Taking the lead … Celebrating our
New Zealand Curricula
Lester Flockton
· Te Whāriki
· The NZC
· Te Marautanga o Aotearoa
Have a
clear sense of direction.
What sort
of leader I am?
Educationalist
or managerial technicist
Follower
leader or leader leader
Courageous
or timid
Beware of
Education’s Swingers!
“Do you
openly encourage and engage in critical analytic thinking an debate before
deciding whether to swallow?”
In which
direction, whose direction and how?
Important
for the principal to be leading the direction, not just delegating to senior
management.
Different
mindsets around NSs ….
Focus in on
what each curriculum area really means (without looking at achievement
objectives). The essence of each area.
Curriculum
Literacy:
4 vision statements
*8
principles
7 values
5 key comps
7+ learning
areas
Do we
really know what the essence statements are??
Can we come
up with one objective for our school which we focus on and report against with
progress in mind?
NZC
Direction:
· Rationalisation What learning? How much?
· Quality teaching (pedagogy)
· Localisation (what is impt to us?)
· Community ownership (team up)
NAG1a:
Teaching and learning with ref to NZC
All areas
of NZC
Priority in
Lit and Num
Regular
quality physical activity
NAG1b:
Assessment. Priority to Lit and Num,
breadth and depth of leraning and scope of NZC.
The
Curriculum Levels (banding image is not on the online version)
Where is my
child in reference to same age peers?
Achieving and making progress?
NZC does not provide for this.
These need to be developed for schools.
The
achievement objectives are problematic but there is no requirement to report
against the AOs.
Main focus
goals for our school: (ie what does a
good writer do? Ie – sense, style and conventions – right across the school)
Sub goals
for literacy and numeracy to fall out of the above.
Assessment for Learning impt.
Part of everyday practice seeks,
reflects upon, responds to info from dialogue, demonstration and observation in
ways that enhance ongoing learning.
Achievement
- not yet. Succeeding.
Progress –
slow, steady and confident, easy progress.
Progress is linked to achievement.
The time
for checklists are over.
NAG2:
reporting twice a year, including Lit and Num (not overwhelmingly weighted
towards it).
James
Popham (American educator)
OTJs are
still really valuable ways to understand exactly where kids are at.
Report
against learning goal norms. Where is
the child achieving and progressing in relation to these learning goals?
ERO should
be focusing on the NAGS. Not the govt
priorities.
If
reporting against key comps add in “within the school setting”. Use peer and self assessment.
lester.flockton@otago.ac.nz
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