Curriculum Review Progress Report

“The New Zealand Curriculum is a clear statement of what we deem important in education”.

IT:Takes as its starting point a vision of our young people as ‘lifelong learners’ who are confident and creative, connected, and actively involved.

Includes a clear set of principles on which to base curriculum decision-making.

Sets out values that are to be encouraged, modeled, and explored.

Defines five key competencies that are critical to sustained learning and effective participation in society and that underline the emphasis on lifelong learning.

States succinctly what each learning area is about and how it’s learning is structured. * The sets of achievement objectives have been carefully revised to ensure that they are current, relevant, and well-defined outcomes for students. * A new learning area, learning languages, has been added to encourage students to participate more actively in New Zealand’s diverse, multicultural society and in the global community.

The New Zealand Curriculum

From NZC to School Curriculum

- Is a continuous, cyclic process.

- MCF matches intentions of NZC. Guided by the NZC:principles, values, key competences, learning areas, inquiry, assessment

- Is being built on existing good practice with aim to maximize the use of local resources and opportunities.

3 Stage Process:(a) National(b) School(c) Classroom

NZC:Provides a framework and common direction and provides schools with scope and flexibility.

MCF:Design allows teachers scope to make interpretations in response to the particular needs, interests, and talents of individuals and groups of students in their area of the school and/or classes.

OUR VISION

•For our students and their learning is both clear and shared.

•Every student is different (BTBTTCB)

Self assured, confident and ready to take on new

challenges

Confident Connected Creative Actively Involved

OUR VALUES

•Consultation = represent student, staff and community.

•Closely aligned with NZC

•Values link closely to everyday living - integral part of teaching and learning

•On-going review and reporting on effectiveness in promoting our values

KEY COMPETENCIES•Have clarified what each KC means

for students and their learning.

•Are included in all areas and contexts of learning.

•Students involved in monitoring their development and demonstration of each KC - self/peer assessment (rubrics)

LEARNING AREAS• The meaning and intent of each curriculum area

are aligned with the NZC.

• Includes an explanation of how programmes meet the needs and interests of our students.

• Includes a rationale and structure for coverage and selection of AO’s.

• Integrated, inquiry approach, KC, Values ...

• Assessment - monitoring, measuring, recording in relation to learning intentions/objectives (‘learning through inquiry’).

CURRICULUM FRAMEWORK?

So What about our

What have we done

•Collaborative

•Utilized Expertise

•Defined who we are and how we do things

•Process - inclusive

WHAT

HOW

WHY

belief

ONE STOP SHOPUnder

Continual

Review

Changes as we change- Pillars

- Supports- Conditions

1. NZC2. Charter3. Learning and behavioural ecology4. Foundation areas of learning5. Balanced curriculum - all learning areas6. Gate/Learning support7. Assessment8. Howie Learn (strategies, tools) The way we learn round here.8. Reporting to parents9. Resourcing

Where are we at?Literacy

Numracy

PE and Health

Te Reo

Visual Art

ICT

Whats next?

Science

Social Science

Technology

Front Section

Learning languages - outside of Te Reo

ACCESS?

Server accessIn place end of term 2

Web friendly version In place end of term 3

ACCESS?

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