Everglade School 26th October

• 3 curriculums• Competencies• Learning model

P 37

Curriculum is designed and interpreted in a three-stage process: as the national curriculum, the school curriculum, and the classroom curriculum.

School Curriculum (P. 37)The national curriculum provides the

framework and common direction for schools…

School Curriculum (P. 37)It gives schools the scope flexibility

and authority they need to design and shape their curriculum so that teaching and learning is meaningful and beneficial to their particular communities of students.

School Curriculum (P. 37)In turn, the design of each school’s curriculum should allow teachers the scope to make interpretations in response to the particular needs, interests, and talents of individuals and groups of students in their classes.

National Curriculum

School Curriculum

Link …. School Vision

“develop and monitor” (P38)

“startpoint for students need & interests” (P38)

“no strand is optional” (P38)

“encourage and model” (p 37)

“underpin and guide” (P37)

“student learning success is more important than covering specific AOs” (P39)

“allows teachers scope to respond to needs, interests & talents (P37)

Class Curriculum

Develop the competencies that empower students for life in ways that are “meaningful and beneficial” (P37)

A framework (P 37) “scope, flexibility & authority” (P37)

Vision (P8)

Principles (P9)

Values (P10)

Competencies (P12)

Learning Areas

Strands

AOs

Criteria to show when that learning is occurring

The school based curriculum

ProfessionalDevelopment

Deliver the learning

Use the criteria to assess learning and then:· Report to parents· Report to BOT· Review

Learning Vision

The competencies: a different view

The competencies: a different view

The Competencies

Task

Add all the numbers from 1 to 20Eg 1+2 =3 3+3=6 6+4=7

GO

The answer is …• 1+2+3+4+5+6+7+8+9+10+11+12+13+14+15+1

6+17+18+19+20 =

1+20 = 21 2+19 =21 etcThere are 10 pairs all adding to 21So… 21 X 10 = 210

There is always a simpler way of doing things, if you look for it.

E.DeBono Simplicity 1998

KISS competencies

VISION

Curriculum

GRADUATE

PROFILE

INQUIRY

ICT

STUDENT

ENGAGEMENT

COMPETENCIES

3 x curriculum

Competencies are the core of the curriculum

The competencies are the core of the curriculum

The competencies are the core of the curriculum

“The key competencies are both end and means. They are a focus for learning – and they enable learning.” P38

The competencies are the core of the curriculum

“Each board of trustees, through principal and staff, is required to develop and implement a curriculum for students in years 1to 13 …That supports students to develop the key competencies set out in pages” Page 12-13

The competencies are the core of the curriculum

“When designing and reviewing their curriculum, schools will need to consider how to encourage and monitor the development of the key competencies.” P38

The competencies are the core of the curriculum

““They will also need to clarify the conditions that will help or hinder the development of the

competencies, the extent to which they are being demonstrated, and how the school will evaluate

the effectiveness of approaches intended to strengthen them. P38

How is your school going in terms of….

1.. delivering the competencies?

2.. monitoring the development of the competencies?

3.. evaluating the effectiveness of the programmes intended to strengthen the competencies?

Understanding the competencies

• Thinking• Relating to others• Using language symbols and text• Managing self• Participating and contributing

Managing Self

Attitudes/dispositionsKnowledge/UnderstandingSkills

Managing self is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self assessment.

Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently.

This is a complex mixture, students will not exhibit this

competency in any consistent manner, their attitudes,

understandings and skills will change from day to day, context

to context, and situation to situation.

Managing self is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self assessment.

Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently.

Managing self is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self assessment.

Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently

Managing self is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self assessment.

Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow and when and how to act independently

Single Competency Focus(where most schools have started, and are at)

Cross Competency Focus(where some schools are going)

Single Competency Focus

Standard view and approach

Single Competency Focus

Thinking

Relating to

others

Participating &

Contributing

Managing self

Using LS&T

Single Competency Focus

Thinking

Relating to

others

Participating &

Contributing

Managing self

Using LS&T

Skills Attitudes

Skills Attitudes

Skills Attitudes

Skills Attitudes

Skills Attitudes

Possibility of trying to deal with anywhere

in excess of 30 skills and 15 attitudes

Single Competency Focus

Thinking

Relating to

others

Participating &

Contributing

Managing self

Using LS&T

“In practice the Key Competencies are most often used in combination” P38

“They are not separate or stand alone” P38

Competencies are the core of the curriculum

Cross Competency Focus

A different perspective and approach

Thinking

Using Language symbols and text

Managing self

Relating to others

Participating & contributing

ThinkingUsing Language symbols and text

P 1

The learning areas provide contexts for the development of the competencies.

Attitudes of a life long learner? p3

• Curiosity: The driving force of learning.• Open-mindedness: Willing to review their own

opinions, beliefs, thoughts and attitudes based on further information, and experiences.

• Persistence: Pursues questions, goals, ideas and learning towards a conclusion despite difficulties and obstructions.

• Empathy: Willingness and ability to consider the needs, views, beliefs and situations of others

Key attitudes

Persistence Risk taking Reflective Curiosity Reliable - outcome Self-motivated Desire to learn Engagement - outcome Enthusiasm Relating well to others outcome

Curiosity

Open mindedness

Persistence

Empathy

•Identify need or problem

•Identify, understand and use contextual vocabulary appropriately.

•Ability to create and use relevant questions to guide thinking, and gain information. (Refers to the QuESTioning Matrix)

•Ability to acquire and validate needed information

•Creating and critiquing information, argument, belief or theory

•Ability to make informed decisions with due consideration of possible options, consequences and the impact on others

6 suggested cross competency skills

Core skills for learning Locating information Analysing Questioning Sorting Creating Identifying Evaluating Collaborating Using Critiquing Problem solving Investigating ………. all skills Independence ………. an outcome Listening ………. targeted in english Hypothesising

Ability to identify need or problem Ability to identify, understand and use

relevant contextual vocabulary Ability to ask relevant questions to

guide thinking and gain information Ability to acquire, validate and apply

relevant information Ability to create and critique

information, belief and theory. Ability to make informed decisions that

consider short and long term outcomes and the impact on others and environment

Next Steps:

• Review Vision (28th Nov)• Create graduate profile (Success criteria - Competencies)• Review learning model• Review curriculum framework .. Key understandings etc• Professional development on the learning model Jan (26th Jan)• Planning Learning unit (term 1)• Implementing learning model (term 2)