1. Where are we at (Maruia School) with implementing the new Curriculum Document? Max started at the end of last year at Maruia and I started at the beginning of this term. Both of us are relatively new at the school. We started by brainstorming words that came up in our minds that fit in somewhere with the new NZC. Maruia School

3. We will need to take the following into consideration when we think about the new document: With the new document there is no destination. Our challenge is to find satisfaction in the journey. Children who began school as new entrants in 2007 will be year 13 students in 2020 What should we be doing now to prepare these children for life as young adults in the 2020s? The New Zealand Curriculum encourages schools to focus on the kind of future we want for our students. That’s why it is important to look at student dispositions when developing the document. It allows you greater freedom to be creative across the learning areas when designing programmes. It encourages a focus on the future and on global issues and develop students to be confident, connected, actively involved, lifelong learners. It promotes a pedagogy that is learner-centred focusing on developing co-operative and collaborative skills and also developing higher order thinking and information literacy skills. The curriculum puts increased emphasis on languages, statistics, and information and communication technology (ICT). It is a curriculum emphasising E-Learning and the ways it contributes directly to the development of all the key competencies. These competencies are applied and developed in ICT-rich contexts for all students. In the light of this we also looked at Mark Treadwell’s explanation of a paradigm shift.

4. Mark Treadwell

5. The first modern education paradigm was based on the technology of the book for both recording of information and for the transmission of information. The book paradigm started out reasonably ineffective and eventually reached an upper limit of performance in the early 1960's The emphasis of the book based paradigm was on knowing. Those that knew a lot were considered clever, and assessment focussed on remembering. The year 2004 saw the possibility for schools to enter into this new paradigm and fundamentally change what schools are and do... forever. WHAT ARE SOME OF THE IMPLICATIONS FOR EDUCATION?

6. Book Based ParadigmInternet Based Paradigm Learning focus Knowing  Understanding  Wisdom Learning tools Paper  Electronic and Paper Record of learning Work Books  Electronic and e-portfolios Learning access 5/5  24/7 Teaching practice Drill & Memory  Inquiry Based Learning Teacher Planning focus Content planning  ConceptualConceptual Scaffolding within the Inquiry Learning Process. Web 2 TechnologiesWeb 2 Technologies

7. From the NZ Curriculum to School Curriculum At Maruia School we will need to make sure that our Curriculum Delivery Document reflect the following: Collaborative engagement by the teaching staff, parent community and students of Maruia School. Community confidence in the school, its leadership, its teachers, and its processes. A shared vision for students and their learning. Understandings about what constitutes meaningful learning. (Higher Order Thinking, Developing Information Literacy skills – Inquiry Learning?) Understandings about learners (dispositions). What do we want for our students when they leave at the end of Year 8? Understandings about how meaningful learning is assessed: Balance between Formative and Summative Assessment.? National Standards? Structural decisions: subject-based, topic-based, or integrated inquiry? (This is crucial when we ask review questions as part of our design process) Coverage decisions: Do we want to go deeper or wider? Decisions on how the values, key competencies, and learning areas will interrelate (Matrix as graphic organiser) As a staff at MS we need to have a thorough and deep understanding of effective pedagogy from the Curriculum Document: Encouraging reflective thought and action, Making connections, Providing multiple opportunities to learn Facilitating shared learning, Enhancing the relevance of new learning, Creating a supportive learning environment, Using learning supported by ICT. Decisions on emphasis: process versus product? This depends on the common philosophy we have as a staff at MS. Professional development needs for the staff – priorities to be stated in our School Charter. Resources – set budget priorities for implementation. Robust regular self-review and critical reflection of the document – report back to the BOT and the community of Maruia.

8. From the NZ Curriculum to School Curriculum Principles we need to keep in mind (foundations) within this Curriculum development process at our school: - High expectations for student achievement. Outcomes based curriculum - Community engagement (e.g. Parent Surveys to find out how do they want our values to look like? A questionnaire to ask all parents how do they want their child to look like when they leave Maruia School – Outcomes based curriculum – make it part of student dispositions. Parent evening to discuss questionnaires and hear about the new curriculum and the implementation process. We will need to take into account: - Treaty of Waitangi and cultural diversity of students. - Create an environment that supports change. Make the delivery document a living document – we will never be at the end of developing the document. - Meta cognition – Developing the student’s knowledge of his/her own learning process – Constructivism. (Learning to Learn) - Constant self reflection

9. From the NZ Curriculum to School CurriculumNZ Curriculum  Aim is to develop a detailed implementation plan over the next couple of years based on specific review questions. We still need to create this implementation plan, but we see the NZC as a document in two parts:implementation plan Front end of the document: Vision Principles Values Key competencies Back end of the document : Learning areas Achievement objectives The question that needs addressing is how the two ‘ends’ of the document are aligned in our school and how is the curriculum delivered to ensure that the vision, principles, values and key competencies are evident in learning and not just the achievement objectives.

