The West Eyreton School Curriculum Framework Based on the ...€¦ · engage and motivate its...

The West Eyreton School Curriculum Framework

Based on the New Zealand Curriculum

What’s been happening to the NZ Curriculum in NZ Schools?

This is the first of a series of articles that will provide the community with an insight into West Eyreton School’s implementation of the revised NZ Curriculum in February 2010: (In May 2008, the Education Review Office reported that our “school is advanced in its preparation for the implementation of the revised NZ Curriculum.”)

The Revision of the NZ Curriculum:

It all began in 2003, when the Ministry of Education completed a stock take of curriculum developments over the past decade and identified recommendations for teaching and learning i.e. how the curriculum could be shaped to better support teachers in all NZ schools to meet the needs of diverse students.

The MOE invited the education sector to take up the opportunity to build on the recommendations of the stock take. They wanted as many people as possible to be involved in the redevelopment process.

The curriculum stock take revealed that teachers were not happy with the way that the last curriculum was developed. They felt they weren't involved enough, so over a two year period, the MOE listened and invited teachers to become involved in the redevelopment of the NZ Curriculum.

The outcome now is that schools such as ours have contributed and shaped the national curriculum to suit the needs of their students and communities, they’ve identified overlaps across the curriculum, reviewed and reduced the number of achievement objectives, and developed a set of new essential skills as proposed in the original MOE stock take report.

Introduction West Eyreton School’s Revised NZ Curriculum Development: We all want the very best education system for our young people; one that is known for its excellence in every respect. We want students to achieve to a high standard while at school and to leave equipped with the knowledge, competencies, and confidence that they will need for success in a constantly changing world. We want teachers to be motivated, highly effective and to enjoy their teaching. “The whole school community, under skilled leadership, has sought to develop and practise a culture of striving for excellence through empathy, effort, enterprise and example. It was clear to ERO that there is a shared understanding of what this means for how the school operates and the expectations for high standards of achievement and behaviour placed on students.” Statement from ERO Report (May 2008) It is while they are at school that young people lay the foundations for future success. These foundations include literacy and numeracy skills and the key competencies and values that will enable and sustain a lifetime of learning. Particularly important is the ability to acquire new knowledge and skills. Both the academic and social outcomes of education are important.

WEST EYRETON SCHOOL’S VISION

The NZ Curriculum Vision is .. West Eyreton School’s Vision – links to the NZ Curriculum Vision

Our vision is for young people to be:

1. Confident

2. Connected

3. Actively involved

4. Life Long Learners

We aim to develop our pupils as:

1. Life long learners

2. Problem Solvers

3. Confident

4. Good Communicators

5. Conscientious

6. Team Players

7. Responsible Citizens

At West Eyreton School, we believe that we have an excellent model for meeting the requirements of the revised NZ Curriculum. Our School Vision sets the strategic direction and planning for learning at our school - this has been developed by staff, BOT and parents. The vision states what West Eyreton School stands for, who we are and what we aim to achieve.

The school vision has a strong focus on learning but it has an equally strong focus on developing children who can relate well to each other.

Our aim is to bring the whole school together as a "team" - to establish a strong and united belief about who we are - to strengthen the "sense of belonging" and "pride" in what West Eyreton School stands for.

To achieve this, we needed to reshape our school culture so that all participants at our school had a clear understanding of our school vision. In 2005, the school with its community developed a school culture that was unique to West Eyreton - we developed the 'West Eyreton Learner' and the five Special QualitiEs.

WEST EYRETON SCHOOL’S CULTURE & THE NZ CURRICULUM

WEST EYRETON LEARNERS

Our school culture focuses on the West Eyreton Learner and our 5 Special Qualities - the 5 Es. The 5 Es guide us to make good choices in all aspects of our lives. They encompass our school culture, values and beliefs.

