1. St Thomas of Canterbury Curriculum Design

2. St Thomas of Canterbury recognizes the critical need for developing 21 st century skills. However, we believe that authentic education addresses the “whole student”, the “whole person”, and does not limit our professional development and curriculum design to workplace readiness. A Curriculum that reflects the values and vision of St Thomas of Canterbury College Based on our Edmund Rice values educating young men who are: CONSCIENTISED – SPIRITUAL – COMPASSIONATE - ETHICAL - ENGAGED - HOPEFUL

3. Bedrock Values of our Curriculum We want our students to be; To have a sense of Justice Engaged Compassionate Conscientised Spiritual Ethical Hopeful

4. Our Curriculum Design Brief To design a curriculum in for Years 7 and 8 (first) then at Years 9 and 10 that is faithful to and leads students to live their lives with STC values

5. Structure and Elements of our Curriculum

6. Key Competencies 21 st century skills learned through our curriculum, which is interdisciplinary, integrated, inquiry-based, and contextual. New Zealand Curriculum: Key Competencies Using language and skills Thinking Managing Self Participating and Contributing Relating to others Developing these competencies requires developing these internal aptitudes and skills Critical Thinking and Problem Solving Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analysing Information Curiosity and Imagination Collaboration across Networks and Leading by Influence Agility and Adaptability

7. Curriculum / Question Developing a curriculum that is going to combine the NZC with our Catholic (Edmund Rice) values. We recognise: These two key issues...the overriding need for our boys to learn to manage themselves and own their learning and for this to be ingrained from year 7 up...the underpinning of our curriculum by our ER values and the values and key competencies of the NZ curriculum

8. And it requires from us these skills / attributes / competencies It is essential that those who participate in this group are keen to..imagine freely..think radically and outside the square..debate and tussle over ideas constructively..consider research and models at other schools..marry vision with pragmatic structural solutions..think about how technology might free us up to do things quite differently..consider what the word curriculum really means..think about how school does not have to finish at the classroom wall or gate..engage other staff in the thinking We want to plan well but also get moving on changes.

9. Starting Point Start with a QUESTION? o Question; Has to relate to our STC Values.

10. To have a sense of Justice Engaged Compassionate Conscientised Spiritual Ethical Hopeful

11. Topic / Question Topic: Question: Why do ISIS or Al-Qaida believe their actions is justified or that they are fighting for a Just Society? Or, Is Fundamentalism (under any disguise) a threat to human rights Where does this question lead us? Who is to be involved? (teachers, subjects etc). Terrorism in our World : ISIS /Al-Qaida

12. We take the question and topic and apply it to this model

13. Question: Why do ISIS or Al-Qaida believe their actions is justified or that they are fighting for a Just Society? Or, Is Fundamentalism (under any disguise) a threat to human rights Foundational Knowledge (to know): Core Content Knowledge; Students would need to know or be taught, the nature of Terrorism; Causes, (Why questions), history (maybe) Geography. Cross disciplinary knowledge; Social Sciences; economic, social, religious, cultural. ICT / Digital Literacy; Who and what manner is this information going to be presented to students and also how are students going to present their understandings and insights. Meta Knowledge (to Act) What are the issues? Problems / Possible solutions (Creativity) Problem solving (Drama, films), Critical thinking (issues of religious fundamentalism)

14. Humanistic Knowledge (to value) Rights of all humanity / develop skills to deal with conflict (in class, school, home, sports field) Develop the ability to listen to others. Human virtues of forgiveness and compassion. Collaboration Evaluation / Assessment. Come back to the question(s) which come from or developed from our values system. Key Competencies: How do we measure the grow or development in these areas.

15. Key Competencies 21 st century skills learned through our curriculum, which is interdisciplinary, integrated, inquiry-based, and contextual. New Zealand Curriculum: Key Competencies Using language and skills Thinking Managing Self Participating and Contributing Relating to others Developing these competencies requires developing these internal aptitudes and skills Critical Thinking and Problem Solving Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analysing Information Curiosity and Imagination Collaboration across Networks and Leading by Influence Agility and Adaptability