1. The New Zealand Curriculum – The Journey So Far Sonia Glogowski
Acting Project Manager, NZ Curriculum
Ministry of Education
Purpose & scope
Direction
Guidance 1

2. What do we need to develop in our young people?
Knowledge, Skills, and Dispositions to be flexible and adaptable for a rapidly changing 21st Century societal and work environment 2

3. What is a curriculum for?
What is ‘deemed’ important in terms of knowledge, skills (and attitudes) and the organisation and delivery of these for teaching and learning purposes at a point in time. 3

4. Why did New Zealand design a new curriculum?
wider consultation with Māori about their aspirations
for learning
research linking particular pedagogies to improved student outcomes
continued diversification of NZ society
developments in digital media & interconnectivity
increased globalisation (impacts on social connectedness & value of diversity, indigeneity)
desire to balance academic & social
outcomes (eg citizenship, values education)
disparity in education outcomes
Curriculum Stocktake Report 2002 4

7. 7

8. 8 8 8

9. Significant themes for the 21st Century
Sustainability: Students need to explore the long-term social and
environmental impact of different practices on, for example,
global warming and the conservation and supply of water or energy.
Citizenship: In order to develop possible options for contributing to the
development and well-being of society and managing world issues,
students need to understand themselves as citizens of New Zealand
and the world.
Enterprise: In order to recognise and seize opportunities, students
need to explore what it means to be enterprising and entrepreneurial.
Globalisation: Students need to develop an international outlook,
for example, awareness of the trend to internationalised employment.
Knowledge of Asia and the Pacific: Students need to:
recognise the economic impact of the Asia–Pacific region;
develop their knowledge of the region and its countries;
build connections with Asian and Pasifika community groups in
New Zealand.
Learning languages: Learning a second language enables students to
cross cultural boundaries and think in a different frame of reference.
Financial competency: Students need to develop sound
understandings to enable them to make well-informed financial
decisions in relation to their own values and goals. 9

10. How does the National Curriculum support this thinking?
New Zealand Curriculum
Learning area statements and achievement objectives
The school curriculum
Vision, values, the principles and the key competencies
Te Marautanga o Aotearoa Graduate Profile
Whakawhanaungatana; Rangitiratanga; Manaakitanga; Tātaritanga; Whaiwāhitanga 10

11. What does The New Zealand Curriculum look like in practice? 11

12. How does the National Curriculum support this thinking?
New Zealand Curriculum
Learning area statements and achievement objectives that emphasise the ‘big ideas’ or concepts
The school curriculum – local, relevant contexts
Vision, values, the principles and the key competencies integrated throughout the learning areas
Te Marautanga o Aotearoa Graduate Profile
Whakawhanaungatana; Rangitiratanga; Manaakitanga; Tātaritanga; Whaiwāhitanga 12

13. NZC Overview scan
Emphasis through this framework on the WHAT and the HOW of teaching and
learning in schools. Both of these aspects have been consulted extensively
(over 10, 000 submissions from all sorts of groups- business. Special interest groups,
religious groups, crown agencies and NGOs etc. 13 13 13

14. The School Curriculum: Design and Review

15. Principles (1) All curricula should be consistent with
these eight principles. 15 15

16. Values to be encouraged, modelled and explored
Students will be encouraged to value:
Excellence (aiming high, perseverance, resilience)
Innovation, inquiry and curiosity (thinking critically, creatively, and reflectively)
Diversity (as found in (our) different cultures*, languages and heritages)
Equity (through fairness and social justice)
Community and participation (for the common good)
Ecological sustainability (includes care for the environment)
Integrity (involves being honest, responsible, accountable and acting ethically)
Respect (for themselves, others, and human rights) 16 16 16

17. Learning about the espoused school values
Learning to understand and negotiate a ‘3rd’ space with different value sets
Applying these values across school contexts and settings
Learning about the espoused school values 17 17 17

18. Why the key competencies?
Economic
Job profiles -Adaptable, flexible, collective problem solving and solution design
Global mobility/multi-national teams – written and oral communication becomes more, not less important
Social -Justice and Participation
Citizenship- empowerment, influence, ethics;
Ways of communicating ideas; thoughts; feelings incl. technology
Personal
Motivated
Engaged
Reflective 18 18 18 18