The NZ Curriculum states that Values are:

• “deeply held beliefs about what is important or desirable”

• “expressed through the ways in which people think and act” (page 10 NZC)

The NZ Curriculum Values are … West Eyreton School’s Values - link to the NZ Curriculum Values

• Excellence

• Innovation, Inquiry & Curiosity

• Diversity

• Equity

• Community and participation

• Ecological sustainability

• Integrity

• Respect

West Eyreton Learners Live the 5 Es through:

* EXCELLENCE - We will strive for high standards in everything we do

* EFFORT - We will work hard to achieve our goals

* EXAMPLE - We will make a positive contribution

* EMPATHY - We will show feeling, understanding & respect

* ENTERPRISE - We will be willing to explore new ideas

West Eyreton School Culture

‘The way we do things’

Our School culture is a driving force

within our school

KEY COMPETENCIES AND THE REVISED NZ CURRICULUM

NZ CURRICULUM

KEY COMPETENCIES

WEST EYRETON SCHOOL

KEY COMPETENCIES

The MOE identifies five key competencies:

• managing self • relating to others • participating and contributing • thinking • using language, symbols, and texts.

The West Eyreton learner, including the 5Es is our school’s approach to implementing the Revised NZ Curriculum Key Competencies.

• Excellence – striving for high standards in everything we do

• Example – making a positive contribution • Effort – working hard to achieve our

goals • Empathy – showing feeling,

understanding and respect • Enterprise – willingness to explore new

ideas

Empathy and Example are taught, modeled and practised school wide through: • E awards are given to pupils who demonstrate positive behaviours towards others in

the playground • A new E focus is introduced at school assembly each fortnight and is then taught and

role modeled in class with the children • School newsletters explain the new E focus to parents and caregivers • Each classroom has the current E focus displayed on the main whiteboard so pupils,

parents and staff are aware of it

• The school has replaced its traditional behaviour management programme with the Restorative Practices approach – the aim of which is to develop:

o A safe and orderly school environment o A positive environment for teaching and learning o Maintenance of standards o Meeting expectations of various groups o Confidence in the system o Justice not only seen but known to be done i.e. action taken o Deterrence o Clarity about the values of the school o Reputation repaired o Effective and timely resolution

Enterprise: In 2007 & 2008 West Eyreton was one of five Canterbury schools invited to participate on a two year Enterprising Schools contract funded by NZ Trade & Enterprise, eTime Ltd & Cookie Muncher Charitable Trust. • The NZ Curriculum describes Enterprise as encouraging students to look to the

future by exploring significant future-focussed issues such as:

o Sustainability o Citizenship o Enterprise o Globalisation

• West Eyreton & NZ Curriculum Values: students will be encouraged to value Innovation, inquiry & curiosity by thinking critically, creatively and reflectively.

Supporting the development of the 5 E’s (5 Key Competencies)

West Eyreton School’s NZ Curriculum Framework The New Zealand Curriculum sets the direction for teaching and learning in English-medium New Zealand schools. It is a framework rather than a detailed plan.

• The school curriculum must be clearly aligned with the intent of the NZ Curriculum

• The school curriculum must be based on the principles of the NZ Curriculum • There is considerable flexibility when determining the detail

What does this mean for our school?

• We draw on a wide range of ideas, resources and models • This curriculum builds on existing good practice, and • It gives us the scope, flexibility and authority to design teaching and learning

experiences that are meaningful to our children • We are interpreting these directions in ways that take account of the diverse

learning needs of our students and the expectations of our community i.e. 1. Teachers have the scope to make interpretations in response to particular

needs, interests, talents of students in their class 2. Our school and community, in partnership, use this document as the

starting point for creating exciting learning opportunities 3. We aim to maximise the use of local resources and opportunities

West Eyreton School is committed to ensuring that we prepare our pupils to be active and successful participants in the 21st century.

The West Eyreton School Curriculum:

West Eyreton School’s charter, strategic plan and annual plans describe how the Principles of the NZ Curriculum underpin all school decision - making.

The school’s mission statement “ A strong school team striving for educational excellence” sets a clear direction to all.

The curriculum:

o puts students at the centre of teaching and learning through the development of the “West Eyreton Learner”.

o asserts that students should experience a curriculum that engages and challenges them

o is forward – looking and inclusive o affirms New Zealand’s unique identity

Pedagogy

Teacher actions promoting student learning

“While the New Zealand Curriculum sets the national direction for learning for all students, each school will design and implement its own curriculum in ways that will engage and motivate its particular students. Schools have considerable freedom in deciding exactly how to do this.”

“Education has a vital role to play in helping our young people to reach their individual potential and develop the competencies they will need for further study, work, and lifelong learning. It is by developing these competencies that they are equipped to participate fully in New Zealand society and contribute to the growth of its economy. Education is the key to sustaining our nation’s development and to its successful transformation into a knowledge-based society. Education empowers our young people to stand tall as New Zealanders, seize opportunities, overcome obstacles, and make a difference.”

