Thursday 5th - Friday 6th March. Cromwell
A review of the curriculum was undertaken in the years 2000 - 2002 and following this Cabinet agreed that the national curriculum should be revised. A development process then took place which included trial schools, collaborative working parties, online discussions and research into relevant national and international research. What followed was The National Curriculum. It has been rewritten to retain the emphasis on numeracy and literacy and importantly, to allow schools and communities to develop a curriculum that best meets their needs, In short, schools have been given the ability to determine the breadth and depth of the curriculum.
The purpose & direction for NZC
- Rationalising learning outcomes for our school.
What learning? and how much?
2. Quality teaching - pedagogy (refer pages 34 - 35 0f NZC)
4. Engagement
The 3 levels of engagement are
Information - tell
Consultation - ask
Engagement - involve
When reviewing our school curriculum of NZC we need both the experienced and less experienced to work together. A new set of eyes to the ways of working always brings a fresh approach. A review means just that "to look again". It requires quality questions, specific criteria for making judgments and decisions and active participation from all involved in the process. Both planned and spontaneous professional review is when:
Lester suggests:
Broadly stated success criteria for each principle with a shared and common understanding - what it looks like and feels like in practice.
The NZC principles
We can teach and learn through the key competencies but do not need to assess these, we can however, comment on key competencies in the school environment, (context). There are many variables at play, environmental, social, and emotional factors that influence any key competency at any time
The truth of the curriculum is what is happening in the classrooms. It is the feel of learning that is taking place, the feel of the values and key competencies in action.
Lester Flockton lists some of the requirements as:
When reporting about student achievement it is the best evidence at that time. Summative judgment is based on evidence from a range of activities that reflect what students are capable of . We must ensure that any criteria are well specified so teachers are able to make reliable judgments. These assessments may be based on teachers' judgments or external tests, or a combination of these.
"Teacher assessment is essentially an informal activity: the teacher may pose questions, observe activities, and evaluate pupils' work in a planned and systematic or ad hoc way. The information which the teacher thus obtains may then be partial or fragmentary. It will not at the time allow the teacher to make a firm evaluation of the pupils' competence in reading, for example, or understanding of a mathematical process. But repeated assessment of this sort, over a period of time, and in a range of contexts will allow the teacher to build up a solid and broadly based understanding of pupil attainment" Gipp. 1994
Friday
The focus was on unpacking The NZC in relation to whole school curriculum plans. Once again Lester challenged my thinking about connectedness, big picture objectives, inquiry learning, cross strands, local priorities, and concepts and processes.
When students leave WPS what are the qualities they will show as a result of their years of learning in our school and its community?
We want our learning community to be integrated, connected, learner centered with maximised learning taking place.
So how does our vision, taha wairua and learning logo fit in with my understandings now?
We empower our students through a culture of learning; through values, key competencies, learning areas, integrated inquiry, and thinking strategies. This is our 'sun'
The lake is our deep learning: self managing, learning with others, having self confidence, and being a critical and creative thinker.
The mountain is our metaphor for striving to achieve their highest and the symbol for the land represents the difference the learner can make to themselves, others and the community.
Our taha wairua has at its heart the students. Each radiating circle develops the dispositions of a learner and fit in with the key competencies. "It's the way we do things around here"
The NZC model presented by Lester Flockton & James Rae. March 2008 has at its centre the key competencies, ringing this are the values followed by the learning areas, the principles and finally the vision.
This is my simplified version excluding the essence statements from each of the learning areas.
Another model I particularly liked, (I'm a visual learner), was one that depicted the substance and the process. In this model the learner is at the centre with the learning areas, key competencies, and values surrounding this.
The idea of the key competencies and values being described as 'learning for learning and living' gave it new meaning to me and is one that I understand and I can now see how well it fits with 'learning for knowledge and skill'. It is a real juggling act to teach all these concepts at once, to teach content (knowledge), processes (skills) , maybe a key competency, and of course modelling and discussing values, as all are equally important.
James, M. & McCormick, R. 2009 succinctly put this as "The challenge for teachers and for schools is to focus on two things simultaneously: teaching the substance of subjects, and helping students to learn the ideas and practices associated with the process of learning itself"
Lester also challenged us about the essence statements for each of the learning areas. Did we really understand what science was all about? how about social sciences, or the arts? Could we or any of our teachers articulate the essence of each of the learning areas? I certainly couldn't but it has made me go away and revisit each of the learning areas in The NZC. There are subtle changes to some of the learning statements from the draft document - the arts, health & physical education, learning languages, science, and technology.
I've compared the statements that have been changed.
The Arts - Draft
So far we have covered the vision, principles, values, key competencies and learning areas. Next we were expected to think! I was still trying to answer some of the questions Lester had confronted me with and was internalising and musing over all that we have done over the past 3 years with our curriculum, our mission statement, logo and inquiry learning with, of course, embedded ICT.