19. Why the NZC key competencies?
to live, learn, work and contribute as active members of their communities knowledge, skills, attitudes, values, disposition… being ready – being willing – being able to undertake ACTION in relation to a task
Increasingly the ability to get along with, and appreciate the perspectives
of diverse others in the workplace and in their community relationships
Knowing how to ask the right questions and how to bring diverse expertise to the table
towards the construction of new knowledge 19

20. OECD: Definition and Selection of the Key Competencies
Interact in heterogeneous groups
Act autonomously
Physical as well as socio-cultural tools such as the use of language
In an increasingly interdependent world, individuals need to engage with diverse others
Individuals need to take responsibility for managing their own lives, situate their lives in the broader social context and act autonomously
Use tools interactively
(e.g. language, technology)*
Think and act reflectively
OECD: Definition and Selection of the Key Competencies
and the NZ Curriculum Key Competencies
Thinking
Using language, symbols and texts
Relating to others
Participating and Contributing
Managing self 20

22. Documentation for monitoring key competencies is not about recording indicators, criteria, marks, grades, or rubrics.
Documentation for monitoring key competencies is more about rich descriptions, examples, accounts, and narratives. 22 22 22 22

23. What do the key competencies look like in learning area contexts
What do the key competencies look like in learning area contexts? In classroom social contexts? In school social contexts? How are they modelled by adults in the school environment? How are they shared and supported by the parent/whānau community?
Early adopter schools realising they need to go deeper and deeper in
challenging their earlier understandings of the key competencies and the
assumptions that underpinned them 23

24. What do the key competencies look like in learning area contexts
What do the key competencies look like in learning area contexts? In classroom social contexts? In school social contexts? How are they modelled by adults in the school environment? How are they shared and supported by the parent/whānau community? 24

25. Implications for Developing and Monitoring the Key Competencies
Critical Inquiry
How are we constructing our descriptors of the key competencies (socio-cultural bias)?
What will the evidence look like to support our judgements?
How were the judgements made – reliability / validity? Singular or multiple contexts?
What were the learning opportunities provided to enable students to demonstrate the desired traits?
How were the students made aware of what was being sought?
How involved were they in the assessment/reflection process? 25

26. ‘Most teachers teach the way they were taught’
Kennedy (1999) maintains that teachers’ personal classroom experiences are more influential and powerful than the information gained through teacher preparation courses and field experiences. The knowledge that you internalise during your process of schooling often influences what you believe about teaching and learning. This knowledge shapes what you think the subject matter should be like, how students are supposed to behave, and how they are expected to function in schools.
IEP updates
‘The NZC has the potential to really challenge what teachers’ beliefs are about teaching and learning and become critically reflective about what knowledge and behaviours are valued’ 26 26

27. Expanding our notions of the NZC and the learning areas
The New Zealand Curriculum provides students,
parents, whānau and teachers with a clear framework
for assessment, planning and monitoring students’
progress.
This particular project demonstrates the
New Zealand Curriculum in practice for students
with the highest learning support needs. A number of
resources have been developed to assist students to
learn and their teams – at home, at school and in the wider community – to support them.
This website includes guidance on using narrative assessment for students who are expected to learn long-term within Level One of the New Zealand Curriculum and showcases examples of that assessment approach in practice. 27

28. Concept development and deep understanding are the goals of instruction.
Learning is a constructive activity that students have to carry out.
Students are active learners. The educators task is to provide students with
opportunities to construct knowledge.
Need meaningful authentic activities to help students construct knowledge
Reflection of both content and the learning process is paramount.
Group work impt so students can test their understandings and expand
understanding of particular issues – warning Graham Nuttall hidden lives of learners
– understandings need to be checked (concept maps etc ) Futurelab
Links to prior knowledge and experiences – summarising; reviewing, linking main
concepts at critical points throughout and at the conclusion of lessons
Prior knowledge may contain naïve theories preconceptions or misconceptions,
or alternative frameworks and world views.
Teachers must explore the learners thinking and challenge misconceptions.
Notes From: Grayson Walker Centre University Tennessee Chattanooga–

29. 29 29

30. What are the significant shifts in
NZ’s 2007 Curriculum?
Learner-centered relevant; applied; connected; holistic; meta-learning
Empowering co constructed; student voice; active; ako;
Professional pedagogical shift; teaching as inquiry; responsive
Decentralised school curriculum
Responsive 21st Century – rapid changes; diversity; learning languages
Coherent vision; values; principles; key competencies;
Connected literacy and numeracy across the curriculum; learning areas
Te Whariki; Tertiary
Collaborative schools; students; parents, communities 30

