TOGETHER WE LEARN • TOGETHER WE GROW · BIRCHWOOD SCHOOL CURRICULUM TOGETHER WE LEARN • TOGETHER WE GROW PAGE 4 SECTION 1: BACkGROUND The New Zealand National Curriculum is a

BIRCHWOOD SCHOOL CURRICULUM

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BIRCHWOOD SCHOOL CURRICULUM TOGETHER WE LEARN • TOGETHER WE GROW

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We make this happen by challenging our learners to be:

Physically Active

Creative

Responsible

Effective Communicators

Problem Solvers

TOGETHER WE LEARN • TOGETHER WE GROW


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Section 1: Background 4-5

Section 2: Vision 6-7

Section 3: Values 8

Section 4: Key Competencies & Pedagogy 9-23

Section 5: Principles 24-31

CONTENTS


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SECTION 1: BACkGROUND

The New Zealand National Curriculum is a framework that provides

guidance for schools in the development of their school-based curriculum.

It puts students at the centre of the learning process and places an

emphasis on the development of the key competencies and social values.

The New Zealand Curriculum

Birchwood School is a U4 contributing primary school situated in the

suburb of Stoke in the city of Nelson.

Birchwood is an urban school with a rural feel. The school is warm and

welcoming of others and the children enjoy very good relationships with

their peers and teachers. Staff morale is very good and staff work together

very well as a team.

The school’s culture is founded on the “Birchwood Way” which promotes

respect, tolerance, high expectations and perseverance. These qualities

are very evident to our visitors. The board of trustees, principal and

teachers actively promote this culture.

Birchwood School

The school community is supportive of the school and its programmes

and activities. Parents are able to attend our weekly community

assemblies, sports days, special events, as well as assisting with class

programmes and outings

School Community


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After reading Steve Maharey’s letter to schools, The Foreword by Karen

Sewell on page 4, the Purpose and Scope on page 6 and page 37 of the

New Zealand Curriculum Birchwood School has identified the following key

messages:

The key purposes of the New Zealand Curriculum are to:

• Set the national direction for student learning.

• Provide guidance for schools as they design and review their

curriculum with their students and communities.

The world is undergoing rapid changes – social, economic and technological

and we need to prepare and equip our learners to be adaptable to these

changes. We want our students to be life-long learners who are at the centre

of their learning, being involved in what is taught and how it is assessed. We

want ownership by the learners, the school and the wider community.

Learners should be given every opportunity to reach their potential and

achieve to the highest of standards. They need to develop the key

competencies in order to be high achievers, successful citizens and active

members of New Zealand’s multicultural community.

Learners are individuals with a diverse range of needs and a wide variety of

skills. They learn at different paces and bring their own life experiences to

their learning. Through relevant and meaningful learning programmes, with a

strong emphasis on literacy and numeracy, our learners will be motivated and

engaged and will be able to apply their knowledge to unfamiliar situations.

The revised New Zealand Curriculum provides flexibility for schools to

develop a programme of learning to meet the learners’ needs and interests

and to allow them to achieve to their highest standard, so that they can live,

learn, work and contribute to society.

The Key Purposes of the New Zealand Curriculum


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“A school’s vision briefly describes the future the school community sees

for itself, and what students will be like when they are confident, connected,

actively involved, lifelong learners”

Preparing to Lead Curriculum Change: Vision, Principles and Values,

Ministry of Education (2007), p.1

Our vision was developed during 2010 in consultation with all stakeholders –

staff, students, board of trustees, parents and the wider community in order

to ensure the vision considered the views of all. It briefly describes the future

the school community sees for itself, and what our students will be like when

they are confident, connected, actively involved, lifelong learners.

SECTION 2: SCHOOL VISION

Communicating Our School Vision

“When a school has a shared and focused vision, students’ outcomes are

more likely to improve. The more that belief is held in common or shared,

the greater the ongoing effect to sustain it. Shared beliefs are more likely to

emerge when the quality of the consultation process has been strong.”

Preparing to Lead Curriculum Change: Vision, Principles and Values,

Ministry of Education (2007), p.8

We have developed a visual representation of our school vision to help

ensure that it is shared and understood amongst both our learning and wider

community. Through having our school vision represented in a visual way

we are helping to ensure that it is a modelled, living, achievable and integral

component of our school curriculum.