SELF REGULATED LEARNERS:

Main Aim –��Children will gain increasing capability in managing their own learning and behaviour

Our Belief - For children to become increasingly self-managing we will need to provide the necessary conditions. We will need to challenge and support them to develop these skills.

Developing Self Regulated Learners

• Giving feedback that supports self-regulated learning – specific to goals, suggesting strategies for improvement, discussion rather than telling children directly

• Fostering a learning community - expectation that the students will work together productively, share ideas, share the tasks, and give each other constructive feedback.

• Developing reflective and critical learners-

! Students who are responsible for their work, both individually and collaboratively.

! Students who identify the particular criteria they wish to have as their own learning intentions.

! Students who are able to show evidence when evaluating their work

! Students who self-regulate against identified learning goals.

! Students who check their work out with each other,

• Empowering and motivating students – chn set their own goals and know the strategies that will help them close the gap between their present position and the desired criteria.

• Learning goals are specific and achievable

• Teachers incorporate the SRL skills and strategies across the curriculum.

• Teachers have a good understanding and knowledge of their students and their learning styles, and have the ability and skills to meet the diversity of their needs

West Eyreton School acknowledges that students learn best when teachers: 1. encourage reflective thought and action

o reflective learners assimilate new learning, relate it to what they already know, adapt it for their own purposes and translate thought into action

o students will develop their creativity, think critically about information and ideas and about their own thinking as well as their ability to think and act with empathy

o students take responsibility for their own learning by using a range of self-assessment and formative teaching practices.

This is the school wide thinking implementation plan outlining at which year thinking

strategies are to be systematically taught throughout the school. This does not restrict teachers. If appropriate, they are able to extend their learners further using any of the other thinking strategies.

2. make connections to prior learning and experience

a. integrate new learning with what they already understand, know or have experienced;

b. integrate the different learning areas with the key competencies; c. integrate learning experiences with home practices and the wider world.

Integrated Curriculum Planning: This is an example of the planning that shows the “connections” between the different skills and competencies.

3. provide sufficient opportunities to learn a. sequence students’ learning; b. opportunities for practice; c. opportunities for transferring new learning; d. opportunities to monitor their own progress; e. variety of teaching approaches/strategies f. acknowledging different learning styles

Rosemary Hipkins states “Key competencies and inquiry can potentially act as a bridge between the aspirational framing of the front end of NZC and the learning areas.” “Teachers need to be very clear about the purposes for which they are using inquiry, and what they want their students to get out of it. If inquiry continues to be framed within traditional views of learning as “getting” disciplinary knowledge as expeditiously as possible, no “big picture” curriculum changes will actually be achieved.” The NZC document (Pg 38) states: “In practice, the key competencies are most often used in combination. When researching an issue of interest e.g students are likely to need to: o set and monitor personal goals, manage time frames, arrange activities,

and reflect on and respond to ideas they encounter (Managing Self) o interact, share ideas, and negotiate with a range of people (Relating to

Others)

o Call on a range of communities for information and use that information as a basis for action (Participating & Contributing)

o Analyse and consider a variety of possbile approaches to the issue at hand (Thinking)

o Create texts to record and communicate ideas, using language and symbols appropriate to the relevant learning areas (Using Language, Symbols & Texts)

4. facilitate shared learning

a. shared activities, learning partnerships e.g talking circles, class conferences, chat card with duty teachers (Restorative Practices to resolve conflict)

b. learning conversations are encouraged between teachers & pupils; pupils & pupils; parents/pupils/ teacher e.g. use of the 3 way learning conversation for parent interviews = personalising learning

c. teacher feedback to students on their learning achievements is regular and descriptive

d. pupils use self assessment & peer assessment practices e. offers challenge, support and feedback.