31. Not a game of two halves - matrixing 31 31

32. The NZC National Standards and the Key Competencies32

33. Key competencies focus Learning areas: Social studies/Arts
Curriculum level: 3
Thinking Creative thinking is about challenging and redefining ‘conventional’ thought and expression of ideas and concepts.
We demonstrate this by playing and experimenting with original texts
and symbols through metaphors and analogies, as well as through structure, design, and approaches.
Relating to others When we read about or interact with other people’s ideas or experiences, they may be different to our own. Reflecting on similarities and differences are important routes to understanding and utilising the strengths of others. They may be distant in time and place.
Big social studies ideas
'Identity and culture' (refer 'Building conceptual understandings' in the social sciences series).
'Conceptual understandings': - Celebrations are cultural practices that reflect peoples' customs, traditions, and values. - Celebratory symbols represent significant aspects of culture. - Celebrations can have similar purposes, while being expressed in a variety of ways.
A.O – Students will gain knowledge, skills and experiences to:
understand how cultural practices vary but reflect similar purposes.
Big arts idea: Drama To explore how understandings around cultural events and practices can be conveyed through drama and mime.
A.O – Students will:
investigate the functions and purposes of drama in cultural and historical contexts
present and respond to drama, identifying ways in which elements, techniques, conventions, and technologies combine to create meaning in their own and others’ work.
Links to Reading standards The texts that students use to meet the reading demands at this level will often include:
abstract ideas, in greater numbers than in texts at earlier levels, accompanied by concrete examples in the text that help support the students understanding
figurative and/or ambiguous language that the context helps students to understand.
Such texts will include both fiction and non-fiction in electronic and print media.
Reading task Read a range of fiction and non-fiction texts that describe an important ceremony or celebration.
Compare features of the texts and how the information and emotions are relayed to the reader.
Reflect on similarities and differences between different groups researched, and consider the implications for diverse communities. 33 33

34. What are successful schools doing?
integrating key competencies
being guided by the curriculum principles
reviewing frameworks & practices in learning areas
aligning school-wide systems (incl. assessment)
ERO April 2010 34

35. 35

36. ‘School culture is…the invisible but powerful mindsets that shape the learning environment as much or more than do the four walls of the classroom.’
Wagner, et al 2006
Guy Claxton
While facilities and infrastructure matter, the school culture may matter even more.
Wagner and Change Leadership group at Harvard define school’s culture as the
shared beliefs, assumptions, expectation and behaviours related to students and learning,
teachers and teaching, instructional leadership and the quality of relationships within
and beyond the school.
What kind of culture is most effective? – no single culture that will fit all schools- each school
must craft its own vision for suing its unique talents and instructional resources to meet the
unique learning needs of its community.
Evidence of effective schools
Linda Darling Hammond –et al – professional learning communities to continuous
improvement of schools. Collaborative inquiry Deprivatisation of classrooms to support
collegial growth.- outward looking and demonstrate caring for the well being and whole
development of students and staff Fullan 2001
Climate of respect and trust among students and staff is essential
(Te kotahitanga et al)
Shared leadership, collegial relationships and support for constructive change and diversity.
Michael Fullan ‘the research is very clear about the benefits, indeed the necessity of parental
involvement. There is strong evidence as well that community involvement ins schools yields
important benefits.
Children do better when parents are involved
After-school learning opportunities promote student achievement
Community youth development programmes spur teenage academic performance
Schools that integrate community services reduce risk and promote resilience in children
FURGER R. making connections between home and school in the George Lucas Foundation
2002.Deprivatisation of the classroom, deprivatisation of the school. 36

37. What does The New Zealand Curriculum look like in practice?
Teaching as Inquiry
teachers using a range of teaching approaches to meet different purposes & needs
teachers seeking feedback from students & colleagues on what works and why (professional learning community inquiry)
teachers using a range of assessment information on student learning to inform next teaching steps
teachers making & acting on decisions, based on evidence about what to teach & how to teach it 37

38. What does The New Zealand Curriculum look like in practice?
Community Engagement
schools & their community collaborate on the school curriculum, especially agreeing on vision & values statements.
many are now working on greater consultation & collaboration on other areas of the curriculum e.g. the key competencies
schools are recognising the significant expertise that exists in the community & are seeking to integrate that into school and classroom programmes e.g. Te Mana 38

