The document discusses curriculum design at three levels: national, school, and classroom. It states that the national curriculum provides a framework, while giving schools flexibility to design curriculums that meet the needs of their students. Additionally, classroom teachers should have scope to design learning in response to individual students. The document emphasizes that the key competencies are at the core of the curriculum and schools must consider how to encourage, monitor, and evaluate their development. It also notes that competencies are generally used together across different learning situations rather than in isolation.

1. Everglade School 26th October

2. • 3 curriculums
• Competencies
• Learning model

3. P 37
Curriculum is designed and
interpreted in a three-stage
process: as the national
curriculum, the school curriculum,
and the classroom curriculum.

4. School Curriculum (P. 37)
The national curriculum provides the
framework and common direction
for schools…

5. School Curriculum (P. 37)
It gives schools the scope flexibility
and authority they need to design
and shape their curriculum so
that teaching and learning is
meaningful and beneficial to their
particular communities of
students.

6. School Curriculum (P. 37)
In turn, the design of each
school’s curriculum should
allow teachers the scope to
make interpretations in
response to the particular
needs, interests, and talents of
individuals and groups of
students in their classes.

7. National Curriculum
A framework (P 37) “scope, flexibility & authority” (P37)
“allows teachers
scope to respond
School Curriculum to needs, interests
& talents (P37)
Link …. School Vision
Vision (P8) Class
Principles (P9) “underpin and guide” (P37) Curriculum
Values (P10) “encourage and model” (p 37) Develop the
competencies
Competencies (P12) that empower
“develop and monitor” (P38) students for life
Learning Areas “startpoint for students need &
in ways that are
“meaningful and
interests” (P38) beneficial” (P37)
Strands
AOs “no strand is optional” (P38)
“student learning success is more
important than covering specific AOs”
(P39)

8. Learning
Vision
Criteria to show when that learning is
occurring
The school based curriculum
Deliver the learning
Use the criteria to assess learning and then:
Professional Report to parents
Development Report to BOT
Review

9. The competencies
: a different view

10. The Competencies

11. Task
Add all the numbers from 1 to 20
Eg 1+2 =3 3+3=6 6+4=7
GO

12. The answer is …
• 1+2+3+4+5+6+7+8+9+10+11+12+13+14+15+1
6+17+18+19+20 =
1+20 = 21 2+19 =21 etc
There are 10 pairs all adding to 21
So… 21 X 10 = 210

13. There is always a simpler
way of doing things, if you
look for it.
E.DeBono
Simplicity 1998

14. KISS
competencies

15. ICT
VISION

16. 3 x curriculum

17. Competencies are the core of
the curriculum

18. The competencies are the core of
the curriculum

19. The competencies are the core of
the curriculum
“The key competencies are both end
and means. They are a focus for learning
– and they enable learning.” P38

20. The competencies are the core of
the curriculum
“Each board of trustees, through principal
and staff, is required to develop and
implement a curriculum for students in
years 1to 13 …
That supports students to develop the key
competencies set out in pages” Page 12-13

21. The competencies are the core of
the curriculum
“When designing and reviewing their
curriculum, schools will need to
consider how to encourage and monitor
the development of the key
competencies.” P38

22. The competencies are the core of
the curriculum
““They will also need to clarify the conditions that
will help or hinder the development of the
competencies, the extent to which they are being
demonstrated, and how the school will evaluate
the effectiveness of approaches intended to
strengthen them. P38

23. How is your school going in terms of….
1.. delivering the competencies?
2.. monitoring the development of the competencies?
3.. evaluating the effectiveness of the programmes
intended to strengthen the competencies?

24. Understanding the competencies
• Thinking
• Relating to others
• Using language symbols and text
• Managing self
• Participating and contributing

25. Managing Self
Managing self is associated with self-motivation, a “can-do”
attitude, and with students seeing themselves as capable
learners. It is integral to self assessment.
Students who manage themselves are enterprising, resourceful,
enterprising, resilient. They establish personal goals, make
reliable, and resourceful, reliable, and resilient. They establish
personal goals,projects and manage standards. They have
plans, manage make plans, set high projects and set high
standards.for meetingstrategies for meeting challenges. They
strategies They have challenges. They know when to lead,
know when to lead, when and how to act independently. act
when to follow and when to follow and when and how to
independently.
independently
This is a complex
mixture, students will not exhibit
this competency in any consistent
manner, their
Attitudes/dispositions
attitudes, understandings and
Knowledge/Understanding
skills will change from day to
Skills day, context to context, and
situation to situation.

27. Single Competency Focus
(where most schools have started, and are at)
Cross Competency Focus
(where some schools are going)

28. Single Competency Focus
Standard view and approach

29. Single Competency Focus
Participating
& Using
Contributing LS&T
Thinking
Managing Relating
self to
others

30. Single Competency Focus
Skills
Participating Attitudes
& Skills Using
Contributing Possibility of trying to deal LS&T
Attitudes
with anywhere Skills
in excess of 30 skills Attitudes
Thinking
Skills
and 15 attitudes
Attitudes
Managing Relating
self
Skills to
Attitudes others

32. Single Competency Focus
Participating practice the Key Competencies
“In
& are most often used in combination” Using
P38
Contributing LS&T
“They are notThinking stand
separate or
alone” P38
Managing Relating
self to
others

33. Competencies are the core of
the curriculum

34. Cross Competency Focus
A different perspective and approach

35. Thinking
Thinking
Using Language
symbols and text Using Language
symbols and text
Managing self
Relating to others
Participating &
contributing

36. P1

37. 
The learning areas provide contexts for the
development of the competencies.

38. Attitudes of a life long learner? p3
• Curiosity: The driving force of learning.
• Open-mindedness: Willing to review their own
opinions, beliefs, thoughts and attitudes based on
further information, and experiences.
• Persistence: Pursues questions, goals, ideas and
learning towards a conclusion despite difficulties and
obstructions.
• Empathy: Willingness and ability to consider the
needs, views, beliefs and situations of others

39. Key attitudes
Persistence
Risk taking Curiosity
Reflective
Curiosity Open mindedness
Reliable - outcome Persistence
Self-motivated
Desire to learn Empathy
Engagement - outcome
Enthusiasm
Relating well to others outcome

40. 6 suggested cross competency skills
•Identify need or problem
•Identify, understand and use contextual vocabulary appropriately.
•Ability to create and use relevant questions to guide thinking, and gain
information. (Refers to the QuESTioning Matrix)
•Ability to acquire and validate needed information
•Creating and critiquing information, argument, belief or theory
•Ability to make informed decisions with due consideration of possible
options, consequences and the impact on others

41. Core skills for learning
Locating information Ability to identify need or problem
Analysing Ability to identify, understand and use
Questioning relevant contextual vocabulary
Sorting Ability to ask relevant questions to
Creating guide thinking and gain information
Identifying Ability to acquire, validate and apply
Evaluating relevant information
Collaborating Ability to create and critique
Using information, belief and theory.
Critiquing Ability to make informed decisions that
Problem solving consider short and long term outcomes
Investigating ………. all skills and the impact on others and
Independence ………. an outcome environment
Listening ………. targeted in english
Hypothesising

42. Next Steps:
• Review Vision (28th Nov)
• Create graduate profile (Success criteria - Competencies)
• Review learning model
• Review curriculum framework .. Key understandings etc
• Professional development on the learning model Jan (26th Jan)
• Planning Learning unit (term 1)
• Implementing learning model (term 2)