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A School Curriculum the number 8 wire approach

A School Curriculum the number 8 wire approach. Who are we?. Houghton Valley School Mission Statement INSPIRATION, CHALLENGE, ACHIEVEMENT TE HIRINGA, TE WEROHIA, TE WHAKATUTUKITANGA

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A School Curriculum the number 8 wire approach

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  1. A School Curriculumthe number 8 wire approach

  2. Who are we? Houghton Valley School Mission Statement INSPIRATION, CHALLENGE, ACHIEVEMENT TE HIRINGA, TE WEROHIA, TE WHAKATUTUKITANGA 190 kids, decile 9, rural urban setting, talented and energetic staff (experienced), positive attitude to change, lots of leaders, supportive community

  3. More of the same or radical departure? How do we see the new NZ Curriculum? radical reshaping same old same old HVS

  4. What do we value? CuriosityInitiative Enthusiasm Resilience HonestyAchievement TeamworkCompetition Individuality Inclusiveness DiversityOpenness Fair playInnovation Tikanga Maori A sense of community Respect for ourselves Respect for others Respect for theenvironment

  5. We think that children should be ‘multi-situational’They must be resilient enough to be able to learn when in different settings, when faced with different teaching styles, when working alone or with others, when co-operating, when competing etc. We think that there is no single correct model of quality teaching Although we have reached agreement on aspects of quality teaching and have designed systems around this. We believe that literacy and numeracy, in a broad sense, are still extremely important

  6. We have created our curriculum ourselves There has been very little input from experts We don’t believe in using packages or creating brands But …. ‘Te Kaupapa o Te Kura o Haewai’ ‘The way we do things at Houghton Valley School’ ……is important to us

  7. As principal, I believe…. That child ownership promotes engagement That ‘less is more’ and that the new NZC reflects this That teacher autonomy (within the vision of the school) promotes job satisfaction

  8. thread thread thread THE ARTS Visual Music Dance Drama thread Thinking Skills Information Technology 10/09 Guided Enquiry Health And PE Sports Games Performances link Writing Speaking Presenting Technology Science Mathematics and Statistics THE LEARNER TE KAUPAPA O TE KURA O HAEWAI Reading Viewing Listening SocialScience SWELL Project link Local people and places Respect for our environment Tikanga Maori thread Co-operative Learning thread thread thread

  9. Learning Areas Reading Viewing Listening Literacy and numeracy learning areas that are the core of what we do at Houghton Valley School A learning area that provides the basis of the Discovery Topics we learn about - it is likely to be linked with other learning areas, will have a major numeracy and/or literacy component, while also encompassing ‘threads’ Science

  10. What’s a ‘thread’? Co-operative Learning Part of a key competency, that threads through much of what we do. It has chosen by HVS as a focus. because we feel it is important. thread

  11. What’s a ‘link’? link SWELL Project An initiative, event or activity we link to learning areas, when appropriate.

  12. Some things we did to get to this point… Teacher Questionnaire Write 5 things you would see, hear and experience if you were a child in a class where the new NZ curriculum is an integral part of the classroom programme. Is HVS developing its curriculum in a way that reflects the spirit and intentions of the new NZ curriculum? (circle one) YES SORT OF NO DON’T KNOW

  13. If you answered ‘yes’, what evidence is there to back this up? If you answered ‘in some ways’, what evidence is there and what areas do you think need developing next? If you answered ‘no’, what areas do you think require developing first? Is there anything we do now that you think should be removed from our school programme or have less emphasis?

  14. The ‘key competencies’ are broad and made up of many parts – if we were to choose 3 parts which do you think we should focus on school-wide? How positive do you feel about the future of HVS, in the light of the new NZ curriculum? Why? How do you see yourself being involved in formulating and instigating the HVS curriculum? Think of 3 methods we could use to consult with our community.

  15. Please have a good look at Te Kaupapa o Te Kura o Haewai (a starting point). It is an attempt to represent, in diagrammatic form, a ‘shape’ for our HVS local curriculum; acknowledging past strengths (e.g. numeracy/literacy) and building in change (e.g. co-operative learning, thinking, fewer topics done better). Feel free to alter, rewrite, add to or delete this, in order to represent what shape our HVS curriculum is taking or could take.

