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The New Zealand Curriculum Differentiating the Curriculum and Personalising Learning Sonia White

The New Zealand Curriculum Differentiating the Curriculum and Personalising Learning Sonia White. How do our students differ? . In creativity, energy and enterprise In seizing opportunities offered by new knowledge and technology

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The New Zealand Curriculum Differentiating the Curriculum and Personalising Learning Sonia White

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  1. The New Zealand Curriculum Differentiating the Curriculum and Personalising Learning Sonia White

  2. How do our students differ? • In creativity, energy and enterprise • In seizing opportunities offered by new knowledge and technology • In recognising each other as full treaty partners, valuing all cultures for the contributions they bring • In their development of values, knowledge and competencies • In confidence • In Connectedness • In being Actively involved • In becoming lifelong learners Choose any of the above to discuss.

  3. How can more of our students develop these qualities? The New Curriculum works to an asset model, not a deficit model It integrates pedagogy with curriculum; it has a focus on the student, with key competencies, Principles and key themes (Values).

  4. The front section of the document focuses upon the development of the student as an individual and as a learner…

  5. LEARNING LANGUAGES ARTS MATHS & STATS ENGLISH TECHNOLOGY The second half of the Curriculum Document is the vehicle carrying the student through his /her school journey SOCIAL SCIENCES providing the context and content through which the student fulfils your Vision… of a confident, motivated, active, life-long learner SCIENCE HEALTH & PE

  6. NEW ZEALAND CURRICULUM KEY COMPETENCIES PRINCIPLES VALUES The Student Confident Connected Life Long Learner Actively Involved ASSESSMENT TO LEARN DIFFERENTIATED CURRICULUM Sonia White TEAM Solutions (2007) PERSONALISING LEARNING

  7. THE NEW ZEALAND CURRICULUM PERSONALISING LEARNING The Student Sonia White TEAM Solutions (2007) VALUES EXCELLENCE INNOVATION, ENQUIRY, CURIOSITY DIVERSITY EQUITY COMMUNITY & PARTICIPATION ECOLOGICAL SUSTAINABILITY INTEGRITY RESPECT KEY COMPETENCIES THINKING USING LANGUAGE, SYMBOLS & TEXTS MANAGING SELF RELATING TO OTHERS PARTICIPATING & CONTRIBUTING PRINCIPLES HIGH EXPECTATIONS LEARNING TO LEARN COMMUNITY ENGAGEMENT TREATY OF WAITANGI CULTURAL DIVERSITY INCLUSION COHERENCE FUTURE FOCUS

  8. NEW ZEALAND CURRICULUM I know what I know, what I need to learn, how I’m going to learn it, and how I’ll know when I’m successful PERSONALISING LEARNING Empowers the student to take control of their own learning through: KEY COMPETENCIES MANAGING SELF RELATING TO OTHERS PARTICIPATING & CONTRIBUTING THINKING USING LANGUAGE, SYMBOLS & TEXTS Informed choice Opportunity Sonia White Team Solutions (2007) knowing his /her own stage of learning; understanding his /her new learning objectives being involved in setting his/her own learning goals; So that the student is able to select the success criteria against which his/ her learning goals can be measured; Is able to set the pace of his/ her own learning engages in self– and peer assessment

  9. NEW ZEALAND CURRICULUM Assessment to Learn It’s all about individual learner readiness... Teachers and Schools can PERSONALISE LEARNING through: Assessment to Learn formative & summative: using assessment to dictate the level of teaching and learning and provide the impetus for differentiating the curriculum Assessment to Learn Helping students to know: their current knowledge and skills acquisition and related learner readiness level clear, specific success criteria enable students to set learning goals and achieve at their learner readiness level Learning Objectives: ‘Unpacking’ LOs so that: assessment of learning is targeted at individual learner readiness, rather than chronological age or year level Providing Opportunity Offering choice Enabling students to bring their own cultural perspectives into the classroom Sonia White TEAM Solutions (2007)

  10. NEW ZEALAND CURRICULUM Differentiated Curriculum It’s all about matching teaching & learning to learner readiness... Teachers and Schools can Differentiate the Curriculum through: Differentiating the Success Criteria for the Learning Objectives Matching learner readiness to different levels of teaching and learning Qualitatively Differentiate Content Process Product Environment Sonia White TEAM Solutions (2007) • through differing • pace of learning ‘starting’ points‘finishing’ pointsdegree of complexity • degree of depthways of workinglevels of cognitionevaluation /assessment • resourceslearning activities /tasks and through providing student choiceflexible grouping opportunities to become an autonomous learner

  11. NEW ZEALAND CURRICULUM KEY COMPETENCIES PRINCIPLES VALUES The Student PERSONALISING LEARNING Confident Connected Life Long Learner Actively Involved ASSESSMENT TO LEARN DIFFERENTIATED CURRICULUM Sonia White TEAM Solutions (2007)

  12. In Department groups What goals should we set to further develop: • Personalising learning • Differentiated curriculum in our department? What support do we need from: • Professional development providers • Each other to enhance this?

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