10.  For this reason we will develop a matrix as a graphic organiser to show how we develop our understanding of the delivery aspect of the new document : A matrix works well, because it shows how different parts of something are interconnected and it also creates the opportunity for further development and growth. In this new curriculum document all the different aspects are interrelated and connected. Our main focus should be on student dispositions (characteristics) within the different concepts of the document (Outcomes Based Curriculum) and a matrix gives us the opportunity to show how the Key Competencies, Values, etc. are connected to these dispositions. The matrix also shows in a practical way how our vision is reflected in our school curriculum.matrix  As part of this implementation process we need to unpack each curriculum area from the document in detail, identify significant aspects of each area and then make it part of our delivery document in terms of an integrated inquiry approach. Mark Treadwell did some great work in this regard. From the NZ Curriculum to School CurriculumNZ Curriculum (Links to Curriculum Delivery Documentation)

11. From the NZ Curriculum to School Curriculum We might use this matrix as a model of a learning pathway that incorporates the learning areas with our vision and values as well as our understanding of the key competencies. From the matrix we develop for the children and the school community a visual model that reflect our vision.visual model

12. Maruia School is a community committed to provide quality education for all students in a safe learning environment Raise Achievement Value Excellence Raise Achievement Value Excellence Confident Self accepting Self accepting Risk taking Risk taking Independent IndependentConfident Self accepting Self accepting Risk taking Risk taking Independent Independent Resilient Keeping perspective Staying Calm Bouncing back Resilient Keeping perspective Staying Calm Bouncing back Organised Goal setter Adaptable / flexible Taking charge Organised Goal setter Adaptable / flexible Taking charge Persistent Optimistic Optimistic Effort Effort Motivated Motivated Pursuing excellence Pursuing excellencePersistent Optimistic Optimistic Effort Effort Motivated Motivated Pursuing excellence Pursuing excellence Getting along Respectful Respectful Tolerant Tolerant Responsible Responsible Well mannered Well mannered Thinking first Thinking first Cooperative Cooperative Honest Honest Reliable Reliable Getting along Respectful Respectful Tolerant Tolerant Responsible Responsible Well mannered Well mannered Thinking first Thinking first Cooperative Cooperative Honest Honest Reliable Reliable Skills Literate Numerate Information Literate Articulate/communicator Problem solver Skills Literate Numerate Information Literate Articulate/communicator Problem solver

13. From the NZ Curriculum to School Curriculum Review Questions: VISION (See handout for detail from document) Is our vision for our students and their learning clear and shared? Does it express what we want for our young people? How might our vision be reflected in the design of our school's curriculum? (Perhaps on a matrix?)

14. From the NZ Curriculum to School Curriculum Review Questions: Values (See handout for detail from document) Have we identified and agreed on those values that we believe are important for everyone involved in the life of our school? Do our values support and complement those in the New Zealand Curriculum? Does our curriculum explain how our identified values will be an integral part of teaching, learning, and the daily life of our school? Does our curriculum explain how we will review our effectiveness in promoting our values?

15. From the NZ Curriculum to School Curriculum Review Questions: Key Competencies (See handout for detail from document) Have we clarified what each key competency should mean for our students and the conditions that will help to develop each competency? Does our curriculum explain how the key competencies are to be developed across all learning activities and programmes? Does our curriculum provide guidance on how to help students monitor their development and demonstration of the key competencies?

16. From the NZ Curriculum to School Curriculum Review Questions: Learning Areas (See handout for detail from document) Are the meaning and intent of our curriculum area statements well aligned with the New Zealand Curriculum learning area statements? Does our curriculum explain how our programmes are designed to meet the needs and interests of our students? Have we considered making, and planning for, connections across learning areas, values, and key competencies? Does our curriculum have a rationale and structure for covering learning area strands and selecting achievement objectives? Does our curriculum explain how students' learning and progress are monitored and recorded in relation to learning objectives?

17. From the NZ Curriculum to School Curriculum Review Questions: Curriculum Principles (See handout for detail from document) Are the New Zealand Curriculum principles evident in all aspects of the interpretation and delivery of our school's curriculum? How will we demonstrate our commitment to the principles and our success in putting them into effect in teaching and learning?

18. From the NZ Curriculum to School Curriculum Resource Page: http://nzcurriculum.tki.org.nz/ http://www.educationalleaders.govt.nz/http://www.educationalleaders.govt.nz/ Ministry Of Ed website http://www.treadwell.co.nzhttp://www.treadwell.co.nz/ Teachers@Work Inquiry Learning and the Key Competencies – Perfect Match or Problematic Partners

19. From the NZ Curriculum to School Curriculum