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Reflecting on your journey with the NZ Curriculum "Mapping future directions" Breakfast Seminar

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Presentation from Julia Atkin's recent breakfast seminar with CORE Education - Reflecting on your journey with the NZ Curriculum "Mapping future directions" Breakfast Seminar

Presentation from Julia Atkin's recent breakfast seminar with CORE Education - Reflecting on your journey with the NZ Curriculum "Mapping future directions" Breakfast Seminar

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  • 1. Reflecting on your journey with the NZ Curriculum mapping future directions
    Dr Julia Atkin
    Education & Learning Consultant
    “Bumgum”
    Harden-Murrumburrah NSW 2587
    Julia@learning-by-design.com
    http://www.learning-by-design.com
  • 2. Key Questions
    • What is the spirit of intent of the NZ Curriculum?
    In my school, is curriculum review and development true to this spirit?
    • What is the essence of the NZ Curriculum?
    Is the curriculum in my school an expression of this essence?
    • Where does pedagogy fit into the picture?
    Have we considered the nature of the learning and teaching required to translate the intended curriculum into the lived curriculum?
  • 3. Education at the crossroads
    . . . education is at the cross roads.
    Choosing one direction will lead efforts to lift performance within traditional educational models.
    Choosing the other will see radical changes in education that will shift the way we think about learning…
    Steve Maharey
  • 4. What metaphors underpin your school’s curriculum redevelopment process?
    How is your curriculum review process
    like or not like:
    a tripa journey
    • •
    • •
    • •
    • •
  • 5. What metaphors underpin your school’s curriculum redevelopment process?
    How is the curriculum leader’s role
    like or not like:
    a project manager for a an architect
    construction firm
    • •
    • •
    • •
    • •
    • •
  • 6. From rhetoric to reality
    Between the idea
    And the reality
    Between the motion
    And the act
    Falls the shadow
    T.S. EliotThe Hollow Men
    ‘Hollow’ or ‘whole’
  • 7. Key Questions
    • What is the spirit of intent of the NZ Curriculum?
    In my school, is curriculum review and development true to this spirit?
    • What is the essence of the NZ Curriculum?
    Is the curriculum in my school an expression of this essence?
    • Where does pedagogy fit into the picture?
    Have we considered the nature of the learning and teaching required to translate the intended curriculum into the lived curriculum?
  • 8. Key Questions
    The New Zealand Curriculum provides a coherent macro framework for a 21C curriculum.
    Working with this curriculum framework requires considerable curriculum design work in your school.
    Key questions are:
    • WHY are we educating the young people in our care?
    • 9. For ourstudents, what is essential for them to learn? What is desirable?
    • 10. How do we ensure powerful learning?
    • 11. How do we map our curriculum in a way that ensures depth and breadth?
  • Education Design & Development
    Key elements & Shapers
    M I S S I O N
    WHY school?
    What is your educative
    purpose?
    HOW do
    students learn?
    Principles of Effective
    Learning
    LEARNING CHARTER
    WHAT should
    students learn?
    What is essential?
    What is desirable?
    CURRICULUM
    L
    E
    A
    R
    N
    I
    N
    G
    T
    H
    E
    O
    R
    Y
    C
    O
    N
    T
    E
    X
    T
    values
    &
    beliefs
    informs
    shapes &
    informs
    What is powerful learning?
    What is it powerful to learn?
    When we have determined what we believe it is essential and desirable to learn, how do we ensure that it is learned powerfully??
    © Julia Atkin, 2009
  • 12. SECONDARY SCHOOL CURRICULUM EVOLUTION
    French
    Geography
    Arts
    Craft
    PE
    Commercial
    Studies
    Learning
    Areas
    The NZ Curriculum represents an ‘inversion’ of curriculum in which the ‘core’ task of education is the development of self and self for society.
