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Setting the direction for teaching & learning

Setting the direction for teaching & learning Providing guidance for the development of school curriculum. .. families, what’s important to learn about .. we need to learn how to live a happy life .. we need to know how to aim high and reach our goals.

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Setting the direction for teaching & learning

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  1. Setting the direction for teaching & learning Providing guidance for the development of school curriculum

  2. .. families, what’s important to learn about .. we need to learn how to live a happy life .. we need to know how to aim high and reach our goals .. who exactly should decide the curriculum/what students learn? Whose voices,opinions, knowledge gets included in curriculum design, and whose maybe get excluded? .. I am greatly encouraged by the amazing innovation that exists in many of this country's schools

  3. Two parallel documents: set thedirection for student learning & provide guidance for schools as they design & review their curriculum: Te Marautanga o Aotearoa and The New Zealand Curriculum (for English-medium teaching & learning in years 1-13)

  4. NZC – significant themes for the 21st century • Sustainability • Citizenship • Enterprise • Globalisation • Asia knowledge • Pacific • Official and national languages • Languages • Financial literacy • …

  5. Key Changes (from the draft)Treaty of Waitangi – more overtValues - stronger focus on sustainablityTe Reo/NZSL included as official languages (English as de facto official) Designing school curriculum rewrittenExplicit statement about requirementsPurpose and scope addedVision - connections to the land addedTeaching as inquiry added to pedagogy

  6. * Treaty of Waitangi * community engagement * future focus* high expectations (was excellence)* inclusion Changes to principles

  7. Assessment of competencies What does it mean to relate to others…?Help students make judgements…Consider: * learning logs or journals * learning stories * portfolios * rich tasks

  8. Designing units of work - opportunities *learning from and with a range of people *sustained involvement *manageable choices *different ways of thinking *making sense of things and solving real problems *using different codes, symbols and texts to express understanding

  9. Implementation Strategy Goals 2007 - 2011 • To create an environment that supports change at the school and system levels • To support professional enquiry, exploration and the development of professional practice • To enable sustainedcurriculum development within schools and across the system

  10. *getting started pack (and two to follow)* seminars for principals * website reshaped* exploratory studies* school support services Support:

  11. Success * clarity about what learning and why* evidence-based pedagogy* significant themes evident* second languages* foundations are literacy numeracy and key competencies* equity* secondary presence, engagement, achievement

  12. NZC – immediatetimeline • July/Aug 07 to Minister and Cabinet SIGNED OFF!!! • Aug/Sept 07 final edit and printing • Oct 07 document launch, distribution(with initial resources) • Oct 07 Implementation Strategy starts

  13. Three phases • Oct 07 - Jun 08: Engagement and Planning • 2008 – 09: Supporting Professional Practice • 2010: Sustaining Development

  14. Six influencers/ or opportunities 1. Regulation and policy 2. Communication and information • Learning communities • School based support • Research and development, evaluation • System alignment (* SSS/TEI role?)

  15. 1 Regulation & policy • For schools prior to mandating • ERO – report on readiness for full implementation • Advice to regulatory agencies (eg NZTC)

  16. 2 Communication & information • Guides for school leaders (as they lead curriculum review & design) • SSS workshops post launch for principals (using Engaging & Planning resource pack) • Further resource packs (Supporting Professional Practice, Sustaining Development) • Resources to support key competencies in the curriculum • Further on-line & hard copy resources to support principles, key competencies, values, learning areas

  17. 3 Learning communities • 100 sector leaders facilitating workshops T4 07, T1 08 • Curriculum project website development • Shared professional practice (web-based) 4 School based support • SSS: targetted support • Using C3, leadership & management, curriculum advisors • Developing resources, using INSTEP 5 Research & development, evaluation • Exploratory studies, monitoring & evaluation • ERO • Planning & reporting, NEMP, other assessments 6 System alignment • NCEA, ERO, Initial Teacher Education

  18. 5 Research & development, evaluation • Exploratory studies, monitoring & evaluation • ERO • Planning & reporting 6 System alignment • NCEA, ERO, Initial Teacher Education

  19. Key messages *This is about improving learning for all students (particularly those not currently succeeding) *Schools will be supported to review their programmes and make necessary changes *Schools will build on what they already do *Existing programmes are still relevant *NCEA standards will be aligned with & based on NZC when needed (~2010)

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