Te Marautanga o Aotearoa The New Zealand Curriculum for English-medium teaching and learning in years 1 – 13 Setting the direction for teaching & learning Supporting flexibility – in school curriculum, in teaching & learning In partnership with Te Marautanga o Aotearoa Purpose & scope Direction Guidance Nelson May08

The bird that partakes of the miro berry reigns in the forest. Ko te manu e kai ana i te miro, nōna to ngahere. Ko te manu e kai ana i te mātauranga, nōna te ao. The bird that partakes of the miro berry reigns in the forest. The bird that partakes of the power of knowledge has access to the world. Purpose & scope Direction Guidance Nelson May08

Trends … and issues shrinking world – globalisation/communications rapid adoption of technology – www, cellular technology, digital cameras … more from less – oil, farming, TradeMe 24/7 world … distributed power & information contradictions – free/controlled, rich/poor, fat/hungry, engaged/disenchanted … Security, food, water, climate, education, health, population, religion, languages, energy, intellectual property … Nelson May08

E4tF … What skills and competencies are needed for individuals to lead a successful & responsible life & for society to face the challenges of the present and future? (DeSeCo) Nelson May08

E4tF … What skills and competencies are needed for individuals to lead a successful & responsible life & for society to face the challenges of the present and future? (DeSeCo) All skills will become obsolete except one, the skill of being able to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they are faced with situations for which they were not specifically prepared.’ (Seymour Papert, 1998) Nelson May08

What is knowledge … A thing out in the real world waiting to be uncovered & taken in by the receptive mind… OR Nelson May08

What is knowledge … a growing and evolving form, whole & of itself but also a community of parts (leaves, roots, trunk…) each of which is a community of cells & other vibrant forms … It is both unpredictable & familiar Davis, Sumara & Luke-Kapler - Engaging Minds Trees Tree of knowledge, branches of study Seeds of awareness, roots of understanding, growth of insight, fruit of learning Apples Long standing emblem of education – relationship between teachers & pupil; knowledge of good & evil Can be used to discuss entrenched & emerging sensibilities Also rhizomes – same roots, different aerial structures: theory – practice; teaching- learning; knowing – knower; teaching-learning-assessment (Therapeutic role of trees…) Nelson May08

learning… requires sustained involvement over time, in different places, with many people…involves manageable choices, personal decision making, different ways of thinking, making sense of things & solving real problems in real contexts, taking informed action, using different codes, symbols & texts to develop & express understanding… (NZC) Nelson May08

The New Zealand Curriculum English medium Confident, connected, actively involved, life long learners Vision Key Competencies Values Principles Learning areas Nelson May08

Te Marautanga o Aotearoa The centrepost – ‘To develop successful learners ‘ who will achieve: High levels of educational & socio-cultural success A wide range of life skills A wide range of career choices The learner is at the centre The learner has a high level of personal awareness The learner achieves their potential School, whānau, community, hapū & iwi will work together A healthy environment is a healthy people Nelson May08

Te Marautanga o Aotearoa a partnership document to NZC not a translation founded on Māori pedagogical practices, contexts of learning, & effective teaching strategies appropriate for Māori medium settings, & education enabling Māori to live as Māori while actively participating as citizens of the world to help students reach their full potential by aiming for high levels of educational achievement, gaining a wide range of life skills, & making quality career choices supports a holistic approach to teaching and learning, where all aspects of the learner (mental - hinengaro, physical - tinana, spiritual - wairua, and source of identity – whānau) are developed Nelson May08

Te Marautanga o Aotearoa a partnership document to NZC Graduates will be able to confidently participate in te ao Māori me te ao whānui, and be strong in their identities as global citizens Building a world leading education system that equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century Māori success is New Zealand’s success Nelson May08

Te Marautanga o Aotearoa acknowledges and values the unique position of Māori in New Zealand society acknowledges that Māori language is the vehicle that supports cultural practices and is the expression for aspects of the Māori identity acknowledges that revitalisation of Māori language is a key government theme and a Ministry of Education priority expresses both Māori and government aspirations and expectations for students in Māori-medium settings develops inclusive, supportive learning environments and inclusive, differentiated programmes that recognise and cater for diversity Nelson May08

