving real problems in real contexts, taking informed action, using different codes, symbols & texts to develop & express understanding NZC

17. ‘All learning should make use of the natural connections that exist between learning areas and that link learning areas to the values and the key competencies.’ Technology Science ‘Like the key competenciesthis learning is both ends and mean: valuable in itself and valuable for the pathways that it opens to other learning’

19. Implications for school leaders • Educational Leadership “The more leaders focus their relationships, their work and their learning on the core business of teaching and learning, the greater their influence on student outcomes” Robinson, V 2008

20. The NZC: Implications For teachers • Pedagogy for improving learning is included in the NZC (research-based) - affirms your importance • The professional challenge of planning for and monitoring student achievement using both social and academic outcomes; the demands of drawing together many different outcomes in the learning experiences they provide for students • The challenge of professional assessment (characteristics of effective assessment included in the NZC)

21. The NZC: Implications For teachers • Professor Vivianne Robinson’s take on the real challenges for teachers … • In secondary schools, making the links with the philosophy of the NZC and using the synergies e.g sharing learning intentions with students, valuing different kinds of excellence, realising the potential for innovation to meet students needs (eg standards being achieved in new and engaging learning contexts = the NZC challenge of developing “natural connections” between and among learning areas)

22. Implications for schools • What schools are for • What we teach • Why we teach it • What does it mean if students don’t learn it • Curriculum • Assessment

23. Curriculum models that are student focused and adaptive

24. Pedagogies that seek to remove the boundries between learning in an out of school “..there is still a sense that much innovation in curriculum of pedagogy is developed in parallel, rather than in collaborative partnership. Can separate learning realms be brought together without diluting their independence and innovative edge?” Learning Futures: Next Practice in Learning and Teaching Paul Hamlyn Foundation I touch the future: I teach

25. Unpacking the NZC… Vision, Principles, Values, Competencies