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Transforming Education: The New Zealand Curriculum and Key Competencies

This article explores the implementation of the New Zealand Curriculum and its emphasis on Key Competencies. It discusses the challenges faced by schools and highlights the practices of five "early adopter" schools. The article also offers insights into personalized learning, assessment practices, and the importance of aligning school vision with curriculum and teaching approaches.

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Transforming Education: The New Zealand Curriculum and Key Competencies

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  1. The New ZealandCurriculumfor English-medium teaching and learning in years 1 – 13 Key Competencies Capabilities for living & lifelong learning

  2. The New Zealand Curriculum Vision Values Key Competencies Learning areas Principles

  3. Vision

  4. Key competencies ‘We are already doing that!’‘We haven’t got time to do that’‘What types of knowledge?’‘If they’re not assessed, we’ll just ignore them’ or …

  5. 5 ‘early adopter’ schools Explorationcomplexity (>essential skills) ‘being ready, willing & able to use knowledge’ deep changes – purposes of education, devising own approaches

  6. 5 ‘early adopter’ schools Developing approaches diversity/commonality shared vision for student learning synthesis of ideal graduate school identity focus for school leadership, professional development visibility of school vision in daily school life (> formal curriculum)

  7. 5 ‘early adopter’ schools Implications for curriculum, teaching & learning mandate to design school curriculum balancing learner needs with content coverage systematic teaching of key competencies moving beyond the NZC coordinating learning from different learning areas (unique & varied contributions)

  8. 5 ‘early adopter’ schools Personalising learning more active student involvement more varied teaching student encouraged to be curious & try out new ideas greater opportunity to work on real life problems, self selected topics

  9. 5 ‘early adopter’ schools Assessment greater student involvement a range of ideas & approaches to provide evidence of progress (including non-linear progressions, greater use of resources, newer/wider contexts) NCEA (formal qualifications) approach might need to change

  10. Mulberry Grove School – Great Barrier Island http://www.mulberrygrove.school.nz/

  11. Key Competencies as the framework: • School Vision • Charter & Strategic Plan • Annual Plan Key Competencies: • defined & described (for MGS) • assessment rubrics • assessment evidence matrix

  12. Mulberry Grove School Education Review Office • 2005 MoE intervention to support the board and the principal to …improve curriculum management, work positively with the community and meet MoE strategic and annual planning requirements. • November 2005 …acting principal…considerable measure of stability for the school and a clear focus on student well-being and learning. • 2006… provision of a more broadly based curriculum…focus on meeting special learning needs…setting achievement targets designed to raise performance levels. …students are enthusiastic about their school, supportive of each other and willing to engage in their learning tasks. • [the principal] has begun to strengthen the documentation and practices … [and] establish a well conceived action plan for the year.

  13. Vision

  14. http://nzcurriculum.tki.org.nz/http://www.ero.govt.nz/ero/http://www.mulberrygrove.school.nz/index.htmlChris.arcus@minedu.govt.nz Project Manager New Zealand Curriculum Project

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