1. Setting the direction for teaching & learning Providing guidance for the development of school curriculum

2. .. 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

4. Two parallel documents: set the direction for student learning & provide guidance for schools as they design & review their curriculum: Te Marautanga o Aotearoa and The New Zealand Curriculum (for English-medium teaching & learning in years 1-13)

7. NZC – significant themes for the 21 st century –Sustainability –Citizenship –Enterprise –Globalisation –Asia knowledge –Pacific –Official and national languages –Languages –Financial literacy –…

8. Key Changes (from the draft) Treaty of Waitangi – more overt Values - stronger focus on sustainablity Te Reo/NZSL included as official languages (English as de facto official) Designing school curriculum rewritten Explicit statement about requirements Purpose and scope added Vision - connections to the land added Teaching as inquiry added to pedagogy

9. * Treaty of Waitangi * community engagement * future focus * high expectations (was excellence) * inclusion Changes to principles

10. 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

11. 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

12. 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

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

14. * 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

15. 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

16. Three phases Oct 07 - Jun 08: Engagement and Planning 2008 – 09: Supporting Professional Practice 2010: Sustaining Development

17. Six influencers/ or opportunities 1. Regulation and policy 2. Communication and information 3Learning communities 4School based support 5Research and development, evaluation 6System alignment (* SSS/TEI role?)

18. 1 Regulation & policy –For schools prior to mandating –ERO – report on readiness for full implementation –Advice to regulatory agencies (eg NZTC)

19. 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

20. 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

21. 5 Research & development, evaluation –Exploratory studies, monitoring & evaluation –ERO –Planning & reporting 6 System alignment –NCEA, ERO, Initial Teacher Education

22. 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)