1. R Hipkins 22.08.08 Rosemary Hipkins New Zealand Council for Educational Research Key competencies in the curriculum: reflecting on implementation and assessment challenges A presentation to the Canterbury Primary Principals, Christchurch, Thursday August 22, 2008

2. R Hipkins 22.08.08 The nature of our national curriculum A framework for learning from year 1 to year 13 It sets the direction for learning but schools are expected to modify their plans to meet the needs of their own students A response to learning challenges in the 21 st century (both in NZ and internationally)

3. R Hipkins 22.08.08 Implementing NZC: the big picture What has changed from the previous curriculum? (in “spirit” rather than in details) What messages about the learning that matters should we take from the “front end” of The New Zealand Curriculum? Why has the curriculum been developed this way at this time? How did you answer these questions? Would others in your wider school community answer the same way? Why or why not?

4. R Hipkins 22.08.08 The spirit of change in NZC Learning how to learn – developing an identity as a ‘lifelong learner’ and a greater emphasis on developing student autonomy School-based curriculum design is more explicit and linked to NAGs. A more holistic approach – interconnected nature of knowledge A more participatory view of learning and teaching 2007 cf. 1993

5. R Hipkins 22.08.08 Your school’s implementation journey so far Which (if any) of these NZC directions have been in your school’s sights during your shared professional learning? What have been your most important insights, breakthroughs and successes? What is the relationship between the key competencies and other “big picture” messages in the front end of NZC? Learning to learn School-based curriculum design Interconnected nature of knowledge Learning as participation Other key messages….?

6. R Hipkins 22.08.08 Our curriculum interpretation depends on many factors What we think learning is for and what sorts of outcomes we value for our students What sorts of outcomes we think our school and school community really values What we think about how the act of learning happens, as well as our personal theories of knowledge and of curriculum Our sense of what the future will be like, and of our responsibilities to help shape it

7. R Hipkins 22.08.08 Focus on “getting” traditional content Creating and using, not just getting knowledge No riskHigh risk Learner Development Learner Transformation Learning generic skills Learning to “be” Learning for an unknown future After Barnett, 2004

8. R Hipkins 22.08.08 Learning area content x 8 levels A more holistic curriculum (integration, inquiry learning) No riskHigh risk Learner Development Learner Transformation Learning area skills x 8 levels Vision, values and principles Match to curriculum aspects After Barnett, 2004

9. R Hipkins 22.08.08 What sort of people do we want our kids to be? Actively involved Participants in a range of life contexts Contributors to the well-being of New Zealand – social, cultural, economic, and environmental Lifelong learners Literate and numerate Critical and creative thinkers Active seekers, users, and creators of knowledge Informed decision makers Confident Positive in their own identity Motivated and reliable Resourceful Enterprising and entrepreneurial Resilient Connected Able to relate well to others Effective users of communication tools Connected to the land and environment Members of communities International citizens Source: NZC Vision Statement

10. R Hipkins 22.08.08 Learning area content x 8 levels A more holistic curriculum (Integration, inquiry learning) No riskHigh risk Learner Development Learner Transformation Learning area skills x 8 levels Vision, values and principles Might key competencies be the “glue” that brings all these pieces together?

11. R Hipkins 22.08.08 Key competencies Using language, symbols and texts Thinking Participating and contributing Managing self Relating to others Lifelong learners (vision) Literate and numerate Critical and creative thinkers Active seekers, users, and creators of knowledge Informed decision makers Learning to learn (a principle)

12. R Hipkins 22.08.08 Why focus on key competencies? Students’ learning needs are fore-grounded Helping every child to become a better learner Fostering lifelong learning via a focus on dispositions A focus on identity and the development of personal autonomy Helping students prepare for this century not the last two

13. R Hipkins 22.08.08 Changes the key competencies can make are a bit like an iceberg Transformative changes run very deep The nearer the tip, the more obvious the potential changes

14. R Hipkins 22.08.08 Where on the iceberg would you put these questions to ask while reading? Is this text well written? Which voices, and interests are silent or absent from this text? What does the author believe is important? What are my assumptions as I read? Is the author attempting to manipulate me? What is the purpose of this particular style of writing?