5. create a supportive learning environment

a. positive relationships exist among students, teachers and the wider school community

b. students are able to be active, visible members of the learning community

c. provide caring, inclusive, non-discriminatory, cohesive learning environment

d. encouraging cross cultural and linguistic diversity e. encouraging students to become active learners

f. students are not failed for making mistakes – does not incur a “not achieved” recording – look for the learning that results and acknowledge

6. enhance the relevance of new learning

a. children understand what, why the relevance of this learning for the future

b. involve students in decisions relating to their own learning so that they are encouraged to take greater ownership of their learning

West Eyreton School’s Participation on the Enterprising Schools contract: Purpose: To transform the learning cultures of a group of Canterbury primary schools to enable them to become exemplary models of enterprising schools in line with the Ministry of Education’s strategic direction for “Education for Enterprise”; “Education for Enterprise” means “a teaching and learning process directed towards developing in young people those skills, competencies, understandings, and attributes which equip them to be innovative, and to identify, create, initiate, and successfully manage personal, community, business, and work opportunities, including working for themselves.” What this means for our school: We are aiming to develop enterprising attributes amongst our children to prepare them for life in the 21st Century. Enterprising Attributes: These are the ability to: identify and assess opportunities and risks; plan, organise and manage time and resources efficiently; collect, organise, analyse and evaluate information; generate and use creative ideas in innovative ways; solve and prevent problems; work co-operatively and collaboratively with others; be flexible and deal with change; use initiative and drive; communicate effectively; be fair and responsible. The above attributes also align very closely with the “key competencies” described in the revised New Zealand Curriculum and reflect the increased importance being placed on attributes such as creativity, innovation, resiliency and entrepreneurship.

An important aspect of an enterprising school culture is how the school develops and maintains its links with the community for mutual benefit, so that the staff and children develop positive attitudes towards businesses and other community organisations, and vice versa.

7. inquire into the teaching – learning relationship o determine what students have already learnt and what they need to learn

next o use of evidence from research & other sources to plan programmes aimed at

achieving outcomes focused on o investigate the success of the teaching in terms of the prioritised outcomes,

then analyse and interpret the information to inform next steps for learning

How do we know that we are developing effective teachers? We have a variety of approaches that demonstrate this:

• The teachers have next steps that they work at and demonstrate as part of their performance reviews. This is where teachers personally develop areas of their teaching practice. This is a supportive approach and does not impose a PASS or FAIL measure.

• Staff Meetings, syndicate meetings focus on identified teaching needs & learner needs (evidence based practices)

• Teachers’ planning & evaluations are checked by their syndicate leaders at the end of each term; feedback and next steps are given for the new term; action planning can be implemented if necessary

• Observation & feedback class visits are a natural part of teachers’ professional learning development and part of syndicate leaders’ work

• Working inside the classrooms, leading and facilitating teaching and learning is a priority and is an important part of syndicate leaders’ work.

E Learning: At West Eyreton School, the development of a prosperous and confident knowledge society means the development of new skills and knowledge. It will require a culture of continuous enquiry, innovation and improvement, risk taking, and entrepreneurship.” e-learning (learning and teaching that is facilitated by or supported through the smart use of information and communication technologies) has the power to transform the way we learn. It is about exploiting technologies in everything we do and using ICT effectively across the curriculum to connect schools and communities and support evidence-based decision making and practices in schools. It is our responsibility as a school to explore how e-learning can not only supplement traditional ways of teaching but also how it can open up and help create new, exciting and different ways of teaching and learning. “E Learning will both support teaching approaches that have a positive impact on student learning and will explore the ways our teaching can open up new and different ways of learning.” (pg 36 NZC)

Assessment The curriculum documents states, “The primary purpose of assessment is to improve students’ learning and teachers’ teaching.” Characteristics of effective assessment: (refer pg 40 NZC)

• it benefits students • it involves students • it supports teaching and learning goals • it is planned and communicated • it is suited to the purpose • it is valid and fair

School wide assessment practices will enable the school to:

• measure and monitor the progress and achievement of individual and whole groups of students to know what impact teaching programmes are having on student learning

• compare the relative progress and achievement made by different groups of students

• compare the progress and achievement of students against national standards • encourage children to self monitor their progress against criteria

Formative assessment i.e. evidence-based practices are the priority in school-based assessment at West Eyreton. Assessment practices must:

• provide feedback and next steps to the learner • provide feedback and next steps for teachers’ planning • inform teaching so a difference is made for learning • improve learning not just prove learning

The NZ Curriculum is supported by the National Standards, which set expectations that students need to meet in Reading, Writing and Mathematics in the first eight years at school. The national standards describe the achievement that students require in order to meet the demands of the NZ Curriculum. National Standards are identified and embedded within our programmes of work, are leading our learning programmes and are part of the Formative Teaching & Learning process. National Standards achievement & progress information will be used to inform:

