Fis Curriculum
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The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
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Fis Curriculum
- 1. FIS Curriculum 2007 – 2010 And beyond
- 4. “ In order to transform schools successfully, educators need to navigate the difficult space between letting go of old patterns and grabbing on to new ones.” Deal 1990
- 7. Where have we come from?
- 12. Curriculum Integration Integration through correlation between subjects Integration through common themes and ideas Integration through the practical resolution of issues and problems Integration through student centred inquiry Brown and Nolan 1989
- 13. Supervisor of negotiated curriculum. Supports and scaffolds skill development Strong element of teacher direction Teacher selected and directed Disciplines lost in a more global perspective. Links to the curriculum made during/after learning tracking connections as they occur Boundaries between disciplines less clear. Links made to curriculum documents after the study Curriculum areas selected. Processes, skills, concepts or elements of two or more disciplines planned together Issues drawn from life as it is being lived and experienced Emphasis on issue or theme to be studied Topic selected and various curriculum documents drawn on Integrative Integrated Multidisciplinary/ thematic
- 14. The Vision
- 27. Southland Girls High School Southland-Girls-High
- 28. Our School Curriculum is Dynamic Evolving Driven by learners needs “ This curriculum gives schools the flexibility to actively involve students in what they learn, how it is taught and how the learning is assessed, and it invites schools to embrace the challenge of designing relevant and meaningful learning programmes that will motivate and engage all students.” Hon. Steven Maharey Minister of Education 2007
Editor's Notes
- Discuss What do / will you need to know to be able to function in the next few years?
- Big thank you to everyone for their hard work today. Thank you to Anne, Barb, Sue, Jimmy and Gloria. Want the units taught. Syndicate leaders may want to conduct a walk and gawk part way through next term for teaches to see how their syndicate members are implementing the collaboratively planned unit. Specialist teams may want to look share the implementation of the thinking tools and or ICT’s used. We can arrange an opportunity for sharing or class visits for looking at student work based upon the collaboratively planned unit. Hope the day was beneficial. Did we meet our learning intention and criteria?
- This chart is looks at the difference between our traditional curriculum and the thinking curriculum for 21 st century learners. Interesting to think about where your classroom practise fits.
- Now, New Zealand has one curriculum with a clear vision.
- The draft curriculum emphasised the need to make connections in order to maximise student learning. “ Making Connections: Students need to be able to integrate new learning with what they already understand. When teachers deliberately build on what their students know, they maximise the use of learning time, anticipate students’ learning needs and avoid unnecessary duplication of content. Teachers can help students to make connections across learning areas as well as make connections to home practises and to the wider world.” So our school had been working towards establishing collaborative and integrated planning across the school. Not planning a curriculum area each. But truly working together in teams, delving into the curriculum to clarify and make sense of the learning.
- Anne We have developed shared learning goals and criteria for the learning. This was discussed and reflected upon through out the unit. We used teacher observation and feedback coupled with students’ peer and self assessment to reflect upon their learning against the criteria.
- Vision, Principles, Values, Key Competencies, Learning Areas and Assessment. We have explored the Key Competencies, dabbled with the values, today we are looking more closet the the vision and principles. Term two we will move into the learning areas and what is it that FIS students are supposed to learn. From here we can begin to develop the FIS curriculum. Clip? Split into two groups – one group planning. Group Two Continues