1. To know Emphasis on teaching Emphasis on learner Curriculum change

2. To know To do Emphasis on teaching Emphasis on learner

3. To know To do To become Emphasis on teaching Emphasis on learner

4. to know to do to become Implications for our teaching / pedagogy ? Emphasis on Learner ? ? Changing pedagogy

5. Getting your ducks in a row Vision page 8

6. Vision page 8 Principles page 9 Getting your ducks in a row

7. Vision page 8 Principles page 9 Values page 10 Getting your ducks in a row

8. Vision page 8 Principles page 9 Values page 10 KCs page 12 Getting your ducks in a row

9. Vision page 8 Principles page 9 Values page 10 KCs page 12 Learning Areas Essence statements Getting your ducks in a row

10. Vision page 8 Principles page 9 Values page 10 KCs page 12 Learning Areas Essence statements Effective pedagogy page 34 - 35 Getting your ducks in a row

11. Vision page 8 Getting your ducks in a row confident connected actively involved lifelong learners resourceful effective communicators contributors critical & creative thinkers active seekers, users and creators of knowledge decision-makers

12. Principles page 9 Getting your ducks in a row to reflect on their own learning processes and to learn how to learn makes links within and across learning areas, provides for coherent transitions, and opens up pathways to further learning

13. Values page 10 Getting your ducks in a row innovation, inquiry, and curiosity, by thinking critically, creatively, and reflectively equity, through fairness and social justice community and participation for the common good

14. KCs page 12 Getting your ducks in a row problem solvers actively seek, use, and create knowledge reflect on their own learning, draw on personal knowledge and intuitions, ask questions … self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners … integral to self-assessment.

15. Learning Areas Essence statements Getting your ducks in a row

16. Effective pedagogy page 34 - 35 Getting your ducks in a row encouraging reflective thought and action stimulate the curiosity of their students, require them to search for relevant information and ideas, and challenge them to use or apply what they discover in new contexts or in new ways.

17. Vision page 8 Principles page 9 Values page 10 KCs page 12 Learning Areas Essence statements Effective pedagogy page 34 - 35 Getting your ducks in a row