Programme Planning for the 21 st Century student PART A Lesley Pearce Technology National Coordinator Technology

Learning intention To inquire into our existing teaching practices with the purpose of ensuring we are meeting the needs of the 21 st century learner

What does a 21 st century learner look like?

Preparation for the 21st Century will require not only the traditional academic content that we measure today but also new skills and new knowledge.

a curriculum that sets out what we want students to know and to be able to do Our population has become increasingly diverse, technologies are more sophisticated, and the demands of the workplace are more complex. Our education system must respond to these and the other challenges of our times.

What is your vision for the 21 st Century learner? Who are they? How do they learn?

NZC’s vision Students: who will be creative, energetic, and enterprising who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country who will work to create an Aotearoa New Zealand in which Māori and Pākehā recognise each other as full Treaty partners, and in which all cultures are valued for the contributions they bring who, in their school years, will continue to develop the values, knowledge, and competencies that will enable them to live full and satisfying lives who will be confident, connected, actively involved, and lifelong learners.

YouTube video of Students Today

A 21 st century culture Students should be engaged in relevant and contextual problem- and project-based learning designed to develop 21st century skills and provided using a multi-disciplinary approach. Curriculum should apply to students’ current and future lives schools should create a culture that supports and reinforces innovation for student learning and leverages the creativity and ingenuity of every adult and student to solve their unique problems

Effective pedagogy create a supportive learning environment encourage reflective thought and action enhance the relevance of new learning facilitate shared learning make connections to prior learning and experience provide sufficient opportunities to learn inquire into the teaching–learning relationship.

Teacher actions promoting student learning What have you done in the last year to change your practice and what was the impact of your teaching on your students?

Have you gone from this…………………… to this?

NZC Confident Positive in their own identity Motivated and reliable Resourceful Enterprising and entrepreneurial Resilient Actively involved Participants in a range of life contexts Contributors to the well-being of New Zealand – social, cultural, economic, and environmental Connected Able to relate well to others Effective users of communication tools Connected to the land and environment Members of communities International citizens Lifelong learners Literate and numerate Critical and creative thinkers Active seekers, users, and creators of knowledge Informed decision makers

Teaching as Inquiry

Programme design Year 11 What was your year 11 programme based upon? NZC, Trade course, student voice or other? What inquiry did you do before embarking on this years course Will your students be entered for externals this year? Do you use destination data to plan couses?

Our students are kinesthetic learners My students cannot write Only girls do all that portfolio stuff We are technology teachers not literacy teachers We get the students that no other subject wants Employees want practical skills Any more?

Disengaged, inactive youth are at greater risk of lower earnings, needing social assistance, criminal offending, substance abuse, teenage births, suicide, homelessness, and mental or physical ill health.

Literacy: Why is it so important in Technology? To be successful, students need to demonstrate a variety of literacy skills in order to convey their skills, knowledge and understandings of the content

Literacy in Unit Standards

Page 2 US 2199 Page 33 US 12927