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Queen’s High School NZC School Snapshot: Transformative Learning Journey

Join us for an insightful seminar on the innovative practices at Queen's High School, where we explore the NZ National Curriculum updates. Discover how the school embraces key competencies through effective pedagogy, emphasizing student-centered learning. We will delve into holistic values reflected in learning areas, assess progress in the arts, humanities, and sciences, and discuss student self-assessment practices. This seminar showcases the school’s dedication to empowering students, integrating inquiry-based teaching, and fostering lifelong learning competencies.

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Queen’s High School NZC School Snapshot: Transformative Learning Journey

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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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