• student learning goals • classroom teaching programmes • teachers’ practice • school wide foci / targets • school wide reporting

Assessment is not an end product. Assessment is an integral part of the teaching inquiry process i.e. assessment practices will ensure that teachers inquire into the impact of their teaching on their students’ progress and achievement (refer pg 35 NZC)

Reporting to Parents NAG 2: Each board of trustees, with the principal and teaching staff, is required to: (a) develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, National Standards, assessment and staff professional development; (b) maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement; Reporting to Parents: Year 1 – 3:

• progress towards meeting the National Standards will be reported on an interim report at 20 weeks from date of entry to school

• progress and achievement in relation to the National Standards will be reported at 40 weeks from date of entry to school

• Both reports will contain information for: a) the other key learning areas of the NZ Curriculum b) West Eyreton Learner - Special Qualities & Thinking Skills = the key

competencies of the NZ Curriculum c) Teacher general comment d) Attendance at school

Year 4 – 8:

• progress towards meeting the National Standards will be reported on an interim report at the end of term two each year)

• progress and achievement in relation to the National Standards will be reported at the end of each school year

• Both reports will contain information about: e) the other key learning areas of the NZ Curriculum f) West Eyreton Learner - Special Qualities & Thinking Skills = the key

competencies of the NZ Curriculum g) Teacher general comment h) Attendance at school

In addition to two written reports each year, parents will have the opportunity to attend:

• a Meet the Teacher evening in week 2 of the new school year – teachers explain their class programmes

• NE entry interviews, by six weeks at school, to discuss the NE testing / analysis • three way learning conferences with parents, child & teacher in Week 2 term three

– children explain their learning, next steps & goals • celebrations of learning at individual teacher / syndicate discretion • end of year prize giving ceremonies (junior / senior)

The Curriculum Framework West Eyreton School’s curriculum:

o shows what it is that we want our students to learn and how the curriculum is designed to achieve this

o recognises that the key competencies are a focus for learning and that they enable learning

o encourages and monitors students’ development of the key competencies o builds on existing learning and take it to higher levels o provides quality learning experiences for students with special needs that enable

them to achieve o provides opportunities for students with special abilities to work beyond formally

described objectives o ensures each student’s ultimate learning success is more important than the

coverage of particular achievement objectives. At West Eyreton School we:

o prioritise Literacy and Numeracy teaching o all other learning should make use of the natural connections that exist between

learning areas and that link learning areas to the Values and Key Competencies. (page 16 NZC)

o plan programmes to meet the needs, abilities and interests of West Eyreton pupils o programmes should be planned and taught to ensure that students will experience

in-depth learning in all the other learning areas, rather than the coverage of achievement objectives

o will challenge students so that they are continually identifying next steps and moving on to achieve these

o use and develop the key competencies across the range of learning areas through our 5 E’s

o develop Information Literacy skills o prioritise e-learning

Official Languages

The Official Language for teaching and learning at West Eyreton School is English. Te Reo Maori will be taught through our 'Learning Languages' programme.

NZ Sign Language may be offered as another option within our ‘Learning Languages’ programme.

Learning in Years 1 – 6: o Teaching and learning programmes are developed through a wide range of

experiences across all learning areas, with a focus on literacy and numeracy along with the development of values and key competencies.

Learning in Years 7 & 8:

o Students’ learning progress is closely linked to their ongoing development of literacy and numeracy skills. These continue to require focused teaching.

o Students have opportunities to achieve to the best of their abilities across the breadth & depth of the NZ Curriculum – values, key competencies & learning areas – laying a foundation for living and for further learning.

(Pg 38 NZC)

There are eight learning areas. (Page 39 NZC)

Years and Curriculum Levels

o Years 0 – 3 students will primarily work from Levels 1 & 2 of the curriculum.

o Years 4 – 6 students will work from Levels 2 & 3

o Years 7 & 8 students will work from Levels 3 & 4.