The Harvard Project Zero was mentioned several times by Lester so of course I have been and had a quick look at it. I do want to visit this again and spend some time reading some of the research based on visible thinking, artful thinking, cultures of thinking, and innovating with intelligence. Others I also want to delve into more deeply are the Multiple Intelligence projects, and Patterns of Thinking. One area I spent more than a few minutes in was the 7 key principles of a Smart School. I definitely want to read more.
The 7 key principles are:
Some questions to continually keep at the forefront of our minds:
So in a nutshell do we have a deep understanding of the vision, values, key competencies, and principles of The NZC in a version that doesn't "tell" but "shows" our community what we are all about in thinking, learning and teaching?
Now about achievement:
Some more questions for thought -
2. Quality teaching - pedagogy (refer pages 34 - 35 0f NZC)
- Creating a supportive learning environment
- Encouraging reflective thought and action
- Enhancing the relevance of new learning
- Facilitating shared learning
- Making connections to prior learning and experience
- Providing sufficient opportunities to learn
- Teaching as inquiry
4. Engagement
The 3 levels of engagement are
Information - tell
Consultation - ask
Engagement - involve
When reviewing our school curriculum of NZC we need both the experienced and less experienced to work together. A new set of eyes to the ways of working always brings a fresh approach. A review means just that "to look again". It requires quality questions, specific criteria for making judgments and decisions and active participation from all involved in the process. Both planned and spontaneous professional review is when:
- Examples of evidence are described
- Quality of practice is evaluated
- Good practice is affirmed
- Improvements are decided upon and regularly reviewed
- The NZC principles
- Values
- Key competencies
- Learning areas
- Student progress and achievement
- Relevance and impact of curriculum on achievement and assessment
Lester suggests:
Broadly stated success criteria for each principle with a shared and common understanding - what it looks like and feels like in practice.
The NZC principles
- High expectations
- Treaty of Waitangi
- Cultural diversity
- Inclusion
- Learning to learn
- Community engagement
- Coherence
- Future focus
- Excellence
- Innovation, inquiry, and curiosity
- Diversity
- Equity
- Community and participation
- Ecological sustainability
- Integrity
- Respect
We can teach and learn through the key competencies but do not need to assess these, we can however, comment on key competencies in the school environment, (context). There are many variables at play, environmental, social, and emotional factors that influence any key competency at any time
- Thinking
- Using language, symbols, and texts
- Managing self
- Relating to others
- Participating and contributing
- English
- The Arts
- Health & Physical Education
- Learning Languages
- Mathematics & Statistics
- Science
- Social Sciences
- Technology
The truth of the curriculum is what is happening in the classrooms. It is the feel of learning that is taking place, the feel of the values and key competencies in action.
Lester Flockton lists some of the requirements as:
- an understanding that the true curriculum is what actually happens in the day to day activities and life in classrooms and around the school.
- ...truest and richest evidence of curriculum being underpinned by principles is best in the curriculum in action - not what is written in documentation
- broadly stated success criteria for each principle
- shared and common understanding and interpretation of what the criteria look and feel like in practice in a range of contexts
- both planned and spontaneous professional review...
- willingness to desist from unnecessary and time-wasting documentation. The evidence is to be seen and felt.
When reporting about student achievement it is the best evidence at that time. Summative judgment is based on evidence from a range of activities that reflect what students are capable of . We must ensure that any criteria are well specified so teachers are able to make reliable judgments. These assessments may be based on teachers' judgments or external tests, or a combination of these.
"Teacher assessment is essentially an informal activity: the teacher may pose questions, observe activities, and evaluate pupils' work in a planned and systematic or ad hoc way. The information which the teacher thus obtains may then be partial or fragmentary. It will not at the time allow the teacher to make a firm evaluation of the pupils' competence in reading, for example, or understanding of a mathematical process. But repeated assessment of this sort, over a period of time, and in a range of contexts will allow the teacher to build up a solid and broadly based understanding of pupil attainment" Gipp. 1994
Friday
The focus was on unpacking The NZC in relation to whole school curriculum plans. Once again Lester challenged my thinking about connectedness, big picture objectives, inquiry learning, cross strands, local priorities, and concepts and processes.
When students leave WPS what are the qualities they will show as a result of their years of learning in our school and its community?
We want our learning community to be integrated, connected, learner centered with maximised learning taking place.
So how does our vision, taha wairua and learning logo fit in with my understandings now?
We empower our students through a culture of learning; through values, key competencies, learning areas, integrated inquiry, and thinking strategies. This is our 'sun'The lake is our deep learning: self managing, learning with others, having self confidence, and being a critical and creative thinker.
The mountain is our metaphor for striving to achieve their highest and the symbol for the land represents the difference the learner can make to themselves, others and the community.