39. Our notions about knowledge and information and how to get it is changing39

40. Deciding what to assess...
looking back at what students were expected to have learned
…or…
looking ahead to how well they can extrapolate from what they have learned and apply their knowledge and skills in novel settings.
‘Assessment is a treasure hunt, not a witch hunt’.
Douglas Reeves (2008) 40

41. The curriculum sets the broad direction or outcomes for student learning.
(eg in reading we want students to be able to decode, make meaning and think critically)
The standards provide reference points or sign posts at each year level
(eg in reading after one year we want students to be able to decode, make meaning
and think critically about green texts)
and the progressions provide more detailed indicators. ( eg in reading after one year
we want students to be able to answer factual questions about green texts where
answer explicit in the text, as they read we want them to recognise high
frequency words and so on.) Skills in literacy and numeracy enable students to access other
curriculum areas. National Standards support The New Zealand Curriculum by setting clear
expectations for the reading, writing and mathematics students need to achieve at each
level of the curriculum. By making these demands specific, the standards will assist teachers, parents
and whanau to make clear judgments as to whether students reading, writing and
mathematics is enabling their learning across the curriculum, and if not to decide
what should be done differently. Standards should be used to improve learning in both literacy and
numeracy and across the curriculum as a whole. While working on improving students’ literacy and
numeracy it is important that at the same time there is a strong focus on increasing students capacity
to learn. That’s why we added key competencies to the curriculum. A positive disposition
towards learning, as well as the ability to think critically, manage ourselves, set goals, overcome
obstacles and get along with others impacts on how successful students are in both literacy and
numeracy and in ongoing learning.. It’s about split screen thinking -doing both at once- teaching new
skills and concepts in reading writing and maths while strengthening learning capacity at the same time.
E:\Kcs and the STDs at the end of Year 1.doc
E:\Kcs and the STDs at the end of Year 8.doc 41

42. http://nzcurriculum. tki. org 42

43. Learning Journey: Arahunga School, Whanganui
Key Learnings:
It is about writing students into the NZC rather than writing students out
Narrative Assessment steps line up with the Teaching as Inquiry Cycle
Cycle of achievement is important – both the formative nature of the IEP and the summative nature of the National Standards INFORM
Good goal setting is about good assessment practices; the SMART acronym is a useful guide but not for goals that are couched in global terms and not linked to NZC.
The national standards have helped improve the teaching of reading, writing and maths through having to focus specifically on what the child can do and what the next learning steps are. 43

44. What does The New Zealand Curriculum look like in practice?
Student Agency
students setting, managing, & reflecting on learning goals and processes (metacognition) through online learning journals
students leading discussions with parents & teachers over reporting progress (3 way conferencing)
students being responsible for cross-curricular homework tasks (e.g. Windsor School Pride Challenges)
students contributing to school & classroom decision-making e.g. contexts for learning 44

45. Many educators have suggested that better learning will not come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to construct.
Sawyer, 1996; 326
‘Tell me and I forget, show me and I remember, involve me and I understand’.
The central idea of this strategy is that students learn best by doing ‘active builders ‘ of
knowledge rather than ‘passive receivers’. 45

46. Through Different Eyes: Seeing the Learning
The New Zealand Curriculum is relevant to all students in all schools. Students in this project were predominantly working within curriculum level 1. However, while a student’s learning in a particular learning area may fall within level 1, in another area their learning could be identified as at level 2 or beyond.
‘With the support of curriculum advisers, the teachers began to see more evidence of their students achieving within level 1 of the learning areas. The teachers note that, when they first started writing up a learning story, they were able to observe evidence of all of the competencies within the context of a particular learning area. It reminded them of what they really valued in teaching and learning. It gave them permission to recognise and celebrate the learning.’ 46

47. Vision

48. The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." Alvin Toffler, American futurist 48

49. Knowing what to look for and where to find it!
Early adopter schools realising they need to go deeper and deeper in
challenging their earlier understandings of the key competencies and the
assumptions that underpinned them 49 49

50. Early adopter schools realising they need to go deeper and deeper in
challenging their earlier understandings of the key competencies and the
assumptions that underpinned them 50

51. 51 51

52. Early adopter schools realising they need to go deeper and deeper in
challenging their earlier understandings of the key competencies and
the assumptions that underpinned them 52 52