Download - Reflecting on your journey with the NZ Curriculum "Mapping future directions" Breakfast Seminar
Reflecting on your journey with the NZ Curriculum mapping future directions
Dr Julia AtkinEducation & Learning Consultant
“Bumgum”Harden-Murrumburrah NSW [email protected]
http://www.learning-by-design.com
• What is the spirit of intent of the NZ Curriculum?
In my school, is curriculum review and development true to this spirit?
• What is the essence of the NZ Curriculum?
Is the curriculum in my school an expression of this essence?
• Where does pedagogy fit into the picture?
Have we considered the nature of the learning and teaching required to translate the intended curriculum into the lived curriculum?
Key Questions
Education at the crossroads
. . . education is at the cross roads.
Choosing one direction will lead efforts to lift performance within traditional educational models.
Choosing the other will see radical changes in education that will shift the way we think about learning…
Steve Maharey
What metaphors underpin your school’s curriculum redevelopment process?
How is your curriculum review process like or not like:
a trip a journey• •• •• •• •
What metaphors underpin your school’s curriculum redevelopment process?
How is the curriculum leader’s role like or not like:
a project manager for a an architect construction firm
• •• •• •• •• •
Between the ideaAnd the realityBetween the motionAnd the actFalls the shadow
T.S. Eliot The Hollow Men
From rhetoric to reality
‘Hollow’ or ‘whole’
• What is the spirit of intent of the NZ Curriculum?
In my school, is curriculum review and development true to this spirit?
• What is the essence of the NZ Curriculum?
Is the curriculum in my school an expression of this essence?
• Where does pedagogy fit into the picture?
Have we considered the nature of the learning and teaching required to translate the intended curriculum into the lived curriculum?
Key Questions
The New Zealand Curriculum provides a coherent macro framework for a 21C curriculum.
Working with this curriculum framework requires considerable curriculum design work in your school.
Key questions are:• WHY are we educating the young people in our care?
• For our students, what is essential for them to learn? What is desirable?
• How do we ensure powerful learning?
• How do we map our curriculum in a way that ensures depth and breadth?
Key Questions
What is powerful learning?What is it powerful to learn?
Education Design & DevelopmentKey elements & Shapers
WHY school?What is your educative
purpose?
WHAT shouldstudents learn?What is essential?What is desirable?
HOW do students learn?Principles of Effective
Learning
CONTEXT
values&
beliefsshapes &informs
LEARNING
THEORY
informs
© Julia Atkin, 2009
When we have determined what we believe it is essential and desirable to learn, how do we ensure that it is learned powerfully??
CoreLatin
GreekMathematics
1870
KLAsEnglishMaths
ScienceSocial StudiesPE/Health/PDDesign & Tech
Visual & Perf Arts1990’s
CoreEnglishMathsLatin
ScienceHistory
1962
Arts
Geography
CommercialStudies
French
PE
Craft
Key Competencies
Essential Skills/LearningsNew Basics
Essential Learning
Development of self & self for society
2007+
Learning Areas
SECONDARY SCHOOL CURRICULUM EVOLUTION
Values
Key Competencies
The NZ Curriculum represents an ‘inversion’ of curriculum in which the ‘core’ task of education is the development of self and self for society.
The key challenge is to design curriculum so that the ways of knowing of the Key Learning Areas, the Key Competencies and Values contribute to the development of the whole self.
© Julia Atkin, 2008
• What is the spirit of intent of the NZ Curriculum?
In my school, is curriculum review and development true to this spirit?
• What is the essence of the NZ Curriculum?
Is the curriculum in my school an expression of this essence?
• Where does pedagogy fit into the picture?
Have we considered the nature of the learning and teaching required to translate the intended curriculum into the lived curriculum?
Key Questions
© Julia Atkin, 2010
What perspective do you bring to the NZ Curriculum?
What lens are you looking through?
What do you perceive to be the ‘essence’ of NZC?
Perspective and Pedagogy the powerful agents
Before considering pedagogy, let’s first view curriculum for
21C in light of our past and get to the essence of NZC.
The origin of the term ‘curriculumCur•ri•cle noun historical
a light, open, two-wheeled carriage pulled by two horses side by side.
ORIGIN mid 18th cent.: from Latin curriculum ‘course, racing chariot,’ from currere ‘to run.’
Reconceptualising ‘curriculum’
Are we still advocating curriculum as a ‘narrow track to
be run as a competition’ pulled along by teachers?
© Julia Atkin, 2009
The ‘Essence’ of the NZ Curriculum
‘confident, connected,
actively involved and lifelong
learners’
VALUESKEY
COMPETENCIES
LEARNINGAREAS
The Vision of the NZ unequivocally states
your educative purpose.
• What is the spirit of intent of the NZ Curriculum?
In my school, is curriculum review and development true to this spirit?
• What is the essence of the NZ Curriculum?
Is the curriculum in my school an expression of this essence?
• Where does pedagogy fit into the picture?
Have we considered the nature of the learning and teaching required to translate the intended curriculum into the lived curriculum?
Key Questions
21st century education is increasingly driven by a desire to develop young people who are:adaptable, creative, collaborative, responsive, self directed andcapable of being self managing in networks and less hierarchical settings and communities than experienced by their parents at the same age.
Educative Purpose for 21C
© Julia Atkin, 2010
How do the nature & challenges of 21C
inform the design of learning experiences?
Reconceptualising 21C curriculum: From segregated subjects, ad hoc themes, and ‘covering content’ to
holistic, integrated learning.
Learning and curriculum for 21C
© Julia Atkin, 2010
© Julia Atkin, 2009
WHAT is the ‘essence’ of powerful learning?
What are the implications for pedagogy?
What are the implications for curriculum design?
Perspective and Pedagogy the powerful agents
Cur•ri•cle noun historical
a light, open, two-wheeled carriage pulled by two horses side by side.
ORIGIN mid 18th cent.: from Latin curriculum ‘course, racing chariot,’ from currere ‘to run.’
How do we reconceptualise ‘curriculum’
Our challenge is to move from…a narrow path to be run as a race
to…a rich field to explore with treasures to discover
Educators of Primary age children have always leant towards a holistic,
personalised pedagogy. Your challenge now is to uphold that
approach and strengthen it – not to succumb to the potentially minimising effects of external pressures and past patterns.
© Julia Atkin, 2010
Educators of Secondary age children have generally leant towards
a subject driven pedagogy. Your challenge now is to become a
teacher of the person using your subject expertise to enrich the learning of colleagues and young
learners.