Our taha wairua has at its heart the students. Each radiating circle develops the dispositions of a learner and fit in with the key competencies. "It's the way we do things around here"
The NZC model presented by Lester Flockton & James Rae. March 2008 has at its centre the key competencies, ringing this are the values followed by the learning areas, the principles and finally the vision.
This is my simplified version excluding the essence statements from each of the learning areas.
Another model I particularly liked, (I'm a visual learner), was one that depicted the substance and the process. In this model the learner is at the centre with the learning areas, key competencies, and values surrounding this.
The idea of the key competencies and values being described as 'learning for learning and living' gave it new meaning to me and is one that I understand and I can now see how well it fits with 'learning for knowledge and skill'. It is a real juggling act to teach all these concepts at once, to teach content (knowledge), processes (skills) , maybe a key competency, and of course modelling and discussing values, as all are equally important.
James, M. & McCormick, R. 2009 succinctly put this as "The challenge for teachers and for schools is to focus on two things simultaneously: teaching the substance of subjects, and helping students to learn the ideas and practices associated with the process of learning itself"
Lester also challenged us about the essence statements for each of the learning areas. Did we really understand what science was all about? how about social sciences, or the arts? Could we or any of our teachers articulate the essence of each of the learning areas? I certainly couldn't but it has made me go away and revisit each of the learning areas in The NZC. There are subtle changes to some of the learning statements from the draft document - the arts, health & physical education, learning languages, science, and technology.
I've compared the statements that have been changed.
The Arts - Draft
- In the arts, students discover how to use their senses, imagination, thinking, and feelings as the stimulus for creative action and response.
- In the arts, students explore, refine, and communicate ideas as they connect thinking, imagination, senses and feelings to create works and respond to the works of others.
- In health & physical education, students learn how to support their own well-being and that of others and society, exploring these in health-related and movement contexts.
- In health and physical education, students learn about their own well-being, and that of others in society, in health-related and movement contexts.
- In learning languages, students learn to communicate in an additional language and discover how language and culture shape our personal, group, and national identities.
- In learning languages, students learn to communicate in an additional language, develop their capacity to learn further languages, and explore different world views in relation to their own.
- In science, students generate and test ideas and observe, investigate, and model in order to develop scientific knowledge, understanding, and explanations.
- In science, students explore how both the natural physical world and science itself work so that they can participate as critical, informed, and responsible citizens in a society in which science plays a significant role.
- In technology, students explore how people intervene in the world by developing products, systems, and environments to expand their possibilities.
- In technology, students learn to be innovative developers of products and systems and discerning consumers who will make a difference in the world.
So far we have covered the vision, principles, values, key competencies and learning areas. Next we were expected to think! I was still trying to answer some of the questions Lester had confronted me with and was internalising and musing over all that we have done over the past 3 years with our curriculum, our mission statement, logo and inquiry learning with, of course, embedded ICT.
The Harvard Project Zero was mentioned several times by Lester so of course I have been and had a quick look at it. I do want to visit this again and spend some time reading some of the research based on visible thinking, artful thinking, cultures of thinking, and innovating with intelligence. Others I also want to delve into more deeply are the Multiple Intelligence projects, and Patterns of Thinking. One area I spent more than a few minutes in was the 7 key principles of a Smart School. I definitely want to read more.
The 7 key principles are:
- Generative knowledge - what knowledge most benefits the students. (I wonder if this means our community, I'll need to read more to find out)
- Learnable intelligence - a lot of research from Zero indicates that teaching and learning through integration of higher order thinking and a school culture that embodies this can have a significant effect on students' abilities.
- Focus on understanding - an emphasis on deep understanding in contrast to rote learning
- Teaching for mastery and transfer - teach techniques that explicitly model, scaffold and motivate. This assists with the transfer of skills, ideas into new areas.
- Learning centered assessment - a reflective and evaluative tool. It involves students and teachers. Students take on more responsibility for work and learning.
- Embracing complexity - learning situations are created that involve challenges: to build excitement and intrigue into difficult problems
- School as a learning organisation - not just a place for students but for all members of the school community. Learning is encouraged and supported as all members of the school are helped to become self regulated learners, goal setters, and self-monitoring
Some questions to continually keep at the forefront of our minds:
- Are our key competencies infused into our curriculum?
- Are we keeping the framework in our head?
- Are we using what Lester coins as the "MP3" mind processes? Thinking critically, analytically, thinking creatively, and thinking metacognitively. (I like this analogy)
- Are we asking relevant, thought provoking questions?
- Are we brainstorming as part of thinking creatively?
- Are we thinking and reflecting about our thinking?
So in a nutshell do we have a deep understanding of the vision, values, key competencies, and principles of The NZC in a version that doesn't "tell" but "shows" our community what we are all about in thinking, learning and teaching?
Now about achievement:
Some more questions for thought -
- Where does the information come from for achievement levels in learning areas that are reported to parents?
- What quality teaching, assessment and reporting do we have?
- What criteria do we use? Below/Within/Above and where do we draw the line?
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