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

.. 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

Two parallel documents:set the direction for student learning & provideguidance for schools as they design & review their curriculum:Te Marautanga o Aotearoa

andThe New Zealand Curriculum (for English-medium teaching & learning in years 1-

13)

NZC – significant themes for the 21st century

– Sustainability– Citizenship– Enterprise– Globalisation– Asia knowledge– Pacific– Official and national languages– Languages– Financial literacy– …

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

* Treaty of Waitangi * community engagement * future focus* high expectations (was excellence)* inclusion

Changes to principles

What does it mean to relate to others…?Help students make judgements…Consider:

* learning logs or journals * learning stories* portfolios* rich tasks

Assessment of competencies

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

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 sustained curriculum development within schools and across the system

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

Support:

* 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

Success

NZC – immediate timeline• 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

Three phases

• Oct 07 - Jun 08: Engagement and Planning

• 2008 – 09: Supporting Professional Practice

• 2010: Sustaining Development

Six influencers/ or opportunities

1. Regulation and policy2. Communication and information3 Learning communities4 School based support5 Research and development, evaluation6 System alignment

(* SSS/TEI role?)

1 Regulation & policy

– For schools prior to mandating– ERO – report on readiness for full

implementation– Advice to regulatory agencies (eg NZTC)

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

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

5 Research & development, evaluation– Exploratory studies, monitoring &

evaluation– ERO– Planning & reporting

6 System alignment– NCEA, ERO, Initial Teacher Education

• 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)