We make this happen by challenging our learns to be:

• Physically Active

• Creative

• Responsible

• Effective Communicators

• Problem Solvers

Together We Learn, Together We Grow


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The Birchwood School Learning Model


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SECTION 3: VALUES – “THE BIRCHWOOD WAy”

“Values are deeply held beliefs about what is important or desirable. They are expressed through the ways in which

people think and act”.

“Values are part of the everyday curriculum – encouraged, modelled, and explored”.

The New Zealand Curriculum, Ministry of Education (2007), p.9-10

The values have become an integral part of the school’s behaviour management plan.

This is known as “The Birchwood Way”.

RESPECT FOR SELF Valuing my learning and my behaviour

RESPECT FOR OTHERS Valuing each other

RESPECT FOR THE ENVIRONMENT Valuing our world and everything in it

The Birchwood Way

VALUE THIS MEANS

THE BIRCHWOOD WAY


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SECTION 4: kEy COMpETENCIES AND pEDAGOGy

Key Competencies:

The New Zealand Curriculum identifies five key competencies. People use these competencies “to live, learn, work

and contribute as active members of their communities”.

The New Zealand Curriculum, Ministry of Education (2007), p.12

In practice, the key competencies are most often used in combination. When researching an issue of interest, for

example, students are likely to need to:

• Set and monitor personal goals, manage timeframes, and reflect on and respond to ideas they encounter

(managing self)

• Interact, share ideas and negotiate with a range of people (relating to others)

• Call on a range of communities for information and use that information as a basis for action (participating and

contributing)

• Analyse and consider a variety of possible approaches to the issue at hand (thinking)

• Create texts to record and communicate ideas, using language and symbols appropriate to the relevant learning

area(s) (using language, symbols and texts).”

The New Zealand Curriculum, Ministry of Education (2007), p.38

THINKING

USING LANGUAGE, SYMBOLS AND TEXTS

MANAGING SELF

RELATING TO OTHERS

PARTICIPATING AND CONTRIBUTING

The Key Competencies are:


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Our school integrates the Key Competencies through our

Learners’ Qualities, in the following way:

pHySICALLy ACTIVEThinking

Using Language, Symbols and Texts

Managing Self

Relating to Others

Participating and Contributing

CREATIVEThinking


RESpONSIBLEThinking

Managing Self

Relating to Others


The Birchwood School Learning Model


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pROBLEM SOLVERS

Thinking


Managing Self


EFFECTIVE COMMUNICATORS

Thinking


Managing Self

Relating to Others



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Pedagogy

“The evidence tells us that students learn best when teachers:

• Create a supportive learning environment

• Encourage reflective thought and action

• Enhance the relevance of new learning

• Facilitate shared learning

• Make connections to prior learning and experience

• Provide sufficient opportunities to learn

• Inquire into the teaching-learning relationship”

The New Zealand Curriculum, Ministry of Education (2007) p. 34

To assist in identifying the ideal conditions for children to develop the identified dispositions, and in doing so develop

the key competencies, the school considered what pedagogy - teacher actions would be required. This process

involved staff sharing their existing good practices, reading and discussing the pedagogy identified in the NZ

Curriculum and also reading and discussing the Quality Teaching for Diverse Students in Schooling: Best Evidence

Synthesis Iteration (BES) – see appendix.

Teaching as Inquiry


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The Principal

The Principal has a central role:

• To ensure that children and their learning is at the centre of all we do

• To set and foster high standards and expectations

• To communicate at all levels

• To demonstrate leadership, professionalism, constant positive relations, organising ability and a willingness to delegate

• To plan and work at building a successful team

• To have a commitment to the quality concept of continuous improvement

• To work closely with the Board of Trustees and the Home and School

Clarifying the Meaning for Students

We have clarified the meanings of our Learners’ Qualities identified in our school vision to ensure our students develop

a clear understanding of them. We want our Learners’ Qualities to be understood and easy to remember to ensure they

are used in their everyday lives, both at school and in the wider community.

Developing our Learners’ Qualities across all learning activities and programmes, enables students to function in the

fast-changing world and to develop the skills for lifelong learning.

