Reflecting on your journey with the NZ Curriculum  mapping future directions <br />Dr Julia Atkin<br />Education & Learni...
Key Questions<br /><ul><li>   What is the spirit of intent of the NZ Curriculum?</li></ul>In my school, is curriculum revi...
Education at the crossroads<br />. . . education is at the cross roads.  <br />Choosing one direction will lead efforts to...
What metaphors underpin your school’s curriculum redevelopment process? <br />How is your curriculum review process <br />...
What metaphors underpin your school’s curriculum redevelopment process? <br />How is the  curriculum leader’s role<br />li...
From rhetoric to reality<br />Between the idea<br />And the reality<br />Between the motion<br />And the act<br />Falls th...
Key Questions<br /><ul><li>   What is the spirit of intent of the NZ Curriculum?</li></ul>In my school, is curriculum revi...
Key Questions<br />The New Zealand Curriculum provides a coherent macro framework for a 21C curriculum.  <br />Working wit...
  For ourstudents, what is essential for them to learn?  What is desirable?
  How do we ensure powerful learning?
  How do we map our curriculum in a way that ensures depth and breadth?</li></li></ul><li>Education Design & Development<b...
SECONDARY SCHOOL CURRICULUM EVOLUTION<br />French<br />Geography<br />Arts<br />Craft<br />PE<br />Commercial<br />Studies...
Key Questions<br /><ul><li>   What is the spirit of intent of the NZ Curriculum?</li></ul>In my school, is curriculum revi...
Perspective and Pedagogy the powerful agents<br />What perspective do you bring to the NZ Curriculum?  <br />What lens are...
Reconceptualising ‘curriculum’<br />Are we still advocating curriculum as a ‘narrow track to be run as a competition’ pull...
The ‘Essence’ of the NZ Curriculum<br />KEY<br />COMPETENCIES<br />VALUES<br />‘confident, connected, actively involved an...
Key Questions<br /><ul><li>   What is the spirit of intent of the NZ Curriculum?</li></ul>In my school, is curriculum revi...
Educative Purpose for 21C<br />21st century education is increasingly driven by a desire to develop young people who are:<...
Learning and curriculum for 21C<br />Reconceptualising 21C curriculum:  <br />From segregated subjects, ad hoc themes, and...
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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

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

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

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