Asdapa clarifying the confusion the front and the back of the thing margaret bendall team solutions
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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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ASDAPA Clarifying the confusion? The front and the back of the thing!

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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

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

each other?

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?

Tensions … 3 Challenge and retreat

(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

every time.”

Tensions 3 - continued…

• 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)

Tensions …4 Curriculum - Subjects?

• Curriculum = Learning Areas? Subjects? Or even AOs

and standards?

• 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)

The front and the back - the hinges!

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

competencies …

• And see the rest of this statement, page 44.

The front and the back - the hinges!

• 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 hinges - The NZC Principles (that willunderpin all school decision-making)

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

• Inclusion

• Learning to Learn

• Community Engagement

• Coherence

• Future focus

Page 44 “the school curriculum be underpinned by and

consistent with …”

Beyond the Learning Environment -drawing in tools/vehicles/initiatives?

• 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?

Putting it all into practice in highlyengaging learning experiences!

• 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.

Putting it all into practice in highlyengaging learning experiences!

• 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?

Pedagogy: the key to implementation.

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

“life-long learning”?

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.

Professor Guy Claxton: Professor ofLearning Sciences, University of Winchester

• 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” ….

Professor Guy Claxton: Prof. of LearningSciences, University of Winchester

• … where visitors hear talk about what is being learned,

where teachers are in professional learning circles,

where students are being asked real questions about

improving learning.

• … 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 …

Kia kaha!

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