The following definitions show how we have clarified the meaning of our Learners’ Qualities (key competencies).

The criteria will assist our children to understand and self-monitor their progress against our Learners’ Qualities (key

competencies).


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INVOLVED, MOTIVATED, ADVENTUROUS, DETERMINED, TEAM PLAYER, SKILFUL, GOAL SETTER, COMPETITIVEPhysically Active Learners Are:

Involvement in Physical Activity

• Provide a range of diverse physical activities that encourage students to take part.

• Give students the opportunity to take on a variety of roles and responsibilities and to recognise the importance

and the value of these.

• Model and teach the attitudes and skills needed to maintain a healthy lifestyle.

• Acknowledge through assemblies and the school newsletter contributions and commitment to physical activity.

• Establish a culture of expectation that all students will be actively involved in physical activity.

INVOLVEDWith support I am beginning to understand the importance of being physically active to be healthy.

BEGINNING PROFICIENT ADVANCED

With encouragement I am involving myself in a range of physical activities to maintain a healthy lifestyle.

I take responsibility for and enjoy involving myself in a range of physical activities to maintain a healthy lifestyle.

TEAM PLAYERWith support, I can be part of a team and take turns.

I can participate cooperatively and support others during physical activities.

I understand the importance of teamwork and can be relied on to do my best for the sake of the team.

Pedagogy (Teacher Action)

pHySICALLy ACTIVE LEARNERS


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Team Player

• Explicitly teach and model taking turns, encouraging and responding to others’ contributions.

• Provide opportunities to practise physical skills within a safe supportive environment.

• Teach, model and provide authentic examples that demonstrate fair play - All Blacks, Silver Ferns etc and

recognise desirable qualities shown.

• Provide time to reflect on effectiveness of the team.

• Encourage students to participate in and fulfil a role to the best of their ability.

• Help children to identify and value their own strengths and those of others.

• Discuss the value of combining strengths to achieve the best possible outcome.

• Specific teaching of taking turns in a variety of contexts.

• Model and teach how to willingly accept and undertake a given role.

• Scaffold how to work and play as part of a group.

• Provide opportunities to self-monitor the level of participation.


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IMAGINATIVEI can use others’ ideas to aid my thinking and creativity.


I generate and develop some of my own ideas creatively.

I generate and extend my own ideas in response to a variety of motivations and experiences.

RISK TAKERWith support I am prepared to try something new.

I confidently try new things and persevere with exploring different ideas.

I proactively take on new challenges to explore and express ideas.


Imaginative

• Provide more time for creativity.

• Provide tools to facilitate expression through a variety of media.

• Appreciate that everyone is different, with different strengths.

• Provide a supportive classroom climate.

• Model a range of strategies and tools to enhance creativity.

• Share examples of creativity including students’ own work.

• Introduce appropriate role models.

CREATIVE LEARNERS

IMAGINATIVE, ENTERPRISING, ADVENTUROUS, RISK TAKERCreative Learners Are:


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Risk Taker

• Provide opportunities to attempt new experiences in a safe environment.

• Teach how to identify potential risks, make reasoned choices and reflect on the experience.

• Provide opportunities for students to take risks academically, socially, emotionally, and physically.

• Provide regular encouragement.

• Encourage students to recognise and celebrate the achievements of others.

Provide examples of risk takers (eg Edmond Hilary, Mark Inglis, Sam Morgan, Helen Clarke, Jane Hunter).


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Independent

• Ensure that students have clear learning intentions.

• Model the steps involved in the learning process.

• Provide meaningful opportunities that cater to different learning styles, abilities, interests and needs.

• Co-construct criteria for tasks to be completed to a specific standard and within agreed timeframes.

• Teach what you need to do/have to complete tasks.

• Provide a range of activities for early finishers.

• Provide regular and positive acknowledgement to those students who are engaged in their learning.

• Provide a range of activities with varying completion time frames.

• Provide opportunities for students to choose from a range of learning activities.

• Provide ongoing support for those students who require it. Eg smaller steps, shorter time frame

• Teach students the skills to reflect on how they went, what they need to do next in order to meet the

task for the following day.

INDEPENDENTWith support, I can follow instructions to complete my set tasks.