Key Competencies: To live, learn, work, & contribute as active members of their communities Thinking …creative, critical, metacognitive processes …to make sense of information Using language, symbols, & texts …working with & making meaning of the codes Managing self …self-motivation, a ‘can do’ attitude …enterprising, resourceful, reliable, resilient Relating to others …diverse range of people…variety of contexts …listen actively …take different roles Participating & contributing …actively involved in communities …belonging, quality & sustainability of …environments Nelson May08

knowledge… the learning areas Means & ends (knowing deeply & being able to use; learning, learning through, learning about) “Connections” (to other LAs, to values & key competencies) Particular language, symbols & texts What is the subject area about? Why should it be studied? How is it structured (how does learning in the area progress, what further study & careers might it lead to?) (NZC pp16-33) Nelson May08

school curriculum development Schools have the scope, flexibility, [responsibility] & authority to: make ‘decisions about how to best address the particular [learning] needs, interests, and circumstances of the school’s students & community’; set priorities for learning; Choose the ways those will be addressed; maximise the use of local resources & opportunities (NZC pp37 ff) Nelson May08

implementing The New Zealand Curriculum Supporting change at the school & system level Supporting the development of professional practice Enabling sustained curriculum development within schools & across the system Nelson May08

how will we know if we are succeeding how will we know if we are succeeding? Clarified outcomes Localised curriculum Effective teaching Community partnerships Some indicators … Greater student understanding of what they are learning & why it is important More evidence based pedagogy Stronger connections between schools & communities More students learning Te reo & second languages Foundations seen as literacy & numeracy & the key competencies Nelson May08

key messages for schools are: This is about improving learning & teaching for all students, particularly those not currently succeeding. Schools will be supported to review their programmes & make necessary changes. Schools will build on what they already do. Existing programmes are still relevant. Nelson May08

5 ‘early adopter’ schools deep changes needed – purposes of education, devising own approaches visibility of shared school vision in daily school life (> formal curriculum) coordinating learning from different learning areas (unique & varied contributions) greater opportunity to work on real life problems, self selected topics greater student involvement in assessment a range of ideas & approaches to provide evidence of progress Nelson May08

implementing The New Zealand Curriculum Rules’n Regs (Enabling policy environment) Clear & agreed messages (Communications) What you need to know (Information provision) Professionals supporting each other (Learning communities) Feedback, mentoring, coaching, advice …(School based support) The same requirements & systems (System alignment) What works? (Research & development) Is it working? (Monitoring & evaluation) We have carrots and sticks to get things to happen – but the ministry doesn’t work directly with teachers and students. You do. We are several steps removed. These are some things we are doing. The key is using current initiatives – for the NZC. The regulations are being reviewed to ensure that priorities are aligned. In fact the first step has been the notice about the NZC – which will be policy from Feb 2010. Communications and professional development and information provision are closely linked. Comms doesn’t mean spin – it does mean that we are clear about what is needed, what it looks like, and we are wanting the same thing. An early step in this process was the co-construction of the curriculum. We worked on it together. We are publishing material in a wide range of media and responding to media requests. The first large pack of information is From The New ZEaland Curriculum to School Curriculum. This doesn’t provide a recipe – but it does provide structures for the leaders of pedagogy – the principals and curriculum leaders to help their schools work through. There are articles about the key competencies (and the challenge of if and how to assess them); there is a framework to help you decide where to start – in your school; there is a CDROM to provide resources for staff meetings and workshops. The next pack is due out in July, and the thrid early next year. And the website is a growing resource of materials- background research, examples, the information pack on line, cluster discussion sites and reports … 100 sector leaders have agreed to lead clusters of schools as together they explore ways of implementing the NZC in their areas. Many of you will be among those leaders. It is important that the lessons learned in one school are shared and that all support each other in those explorations. These 100 clusters complement and overlap with the EHSDAS clusters, the ICTPD clusters and many other groups of schools sharing professional practice. The focus of all these groups is being aligned with the NZC. High standards (EHSAS), ICT are only about better achievement of important curriculum outcomes. All the school support services outputs are aligned with the NZC. “All SSS advisors are expected to be familiar and confident with key directions for learning in the NZC and the changes in their individual learning areas…to guide teachers and education networks…” In addition there are specific advisors integrating curriculum work across the SSS and working with schools. These include the leadership and management advisors. What is ERO looking for? How does the NCEA reflect the NZC? What about new graduates? The system is being aligned. I am working with ERO to ensure that the areas that are valued are in fact the ones that reviewers are looking for – and we agreed on what they look like. Acheievement Standards will be aligned by 2010. We are working with initial teacher educators to ensure that new graduates will be capable of implementing the NZC. And we need to see how we are going. The NZCER and University of Waikato have been supporting and observing a number of schools as they explore possibilities – around the key competencies and the wider curriculum. Thes studies are providing the basis of many of the school stories on the NZC On-line website. Schools tell us they want to see what it looks like in real schools. Auckland University is developing survey tools to find out how the implementation of the NZC is going – and particularly how useful the supports we are providing are. Is the information useful? What do you think of the website? Would you like more – or fewer – examples of schools experiences? Do you need examples of communications to parents?... Nelson May08

Te Marautanga o Aotearoa Setting the direction for teaching & learning in Aotearoa New Zealand Supporting schools to work with communities to develop school curriculum In partnership with The New Zealand Curriculum For English-medium teaching and learning in years 1 – 13 Nelson May08