The New Zealand Curriculum

Differentiating the Curriculum and Personalising Learning

Sonia White

How do our students differ? In creativity, energy and enterprise In seizing opportunities offered by new knowledge and

technology In recognising each other as full treaty partners, valuing

all cultures for the contributions they bring In their development of values, knowledge and

competencies In confidence In Connectedness In being Actively involved In becoming lifelong learners

Choose any of the above to discuss.

How can more of our students develop these qualities?

The New Curriculum works to an asset model, not a deficit model

It integrates pedagogy with curriculum; it has a focus on the student, with key competencies, Principles and key themes (Values).

The front section of the document focuses upon the development of the student

as an individual and as a learner…

The second half of the Curriculum Document is the vehicle carrying the student through his /her school journeyproviding the context and content through

which the student fulfils your Vision… of a confident, motivated, active,life-long learner

ARTS

ENGLISH

SOCIAL SCIENCES

SCIENCE

MATHS

& STATS

TECHNOLOGY

LEARNING LANGUAGES

HEALTH & PE

NEW ZEALAND CURRICULUM

Confident Connected

Life Long Learner

Actively Involved

KEY COMPETENCIES

PRINCIPLES VALUES

Sonia White TEAM Solutions (2007)

PERSONALISING LEARNING

ASSESSMENT TO LEARN

DIFFERENTIATED

CURRICULUM

Sonia White TEAM Solutions (2007)

PERSONALISING LEARNING

VALUES

EXCELLENCEINNOVATION, ENQUIRY, CURIOSITY

DIVERSITYEQUITY

COMMUNITY & PARTICIPATIONECOLOGICAL SUSTAINABILITY

INTEGRITY RESPECT

PRINCIPLES

HIGH EXPECTATIONS

LEARNING TO LEARN

COMMUNITY ENGAGEMENT

TREATY OF WAITANGI

CULTURAL DIVERSITY

INCLUSION

COHERENCE

FUTURE FOCUS

KEY COMPETENCIES

THINKING

USING LANGUAGE, SYMBOLS & TEXTS

MANAGING SELF

RELATING TO OTHERS

PARTICIPATING & CONTRIBUTING

THE NEW ZEALAND CURRICULUM

NEW ZEALAND CURRICULUM

PERSONALISING LEARNINGEmpowers the student to take control of their own learning

through:

KEY COMPETENCIESMANAGING SELF

RELATING TO OTHERS

PARTICIPATING & CONTRIBUTING

THINKING

USING LANGUAGE, SYMBOLS &

TEXTS

I know what I know, what I need to learn, how I’m going to learn it, and how I’ll know when I’m successful

Sonia White Team Solutions (2007)

Informed choice Opportunity

being involved in setting his/her own learning goals;

understanding his /her new learning objectives

is able to select the success criteria against which his/ her learning goals can be measured;

knowing his /her own stage of learning;

engages in self– and peer assessment

Is able to set the pace of his/ her own learning

So that the student

NEW ZEALAND CURRICULUM Assessment to Learn

Teachers and Schools canPERSONALISE LEARNING

through:

It’s all about individual learner readiness...

Sonia White TEAM Solutions (2007)

Assessment to Learn

Helping students to know:

their current knowledge and skills acquisition and related learner readiness level

Learning Objectives:

‘Unpacking’ LOs so that:

clear, specific success criteria enable students to set learning goals and achieve at their learner readiness level

assessment of learning is targeted at individual learner readiness, rather than chronological age or year level

Offering choice

Providing Opportunity

Enabling students to bring their own cultural perspectives

into the classroom

using assessment to dictate the level of teaching and learning and provide the impetus for differentiating the curriculum

Assessment to Learn

formative & summative:

NEW ZEALAND CURRICULUM Differentiated Curriculum

Teachers and Schools canDifferentiate the Curriculum

through:

Sonia White TEAM Solutions (2007)

It’s all about matching teaching & learning to learner readiness...

Qualitatively Differentiate

EnvironmentContent Process Product

Differentiating the Success Criteria for the

Learning Objectives

Matching learner readiness to different levels of teaching and learning

and through providingstudent choice flexible groupingopportunities to become an autonomous learner

through differingpace of learning ‘starting’ points ‘finishing’ points degree of complexitydegree of depth ways of working levels of cognition evaluation /assessment

resources learning activities /tasks

NEW ZEALAND CURRICULUM

Confident Connected

Life Long Learner

Actively Involved

KEY COMPETENCIES

PRINCIPLES VALUES

Sonia White TEAM Solutions (2007)

PERSONALISING LEARNING

ASSESSMENT TO LEARN

DIFFERENTIATED

CURRICULUM

In Department groupsWhat goals should we set to further develop:• Personalising learning• Differentiated curriculum

in our department?What support do we need from:• Professional development providers• Each otherto enhance this?