  16. From the questionnaire we gained a picture of.. Our expectations re school and classroom culture Our view of teacher actions that promote learning What the teachers thought the key competencies may look like in action Areas that deserved new or increased emphasis

  17. SCHOOL and CLASSROOM CULTURE EXAMPLES We aim to provide a school and classroom culture characterised by students who: Can create, have fun, want to come to school etc. We aim to provide a school and classroom culture characterised by a classroom environment in which: There is some shared decision making between students and teachers around success criteria/areas of learning There is an expectation that we all are learners with high standards and a belief that we can strive to excel etc.

  18. TEACHER ACTIONS THAT PROMOTE LEARNING EXAMPLES • Use a variety of approaches - modelling, facilitating, directing; whole class, group and individual teaching; guided enquiry. • Tell, model, prompt, guide, direct, explain, question, suggest. • Clearly display learning intentions, success criteria and so that children are aware of expectations and how to achieve success. •  Base teaching on themes that are relevant to our students and their lives. •  Encourage open-ended questioning, discussion, oral sharing, news, ideas.

  19. Teacher Only Day 08 DAY’S PROGRAMME 1) Intro and welcome 2) How will we keep vision, values and principles prominent?Donut 3) Te Kaupapa o Te Kura o HaewaiSWOT (Do we have agreement?) 4) Self assessment - 7 threads and poutama 5)Key Competencies video – ‘Round Table’ 6)Parent Writing Info Evening 7)What specific actions in short/medium term? 8)Parent/child homework activity

  20. TEACHER SELF ASSESSMENT (Threads) EXPERT Has a system going that works. Is confident in its use and would be able to assist other teachers • Level 8 = proficient expert • Level 7 = beginning expert PRACTITIONER Has used this often and know things needed to do to develop further • Level 6 = proficient practitioner • Level 5 = beginning practitioner APPRENTICE Has tried it, reflected and tried it again with changes • Level 4 = proficient apprentice • Level 3 = beginning apprentice NOVICE Has tried it on a few occasions • Level 2 = proficient novice • Level 1 = beginning novice

  21. Thread Teams - used g.r.o.w. model TIKANGA MAORI THREAD Goals Ability based programmes, sensible ways to assess progress, maintenance of what we have Reality Excellent attitude to things Maori, have weekly Kapa Haka, most staff completed ‘Cultureflow’ basic course, Monica has lead staff vocab instruction, have an implementation plan Options Extra PD for families, take teacher PD to next level Where to next? Review current implementation plan – ask for staff feedback, tap into local community for support, intend to trial easier plan with juniors

  22. Tikanga Maori thread BIG PICTURE GOAL INTRODUCTION/RATIONALE TEACHER’S ROLE CHILDREN’S ROLE CONNECTIONS TO THE KEY COMPETENCIES

  23. KC Cards HVS KC Card! Managing Self Thinking Participating and Contributing

  24. School Production Participating and contributing, managing self… Y CHART ‘Looks like’ ‘Sounds like’ ‘Feels like’ Use of post-its to recognise use of KC • Teacher first • Then kids distribute

  25. What about parents/whanau? In 2008 survey, parents chose ‘doing a homework task with my child’ as their preferred way of learning about the new curriculum. We chose to ask parents and children to think of examples of participating and contributing and managing self in their lives outside school – to show that they were part of life, not just a school thing.

  26. Examples from children’s lives outside school: • Getting myself ready for school on time • Putting things away after I’ve used them • Making my bed without being reminded • Saving my pocket money to buy something special • Sticking things at without giving up • Learning a dance or song • Knowing when to ask for help • Taking care of myself at surf camp • Trying new experiences, even if I’m a bit afraid • Practising goal kicking to help my team • Finishing homework on time • Managing my own computer time • Bringing notices home from school

  27. Examples from adults’ lives: • Getting up for work when it’s cold and dark • Learning how to wind surf • Renovating the family home • Taking up a new hobby • Thinking of a new design for my vege garden • Going to university to get a degree • Saving to take the family on a holiday • Asking co-workers for their opinions • Improving my skills so I have more to offer • Training for a triathlon • Meet deadlines at work • Joining the Scrabble Club

  28. We aim for a description of each key competency…… • Statement from NZ curriculum • How teachers model and teach (TKI) • What children may do (HVS teachers) • Examples from children’s lives outside school • Examples from adults’ lives outside school

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