Three Kings School Teacher Only Day


Published on

Curriculum development day for whole staff

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Three Kings School Teacher Only Day

  1. 1. Three Kings School <br />Teacher Only Day 2009<br />Revised Curriculum<br />Key Competencies<br />Essence Statements or Content Statements<br />
  2. 2. The goals of the curriculum project are:<br />1. To clarify and refine curriculum outcomes<br />2. To focus on quality teaching<br />3. To strengthen school ownership of curriculum <br />4. To support communication and strengthen partnerships with parents and communities.<br />
  3. 3. Purpose And Direction<br />Rationalisation of learning outcomes<br />What are the learning priorities for our students in a balanced curriculum?<br />Quality teaching (pedagogy)<br />What are the characteristics of effective teaching that we choose to uphold in our school?<br />School ownership (localisation)<br />How will we interpret the national curriculum in ways suited to our school and its students?<br />Community engagement (team up)<br />What strategies will we use to give every encouragement and opportunity to parents and whānau to engage with their children’s school learning<br />
  4. 4. The school is required to develop and implement a curriculum for students<br />• that is underpinned by and consistent with the principles set out on page nine<br /><ul><li>in which the values set out on page 10 are encouraged and modelled, and are explored by students
  5. 5. that supports students to develop the key competencies set out on pages 12 – 13
  6. 6. that provides students with effectively taught programmes of learning in English, as specified on page 18; the arts, as specified on pages 20-21; health and physical education, as specified on pages 22-23; mathematics and statistics, as specified on page 26; science as specified on pages 28-29, social sciences, as specified on page 30; and technology as specified on pages 32 -33</li></li></ul><li>Key Competencies<br />Can you name the key competencies without looking them up?<br />How many did you get?<br />
  7. 7.
  8. 8. Values<br />There are seven values in the revised curriculum<br />Again can you name them without looking them up?<br />How many did you get?<br />
  9. 9.
  10. 10. Learning Areas Dimension<br />There are seven learning areas ( we do not have to teach Learning Languages from Year 1 to Year 6)<br />Most of us can state the learning areas <br />But can you describe the essence statements of each learning area. <br />We began this with Kay Pennial last week<br />Can you also name the strands in each area without looking them up?<br />
  11. 11.
  12. 12. Vision Dimension<br /><ul><li> The national curriculum give a four – point vision for young people
  13. 13. Confidnet
  14. 14. Connected
  15. 15. Actively Involved
  16. 16. Life Long Learners</li></li></ul><li>PRINCIPLES DIMENSION <br />The New Zealand Curriculum is underpinned by eight principles. How many of these can you name without having to “look them up”? <br />
  17. 17. Eight Principles<br />Treaty of Waitangi<br />Learning to learn<br />Cultural diversity<br />Future Focus<br />Community Engagement<br />Inclusion<br />High Expectations<br />Coherence<br />“big picture” <br />4 Vision statements 8 Principles 7 Values 5 Key Competencies 7+ Learning Areas = 31+ Big pictures <br />
  18. 18. CURRICULUM LITERACY & FLUENCY<br />Fluency comes about through regular use, particularly in discussion.<br />How many of the key dimensions and key words are you carrying around in your head (cognitive portability)?<br />NZEI Te Riu Roa and Lester Flockton 2009<br />