I have the skills to complete most of my set tasks within a given time frame.

I consistently plan, organise and complete my set tasks within a set time frame.

PERSEVERANCEWith support, I can keep trying even when it is hard.

I am developing strategies to help me remain focussed to complete a challenging task.

I can choose from a range of strategies to assist me to remain focussed. I can successfully complete a challenging task.


RESpONSIBLE LEARNERS

COOPERATIVE, RESPECTFUL, INDEPENDENT, RELIABLE, MOTIVATED, PRODUCTIVE, PERSEVERING

Responsible Learners Are:


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Perseverance

• Define perseverance…”when the going gets tough!”

• Provide relevant challenges and opportunities.

• Teacher to model setting personal goals.

• Encourage continued effort.

• Model how to work both collaboratively and independently to achieve a common goal.

• Provide action plans as scaffolding.

• Provide possible time frames.

• Provide regular support and constructive feedback.

• Provide opportunities for role play to show positive and negative outcomes.


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Active Listeners

• Model and teach how to be an active listener – eye contact, being still, ask questions at the appropriate time

for clarification or further knowledge affirming understanding with body language, wait time.

• Provide opportunities to practise in a variety of situations.

• Provide regular and specific feedback.

• Appreciate and accept others’ ideas.

• Provide opportunity for Peer Mediation training as appropriate.

ACTIVE LISTENERSI am learning to look at the speaker and respond appropriately.


I can listen to group and whole class discussions and accurately report back. I can ask relevant questions to develop further understanding.

I can listen in a range of situations. I can accurately report back, ask a variety of questions, and expand my understanding through discussion.

ACCURATE AND ARTICULATE

I am learning to communicate clearly and appropriately.

I can order my thoughts and communicate clearly and accurately in a set context.

I can confidently communicate clearly and accurately in a range of contexts.


EFFECTIVE COMMUNICATORS

EMPATHETIC, COLLABORATIVE, CONFIDENT, RESPECTFUL, ACTIVE LISTENERS, ACCURATE AND ARTICULATE

Effective Communicators Are:


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Accurate and Articulate Speakers

• Model clear and correct speech, look at the audience, appropriate volume and pace, positive body language,

open mouth.

• Provide opportunities to develop confidence and awareness of different audiences (peer/small groups/whole

class/assembly).

• Provide a variety of opportunities to express their thinking.

• Allow time to think before speaking.


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Resiliant

• Set up a safe, secure classroom environment so that students feel comfortable taking risks. Ensure children

understand that they can learn from making mistakes .

• Model how to take positive steps when things go wrong.

• Explicitly teach a range of strategies to deal with setbacks. Eg; independent evaluation of the situation;

appropriate reactions; do I think about it or talk to someone about it etc.

• Model appropriate empathetic behaviour.

• Explain to students that life is not always “fair” – it has its up and downs. But it’s how we handle each situation

that is important.

• Provide a range of competitive activities so that students can experience winning and losing graciously.

• Model sharing your own challenges and how you bounced back.

• Use role-plays and skits.

• Teach how to give and act upon constructive criticism.

• Provide a variety of opportunities to express their thinking.

• Allow time to think before speaking.

RESILIENT, CREATIVE, MOTIVATED, CURIOUS, ADAPTABLE, ACTIVE THINKERS

Problem Solvers Are:

RESILIENTWith support, I can manage setbacks, learn from them and move on.


I am developing the skills and strategies to independently manage setbacks, learn from them and move on.

I have the skills and strategies to independently modify my behaviour to manage setbacks.

ACTIVE THINKERSWith support I can identify a problem and seek help to solve it.

I can identify strategies and tools to help me try to solve a problem.

I can select appropriate strategies and tools to assist me to solve problems in a range of contexts.


pROBLEM SOLVERS


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Active Thinkers

• Teach students to be able to identify and articulate what a problem is.

• Teach, model and practise problem solving strategies; eg active listening, critical thinking, effective communication,

brainstorming possible solutions, mind mapping, group work, information gathering, assessing the value of

information gathered and role play.

• Teach and use the school-wide Thinking Tools programme.

• Encourage children to challenge assumptions and perceptions.

