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Queen’s High School

Queen’s High School . NZC School Snapshot NZ National Curriculum Update Seminar May 7 th 2010 Edgar Centre Dunedin . NZC: Queen’s HS Journey. Vision/principles- explored Values statements –community Values-holistic school wide and reflected in each Learning Area –”Queen’s girl”

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Queen’s High School

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  1. Queen’s High School NZC School Snapshot NZ National Curriculum Update Seminar May 7th 2010 Edgar Centre Dunedin

  2. NZC: Queen’s HS Journey • Vision/principles- explored • Values statements –community • Values-holistic school wide and reflected in each Learning Area –”Queen’s girl” • Key Competencies • Effective Pedagogy – choice, voice, strategies • Student learning at the centre • PALS- Exploring “Teaching as inquiry • ICTPD-Independent Learning

  3. Key Competencies-morphing • 2007 – PALS meetings –KC use across a core junior class • 2008- what are KC about – what would it look like if you were good at these? Matrix developed • 2009-Understanding what they are for staff, students , parents • Self assessment –mid and end of year reports • – too much- too generic –integrate into LA’s? • Better for Affective Domain-MS/Relating to Others/Part and Cont but too generic for Cognitive Domain -Thinking and Using Lang/Sym/Text

  4. 2010KC’s adapted to met LA needs • Need more specific –built on to develop skills, knowledge ,attitudes , values related to specific Learning Areas • KC in “The Arts” • Maths specific posters-Metacognition – what does it mean in Maths? • Humanities – progress and indicators for each period-Primary model- portfolio • PE – MS self assessment • Learning Support –narrative stories and portfolio • Science – base to unit –learning goals specify how related to science • E.g. What am I made of –Using Lang/sym/text

  5. What am I Made of ? Skill: Interpreting Information Numeracy: Patterns Key competency: Using language, symbols and text

  6. Learning Goals: What am I made of? • Recall the names and symbols of the first 20 elements of the Periodic Table and of the following elements: zinc, tin, lead, nickel, mercury, gold, iron, silver, iron, iodine and copper • Use the Periodic Table to find information about an element eg. Whether it is a metal or non metal • Recall the properties of a metal • Explain how to test a substance to find out if it is a metal or a non metal • Draw and label a diagram of an atom • Recall the names of the parts of an atom • Calculate the numbers of protons and electrons of any atom when given its atomic number • Write an electron configuration for a given atom • Explain the differences between elements, compounds, molecules and mixtures • List the elements found in a compound by looking at its chemical formula

  7. PALS Meeting • Core junior –Five Learning areas • Maths, English, Science, Humanities, PE/Health • Common KC language • Evidence –based -curriculum assessment information, -AsTTLe Numeracy and Literacy profile sheets -RTLB assessment information -KC student self assessment

  8. Managing SelfStudent Self assessment • Self assess what stage you are at with each of the criteria above. Shade or highlight the description • Share with other students examples of how you manage yourself for learning and why you placed yourself at the Stage you did. • What do you need to do to improve? • What help do you need from others to improve? • Form Teacher and Coordinator checks

  9. Teaching as Inquiry • Questions to focus inquiry • Target students, groups identified • Strategies discussed • Actions decided • Reflection on actions and progress regular meetings

  10. KC Matrix as PD discussion basis to inform thinking. Starting point • Common language for staff and students • Questioning focus – used thinking criteria as starting point • Basis to develop from – flexibility , used in school and learning areas in a range of ways

  11. Thinking

  12. Basic, simplistic starting point for what are complex, integrated lifelong learning competencies • Simple approach allowed us to develop understanding and move to the more complex and subject specific • Active participation in learning, real and purposeful, relevant, empowering-student directed • Complex and integrated nature of school –wide learning

  13. Where to now? • School Self review • Integration and adaption for learning areas • Student self review • Responsibility to identify evidence of their development of key learning competencies • Narratives, annotated notes • Portfolios-ICT linked

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