ASDAPA Clarifying the confusion? The front and the back of the thing! Margaret Bendall - Team Solutions. Tensions … (1) The Stapling Syndrome). The “front” (vision, principles, key competencies and values) and the “back” (Achievement Objectives). Tensions … (2) Whole school/teachers.
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Clarifying the confusion?
The front and the back of the thing!
Margaret Bendall - Team Solutions
The “front” (vision, principles, key
competencies and values) and the
“back” (Achievement Objectives)
The development/design of a “School Curriculum” and
the development of ways of “putting it into practice”.
The development of “NZC in the classroom” (which
may be too narrow a concept in the end?)
School leadership at whole school and school leadership
at faculty/department level, sometimes talking past
Celebrate, share at staff meetings and support all
development/engagement, with alignment of all NZC
work with the school’s curriculum understood as an eventual necessity?
(with thanks to Dr Graeme Aitken)
• Complexity in the design of the NZC - autonomy within
guidelines, a number of elements and concepts to be
integrated in our understanding; cognitive overload.
• Eisner “What members of the field of education in
general and curriculum in particular have increasingly
come to understand is that given a competition between
the general and the particular, the particular will win
• Spillane - teachers do not deliberately resist or
misconstrue but we need sense-making interactions between individual cognition, social situation and clarity of design.
• Aitken - look for connections with your own world,
understand and clarify for everyone involved the
thinking behind the NZC, the whole picture.
(with thanks to Dr Graeme Aitken)
• Curriculum = Learning Areas? Subjects? Or even AOs
• Classroom or school curriculum?
Curriculum = “What we intend our students to learn”?
(Sir Ken Robinson): i.e. academic AND social outcomes,
in all the learning experiences that the school values.
(No “extra” or even “co” curriculum? “What we intend
students to learn also includes guidance/student
support? Leadership? D of E? etc )
• Implications for reporting?
• “Natural Links” between Learning Areas? (Coherence
Principle, p16 Intro, and P38 Designing a SC)
Expectations when the NZC is mandated.
• Requirements for Board of Trustees - through
principal and staff, develop and implement a
curriculum Years 1-13 underpinned by and consistent
with the principles, in which the values are
encouraged and modelled and explored by students,
and that supports students to develop the
• And see the rest of this statement, page 44.
• School Curriculum - is there merit in a model that
begins with “what we intend kids to learn”, our vision
for our graduates (vision, values, KCs, and …)
• Then perhaps answers the question “what sort of
learning environment will promote this kind of
• In this second frame - our commitments? (e.g. to the
best Pedagogy? To highly engaging learning
experiences in and outside classrooms that ensure the
delivery of our curriculum? To Learning Areas at macrolevel?
And to making “links between L.As? and …)
• Do the NZC Principles underpin this learning environment.
The principles put students at the centre of teaching and
learning, asserting that they should experience a curriculum
that engages and challenges them, is forward-looking and
inclusive and affirms New Zealand’s unique identity.
• High expectations
• Treaty of Waitangi
• Cultural diversity
• Learning to Learn
• Community Engagement
• Future focus
Page 44 “the school curriculum be underpinned by and
consistent with …”
• Strategies that help us deliver principles?
e.g. Ka Hikitia, as a strategic approach to the NZC
principle of The Treaty of Waitangi - to “acknowledge the
principles of the Treaty of Waitangi and the bicultural
foundations of Aotearoa New Zealand. All students have the
opportunity to acquire knowledge of te reo Maori me ona
• “Vehicles” such as Te Kotahitanga, which helps us
deliver on “the best pedagogy”
• Initiatives, which can be aligned with commitments in
the Learning environment and/or the curriculum itself
(what the school intends our kids to learn)? Or … drop
them? Schools tend to do too much, often without clear
links between one initiative and the next?
• What will happen with our schemes?
Those commitments made specific?
• What needs to change in planning “lessons”? The objective is to draw all of this down into specific learning experiences?
• Learning objectives - both academic and social?
Consciously teaching/learning what students need to know and be able to do.
• Starting with pedagogy? (= one possible way of
thinking about this) - identifying naturally arising KCs
(to “develop”, p44), values (to “model, explore,
encourage”p44), principles (to be “consistent with…p44)
• NB. AOs and assessment/standards come last in this
approach to planning, NOT first! They are applied where
they fit…it is up to us not to allow assessment to take
over the curriculum?
A key principle: Learning to Learn
• “The foundations of human capital are laid down in
schools” OECD Economic Report on NZ
• People need to be increasingly adaptive - but what IS
e.g. Dispositions are the best predictors of success in life
(PISA, OECD Programme for International Student assessment)
• The importance of being “ready and willing”
- accounts for half variation in performance.
• Life-long learning dispositions include: curiosity,
resilience, the ability to “manage distraction”,
experimenting, imagining reasoning …
(and we all inevitably “teach” dispositions - are they the
life-long learning dispositions/key competencies?)
E.g. Avoid producing “certaholics”, who shift blame, are
risk-averse (see Dweck)
• Life-long learning dispositions flourish where teachers
and principals are in the process of “cheerfully finding
out” and demonstrate “confident uncertainty” ….
• … where visitors hear talk about what is being learned,
where teachers are in professional learning circles,
where students are being asked real questions about
• … where student voice is engaged, “as crew not
passengers” in the business of learning. (We know
students love learning “challenging things that matter
to someone, learning collaboratively, having some
choice and some scope to organise themselves …”)
And schools are already doing it well …
• Professor John Hattie, Visible Learning
• And your guest schools …