• Provide opportunities for students to practise these strategies and tools in a range of authentic and meaningful

contexts.

• Model, teach and provide opportunities for reflection where students can clarify and articulate their understandings.


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The NZ Curriculum principles underpin our decision-making and are evident in all aspects of the delivery of our school’s

curriculum. Our commitment to the principles and our success in putting them into effect in teaching and learning is

demonstrated in the following ways:

SECTION 5: pRINCIpLES

High Expectations“The Curriculum supports and empowers all students to learn and achieve personal excellence, regardless of their

individual circumstances”.

The New Zealand Curriculum

Birchwood School has HIGH EXPECTATIONS and acknowledges them in the following ways:

• Our Vision: Birchwood learners are challenged to learn and grow through the Learners’ Qualities.

• Individual Responsibility for self, class, school environment.

• Share personal success both in and out of school with the wider school community.

• Consistency in behaviour management both within the classroom and playground.

• Modelling staff and student team work.

• Communication with parents.

• Certificates and awards at assemblies and graduations.

• Verbal affirmations and celebrations.

• Effective marking of students’ books.

• Effective oral and written feedback.

• Principal Awards.

• Three way conferencing.

Future possibilities:

• Recognise individual expectations – eg behaviour in assembly.

• Raising target achievement level for all students.

• School wide reflection time.

• Student led conferences.


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Treaty of Waitangi“The curriculum acknowledges the principles of the Treaty of Waitangi and the bicultural foundations of Aotearoa New

Zealand. All students have the opportunity to acquire knowledge of te reo Maori me ona tikanga.”

The New Zealand Curriculum Ministry of Education (207), p.9

Birchwood School acknowledges THE TREATY OF WAITANGI in the following ways:

• Te Reo integrated into our classroom programmes.

• Kapahaka group – poi, songs, dance.

• Teacher resources.

• Year 5 and 6 students visit marae.

• Myths and legends.

• Library resources – fiction and non-fiction.

• Singing of the National Anthem in Maori.

• Consultation with Maori community.

• Celebrate Maori language week.

• Follow a consistent and sequential programme across our school, using the guidelines.

Future Possibilities:

• Professional development for teachers and leaders.

• Invite more community Kaumatua into our school.

• Continue to tap into community resources – people.

• Sustainable systems developed within the school for Tikanga Maori.

• Ensure all children are able to sing the national anthem.

• Celebrate significant Maori events.


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Cultural Diversity“The curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people.”


Birchwood School acknowledges CULTURAL DIVERSITY in the following ways:

• Celebrating being a New Zealander.

• Te Reo and Tikanga programmes.

• Involve families as a resource.

• Having a wide range of resources available in the school library.


• Continue to develop the importance of being a New Zealander.

• Develop further links on our website.

• Celebrating and valuing our multi-cultural makeup.

• Map depicting the countries our students identify with.

• Cultural Days Bi annually – language, food and costumes.

• Greetings in a variety of languages in classes.

• Build closer relationships with parents of different cultures.


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Inclusion“The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities, languages, abilities,

and talents are recognised and affirmed and that their learning needs are addressed.”


Birchwood School acknowledges INCLUSION in the following ways:

• Open to new ideas – non judgemental.

• Community involvement – special evenings.

• Children with special needs are included on school register and learning support provided where appropriate.

• Enrichment programmes.

• MultiLit programme specifically targeting dyslexia and other identified literacy based learning needs.

• Provision of additional support staff (school funded) to cater for the varying identified needs of students.

• Identify strengths and interests of students and build on them. ie sporting activities, itinerant music tutors,

choir, productions.

• Provide alternatives for non-participants in curriculum based activities. (bible, sport)

• Buddy classes – offer additional support.

• Provide sporting activities to suit abilities eg kiwi sport, PMP based programmes.

• School wide activities that include students from all levels eg Book Week, Athletic sports etc.

• EOTC programmes.

• Welcome pack given to new families.

• Parent meetings.

• Whole school and needs based professional development.

• Staff handbook.

• Identify learning needs and interests and increase appropriate resources including human resources.

• Adapt classroom programmes to cater for boys’ learning styles.


• More formal identification and tracking of children with special abilities.

• Further develop systems for transition from preschool and to intermediate.