    The key challenge is to design curriculum so that the ways of knowing of the Key Learning Areas, the Key Competencies and Values contribute to the development of the whole self.
    Core
    Latin
    Greek
    Mathematics
    1870
    Core
    English
    Maths
    Latin
    Science
    History
    1962
    Key Competencies
    Essential Skills/Learnings
    New Basics
    KLAs
    English
    Maths
    Science
    Social Studies
    PE/Health/PD
    Design & Tech
    Visual & Perf Arts
    1990’s
    Values
    Essential
    Learning
    Development of self
    & self for society
    2007+
    Key
    Competencies
    © Julia Atkin, 2008
  • 13. Key Questions
    • What is the spirit of intent of the NZ Curriculum?
    In my school, is curriculum review and development true to this spirit?
    • What is the essence of the NZ Curriculum?
    Is the curriculum in my school an expression of this essence?
    • Where does pedagogy fit into the picture?
    Have we considered the nature of the learning and teaching required to translate the intended curriculum into the lived curriculum?
  • 14. Perspective and Pedagogy the powerful agents
    What perspective do you bring to the NZ Curriculum?
    What lens are you looking through?
    What do you perceive to be the ‘essence’ of NZC?
    Before considering pedagogy, let’s first view curriculum for 21C in light of our past and get to the essence of NZC.
    © Julia Atkin, 2010
  • 15. Reconceptualising ‘curriculum’
    Are we still advocating curriculum as a ‘narrow track to be run as a competition’ pulled along by teachers?
    The origin of the term ‘curriculum
    Cur•ri•cle
    noun historical
    a light, open, two-wheeled carriage pulled by two horses side by side.
    ORIGIN mid 18th cent.: from Latin curriculum ‘course, racing chariot,’ from currere ‘to run.’
  • 16. The ‘Essence’ of the NZ Curriculum
    KEY
    COMPETENCIES
    VALUES
    ‘confident, connected, actively involved and lifelong learners’
    The Vision of the NZ unequivocally states your educative purpose.
    LEARNING
    AREAS
    © Julia Atkin, 2009
  • 17. Key Questions
    • What is the spirit of intent of the NZ Curriculum?
    In my school, is curriculum review and development true to this spirit?
    • What is the essence of the NZ Curriculum?
    Is the curriculum in my school an expression of this essence?
    • Where does pedagogy fit into the picture?
    Have we considered the nature of the learning and teaching required to translate the intended curriculum into the lived curriculum?
  • 18. Educative Purpose for 21C
    21st century education is increasingly driven by a desire to develop young people who are:
    adaptable,
    creative,
    collaborative,
    responsive,
    self directed and
    capable of being self managing
    in networks and less hierarchical settings and communities than experienced by their parents at the same age.
    How do the nature & challenges of 21C inform the design of learning experiences?
    © Julia Atkin, 2010
  • 19. Learning and curriculum for 21C
    Reconceptualising 21C curriculum:
    From segregated subjects, ad hoc themes, and ‘covering content’ to holistic, integrated learning.
    © Julia Atkin, 2010
  • 20. Perspective and Pedagogy the powerful agents
    WHAT is the ‘essence’ of powerful learning?
    What are the implications for pedagogy?
    What are the implications for curriculum design?
    © Julia Atkin, 2009
  • 21. How do we reconceptualise ‘curriculum’
    Cur•ri•cle
    noun historical
    a light, open, two-wheeled carriage pulled by two horses side by side.
    ORIGIN mid 18th cent.: from Latin curriculum ‘course, racing chariot,’ from currere ‘to run.’
    Our challenge is to move from…
    a narrow path to be run as a race
    to…a rich field to explore with treasures to discover
    Educators of Primary age children have always leant towards a holistic, personalised pedagogy. Your challenge now is to uphold that approach and strengthen it – not to succumb to the potentially minimising effects of external pressures and past patterns.
    Educators of Secondary age children have generally leant towards a subject driven pedagogy. Your challenge now is to become a teacher of the person using your subject expertise to enrich the learning of colleagues and young learners.
    © Julia Atkin, 2010