FIS Curriculum2007 – 2010And beyond

The Journey….

Changing a school is like trying to roll a jellyfish across the road. We

are too busy trying to keep it together, not seeing the other side

of the road. Sergiovanni

“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

Leading successful change and improvement involves developing and managing six critical components :

1. a clear, strong, and collectively held educational values and beliefs

2. a strong, committed professional community within the school;

3. learning environments that promote high standards for student achievement;

4. sustained professional development to improve learning;

5. successful partnerships with parents, agencies, universities etc, and other community organizations; and

6. a systematic planning and implementation process for instituting needed changes.

Adapted from Louis and Miles (1990).

Peterhead School

Peterhead-School

Where have we come from?

Our Learning

We are learning to work and plancollaboratively.Success Criteria:• Knowledge of 21st century learners and

learning needs;• Revision/introduction of thinking skills and

strategies for learning;• Knowledge of the Key Competencies;• Types of integrated planning.

Thinking Strategies

•Students answering questions asked by someone else

•Comparing student memories at a pint in time

•Students recalling and applying prescribed content

•Private thought processes

•Writing verbal summaries and explanations

•Teaching of methods for content recall

•Passing standardized or public exams for selection purposes

•Belief in a single intelligence that is fixed and static

•Students setting their own questions with the help of matrices, thinkers keys, mindmaps, etc

•Recording growth in thinking processes over time

•Students applying core thinking processes as they work with content

•Shared experiences and learning

•Summarising key points and showing connections on visual / mental maps

•Use of metacognition for identifying and sharing thinking processes

•Developing independent critical, creative and caring thinkers

•Belief in multiple intelligences that can change with effort and instruction

The Traditional Curriculum

The Thinking Curriculum

© M.Pohl 1999

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

(Peterson, Dungey, Pepper, Gray, et al 2001)

Multidisciplinary/thematic

Integrated Integrative

Topic selected and various curriculum documents drawn on

Emphasis on issue or theme to be studied

Issues drawn from life as it is being lived and experienced

Teacher selected and directed

Strong element of teacher direction

Supervisor of negotiated curriculum.Supports and scaffolds skill development

Curriculum areas selected. Processes, skills, concepts or elements of two or more disciplines planned together

Boundaries between disciplines less clear. Links made to curriculum documents after the study

Disciplines lost in a more global perspective. Links to the curriculum made during/after learning tracking connections as they occur

The Vision

The Integrated Curriculum

“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.”

Pg 24, Effective Pedagogy, NZC, Draft for Consultation, 2006

Formative Assessment

Effective Questioning

Effective Feedback

Student Self Assessment

The active involvement ofstudents in their own learning

The New/Revised Curriculum

All kids must develop the KeyCompetencies. Encouraged, modelled and explored.Learning Areas. Literacy and Numeracy not negotiable.

Maryanne Mills, 2008, CORE Ed, Ex Ministry of Education

NZC on line

School Snapshot FIS

Build upon our existing work…

- Integrated curriculum- Key Competencies- Vision/Values/Principles- Big Concepts- ICT- Solo Taxonomy

Next Steps…• Learning Areas• Community Consultation• Getting to know our learners

(school visits) • Student Voice• Develop the FIS Curriculum

Our own inquiry• In curriculum teams research your

learning area;• Facilitate a professional learning session

with staff;• Utilise NZC, NZC on line, TKI, our in

school experts, School Support Services,

• Plan and facilitate a professional learning session on your learning area.

In your session• The essence of the learning area• What big concepts? • What are your learners needs?• What might be essential to include?• Think about how this learning area will

link to the integrated curriculum/Key competencies/values/vision/principles?

Literacy and Numeracy• Look at learning area• Look at

documentation/implementation plan

• Examine further development• Build in further staff meeting time

as required

ICT Team• Wikis and blogs• Web 2.0 tools• Research and decisions about next

and best practice • Keeping ourselves and students

safe• Consultation? • Cross cluster visits

Proposed Timeframe• ICT PD – Week 5-6• Week 7 Curriculum Team Planning Session • Week 8 – PE/Health• Week 9 Te Reo/Second Language Learning• Week 10 Arts• Call Back Day – Science/Social

Studies/Technology

Teams

• Please meet with Lisa prior to your presentation.

• I will support you with resources and facilitation strategies.

Southland Girls High School

Southland-Girls-High

Our School Curriculum is Our School Curriculum is DynamicDynamicEvolvingEvolvingDriven by learners needsDriven by learners needs

““This curriculum gives schools the flexibility to actively This curriculum gives schools the flexibility to actively involve students in what they learn, how it is taught and involve students in what they learn, how it is taught and how the learning is assessed, and it invites schools to how the learning is assessed, and it invites schools to embrace the challenge of designing relevant and embrace the challenge of designing relevant and meaningful learning programmes that will motivate and meaningful learning programmes that will motivate and engage all students.” engage all students.”

Hon. Steven MahareyHon. Steven MahareyMinister of Education 2007Minister of Education 2007