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ENGAGING AND PLANNING TO IMPLEMENT THE NZ CURRICULUM. SCHOOL LEADERS WORKSHOPS NOVEMBER 2007. Whakataukī. Hutia te rito o te harakeke Kei whea te komako e ko Kī mai ki ahau he aha te mea nui o tēnei ao Māku e kī atu He tamariki, he tamariki, he tamariki Pluck out the heart of the flax bush

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engaging and planning to implement the nz curriculum

ENGAGING AND PLANNING TO IMPLEMENT THE NZ CURRICULUM

SCHOOL LEADERS WORKSHOPS NOVEMBER 2007

University of Otago College of Education

whakatauk
Whakataukī
  • Hutia te rito o te harakeke
  • Kei whea te komako e ko
  • Kī mai ki ahau he aha te mea nui o tēnei ao
  • Māku e kī atu
  • He tamariki, he tamariki, he tamariki

Pluck out the heart of the flax bush

And where would the bell-bird perch

Ask me what is most important thing in this world

And I shall reply

'Tis children, children, children

University of Otago College of Education

purpose of the workshop
PURPOSE OF THE WORKSHOP
  • To inspire and excite leaders to personally connect with and take ownership of the New Zealand Curriculum and build confidence in leading the changes needed.
  • To raise awareness of the possible challenges and issues we might face!

University of Otago College of Education

outcomes
OUTCOMES
  • School Leaders will leave the workshop with:
    • knowledge of the rationale for the change;
    • differences between current curriculum and the NZ Curriculum;
    • possible implications for implementation identified;
    • tools to help move forward
    • possible actions/action plan
    • commitment to work in a cluster of

schools

University of Otago College of Education

implementation of nz curriculum
Implementation of NZ Curriculum

3 Phases

Nov 07 - Jun 08:

  • Engagement & Planning – From NZC to School Curriculum

2008 – 09:

  • Supporting Professional Practice

2010:

  • Sustaining Development

University of Otago College of Education

future focus
Future Focus
  • What do you think the 21st century learner needs?
  • Think, Pair, Share at tables on your excerpt and its implications
  • Find a new partner with the second excerpt and compare.

University of Otago College of Education

the knowledge age
“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

University of Otago College of Education

the knowledge age1
”the knowledge age”

‘The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to know and their capacity to learn.’

Sir Richard Livingstone, 1941

University of Otago College of Education

delving into the nz curriculum
Delving into the NZ Curriculum
  • Using the comparative sheet and the revised NZ Curriculum document identify the major shifts
  • Around your table create some investigative questions that will engage others in your group in reading the document and identifying the key shifts
  • Discuss these questions

University of Otago College of Education

key changes from the draft to the nz curriculum
Key Changes from the Draft to the NZ Curriculum
  • Purpose & Scope added
  • Treaty of Waitangi – overt
  • Vision - connections to the land added
  • Values - stronger focus on sustainability
  • Te Reo/NZSL included as official languages (English as defacto official)
  • Designing school curriculum rewritten
  • Explicit statement about requirements
  • Teaching as Inquiry added to Effective Pedagogy

University of Otago College of Education

changes to the principles
Changes to the Principles

Principles upon which all school curricula must be based include:

  • high expectations
  • learning to learn
  • community engagement
  • Treaty of Waitangi
  • cultural diversity
  • inclusion
  • coherence
  • future focus

University of Otago College of Education

changes to learning areas
Changes to Learning Areas
  • Learning areas remain
  • Introduction to Learning Areas contains key concepts to consider about language in Learning Areas
  • English, te reo Māori and New Zealand Sign Language identified as official languages
  • All learning areas revised incorporating consultation feedback

University of Otago College of Education

designing a school curriculum
Designing a School Curriculum
  • Sets out clearly the intent of the curriculum and provides clarity to schools on what is required and what is discretionary

pgs 37- 40

  • Explicit statements about what schools must do included in Requirements for BoT- pg 44

University of Otago College of Education

slide14
The Revised NZ Curriculum
  • Sets the direction for learning
  • Provides the framework for designing school curriculum

University of Otago College of Education

what support is there for us
What support is there for us?
  • ESS Advisers
  • Sector Leaders
  • Other schools in the cluster
  • Guides for school Leaders
  • Resources to support Key Competencies
  • Web sites

www.tki.org.nz/r/nzcurriculum

www.cmp.ac.nz

http://ictpd-curriculum.wikispaces.com/

University of Otago College of Education

sector leaders
Sector Leaders

University of Otago College of Education

reviewing school values
Reviewing School Values

In the NZC students are encouraged to value:

  • excellence
  • innovation, inquiry, and curiosity
  • diversity
  • equity
  • community and participation
  • ecological sustainability, which includes care for the environment
  • integrity
  • and to respect themselves, others, and human rights.

University of Otago College of Education

where is our school at
Where is our school at?
  • Work in school pairs to identify own school needs using School Curriculum Design and Review matrix – select 1 of the 6 aspects and consider your current stage and the process to move your school forward.
  • Use NZ Curriculum and “From NZ Curriculum to School Curriculum” Booklet as a reference and for ideas in your planning
  • Prioritise implementation of the NZ Curriculum components and identify actions.
  • Think about projects your school is involved in that might support the development of this aspect?
  • What are our next steps?

University of Otago College of Education

sharing our plans
Sharing our Plans
  • In common groupings share the process you see working in your school
  • Vision
  • Principles
  • Values
  • Key Competencies
  • Learning Areas
  • Effective Pedagogy

University of Otago College of Education

so what does this mean for our school
So What Does this Mean for Our School?

Pinpoint one key change that your school will need to consider and its possible impact on practice and documentation for each of

  • Vision
  • Principles
  • Values
  • Key Competencies
  • Learning Area Introductions
  • Curriculum Design
  • Effective Pedagogy
  • Regulation

University of Otago College of Education

developing clusters
Developing Clusters
  • Overview of possible clusters for the region
  • Think about how the cluster could work for you
  • Work in cluster groups to prepare a timeline and action plan for next steps over 6 months

University of Otago College of Education

possible clusters
Possible Clusters

University of Otago College of Education

where to now
Where to now?
  • Use the Action Plan template to begin your thinking on working through developing your School Curriculum to reflect the NZ Curriculum

University of Otago College of Education

reflection
Reflection

Turn to another school group and share one of the following

  • The most important thing for my school will be……
  • We need to start by…..
  • We are already…..
  • One of the barriers in my school might be…

University of Otago College of Education

concluding thoughts
Concluding Thoughts

http://www.youtube.com/watch?v=Fnh9q_cQcUE

University of Otago College of Education