• Teachers identify cultural diversity and celebrate it, for example, select texts and lessons around affirming

cultural identity.


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Learning to Learn“The curriculum encourages all students to reflect on their own learning processes and to learn how to learn.”


Birchwood School acknowledges LEARNING TO LEARN in the following ways:

• Learning intentions, success criteria, self-assessment, self monitoring by students of key competencies.

• Inquiry Learning Process.

• Using a range of higher order thinking skills and strategies.

• Formative and/or Summative Assessment across all curriculum levels in order to provide appropriate feedback

and feed forward.


• Continue to provide further opportunities for students to be able to talk specifically about their learning.

• Continued understanding/application of learning styles and thinking preferences by teachers and students.


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Community Engagement“The curriculum has meaning for students, connected with their wider lives, and engages the support of their families,

whanau, and communities.”


Birchwood School acknowledges COMMUNITY ENGAGEMENT in the following ways:

• Regular newsletters and parent information.

• Parental support for assemblies, sports days etc.

• Parents involved in classrooms, camps, sport, etc.

• Communication to parents re learning.

• Curriculum evenings.

• Visits by and to pre-schools.

• Celebration and performances for parents eg music performance, arts etc.

• School surveys on a variety of issues.

• School web site.

• Whanau reporting of achievement.

• Home and School and BOT.

• Neighbours involved in “community watch” around our school.


• Further develop email contact – teachers to parents.

• Blog for each classroom – access from home etc.

• Continue communication with Whanau on Maori achievement.

• Continue parent information evenings.

• Student led conferences.

• Continue to foster closer relationships with businesses.

• Suggestion box for parents.


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Coherence“The curriculum offers all students a broad education that makes links within and across learning areas, provides for

coherent transitions, and opens pathways to further learning.”


Birchwood School acknowledges COHERENCE in the following ways:

• Thinking tools to provide scaffolding.

• Using school wide Inquiry learning model.

• Provision of ICT to enhance learning across the learning areas.

• Provide opportunities for students to engage in different ways. Eg Jump Jam, Kapa Haka

• A variety of appropriate assessment tools used across the school.

• Buddy class opportunities/interaction/involvement.

• Staff professional development – school wide.

• Emphasis on building on prior knowledge/learning where possible.

• Integration across the learning areas where relevant.

• Consistency of timetabling across classrooms to enable cross groupings as required.

• Developing school wide behaviour management procedures.

Future possibilities:

• Develop a sequential programme for the introduction of thinking Tools.

• More effective communication and sharing between syndicates. Share planning concepts, tracking, and then

follow through from one to the other.

• Continue to develop a school wide system of assessment to ensure consistency across the school.

• Develop consistency of systems for recording assessment data. eg. eTap

• Develop consistency of learning progressions in key learning areas across the school.


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Future Focus“The curriculum encourages students to look to the future by exploring such significant future-focused issues as

sustainability, citizenship, enterprise, and globalisation.”


Birchwood School acknowledges FUTURE FOCUS in the following ways:

• Creativity is highlighted as a school learning quality and is part of our vision for our students.

• We provide opportunities for our students to display leadership in these ways:

- Student leaders

- Librarians

- PE monitors

- Road patrol

- Assemblies

- Classroom responsibilities

- Office duty

- Bell monitor

- Flag monitor

- Video crew

- Senior Buddies

- Wet Day Monitors

- Buddy classes

- Garden club

- New Website

• Continue professional development and upskilling on the practical use of ICT across all learning

areas as a tool to enhance learning.


• Enviro schools group established.

• Increase use of blogs

• Continue to encourage greater use of the library intranet.

• Sustainability highlighted as an important focus for our school.

• Houses and house captains

• Student Council

• Develop opportunities for student voice

• Develop parent focus groups

• Globalisation – connected to the world via ICT

• Continue professional development and up-skilling on the practical use of ICT across all learning

areas as a tool to enhance learning

Documents

TOGETHER WE LEARN • TOGETHER WE GROW · BIRCHWOOD SCHOOL CURRICULUM TOGETHER WE LEARN • TOGETHER WE GROW PAGE 4 SECTION 1: BACkGROUND The New Zealand National Curriculum is a