The School has Developed some Significant themes: West Eyreton School will include opportunities for engaging students and integrating learning across the key competencies and the different learning areas. These may be promoted and developed in teaching and learning in different ways:

1. organise the curriculum in ways that connect understandings, key competencies, and values across a number of learning areas

2. organise curriculum around central themes, connecting values, key competencies, knowledge, and skills across a number of learning areas

3. or, may use another approach or a combination of approaches The school has chosen to develop significant integrated themes that will engage students, provide in-depth learning experiences, integrate & make connections across the key competencies and the 8 learning areas. They will often include the West Eyreton Inquiry model. Inquiry learning is when we use information literacy skills to acquire new knowledge. Information Literacy at West Eyreton School includes the teaching and application of:

• Functional Skills for finding, using, applying and communicating the information

• Thinking tools and strategies are used to plan, interpret, analyse and evaluate the information

• E Learning tools and skills are used to assist in either of the above areas and for opening up new and different ways of learning.

West Eyreton School Inquiry Learning Model

The school has developed an inquiry-learning rubric that identifies the specific learning outcomes for all students at each stage of the process. Teachers will use this rubric to:

• guide their teaching, • guide students to enable them to reflect on their learning; • give informative feedback about students’ progress providing them with their next

steps for learning; • assess the ongoing development of students; • report to parents and the board of trustees.

West Eyreton School’s Integrated Learning Model

EFFORT

Possible Categories/groups

Possible Contexts/themes Major Links to Learning Areas/ Key Understandings

We will work hard to achieve our goals Focus for study: The goals and aspirations, the Effort, Endurance and challenges met by : …and reflecting on how this impacts on our own lives … and finding beneficial ways to use our new knowledge and skills Add indicators from school-wide reports

Explorers

• early explorers • space • underwater • modern day adventurers

and explorers

Social Sciences: Identity, Culture and Organisation, Place and Environment, Continuity and Change, The Economic World. Social Inquiry

Athletes

• Olympic/commonwealth games

• endurance athletes • adventurers

Social Sciences: Identity, Culture and Organisation, Place and Environment, Continuity and Change, The Economic World. Social Inquiry Health and Physical Education: Personal Health and Physical Development, Relations With Other People, Healthy Communities and Environments, Movement Concepts and Motor Skills.

Inventors

• early inventions • modern invention • creative design • structural • control • food • ICT • biotechnology

Technology: Technological Practice, Technological Knowledge, Nature of Technology.

early peoples • challenges met by early settlers to NZ ( Maori and European)

• early peoples in other lands


animals • migration • survival

Sciences: Living world, Planet Earth and Beyond. Nature of Science: Understanding about Science, Investigating in science, Communicating in Science, Participating and contributing.

ENTERPRISE


Possible Contexts/themes

Major Links to Learning Areas/ Key Understandings

We will demonstrate a willingness to explore new ideas Focus for study: The personal skills and attributes, the understandings and knowledge, the resources and methods, the new ideas and developments, and the responsibilities and challenges met by: …and reflecting on how this impacts on our own lives … and finding beneficial ways to use our new knowledge and skills Add indicators from school-wide reports

people who work in the areas of science and technology

• material science • biotechnology • food technology

Y1-4 • electronics &

control Y5/6 • information and

communication technology

• structures technology

• space knowledge and exploration

• human biology • plant and animal

biology

Sciences: Living world, Planet Earth and Beyond, Physical World, Material World. Nature of Science: Understanding about Science, Investigating in science, Communicating in Science, Participating and contributing. Technology: Technological Practice, Technological Knowledge, Nature of Technology. Social Sciences: The Economic World. Social Inquiry

early peoples • developments made by early people in NZ

• developments made by early people in other lands

Sciences: Living world, Planet Earth and Beyond, Physical World, Material World. Nature of Science: Understanding about Science, Investigating in science, Communicating in Science, Participating and contributing. Technology: Technological Practice, Technological Knowledge, Nature of Technology. Social Sciences: Continuity and Change, The Economic World. Social Inquiry

people in their work

• business • farming • medical

Sciences: Living world, Planet Earth and Beyond, Physical World, Material World. Nature of Science: Understanding about Science, Investigating in science, Communicating in Science, Participating and contributing.

Technology: Technological Practice, Technological Knowledge, Nature of Technology. Context: all Social Sciences: Social Sciences: Identity, Culture and Organisation, Place and Environment, Continuity and Change, The Economic World. Social Inquiry

People who want to make a difference

• Entrepreneurial activity

• Social workers Children helping others

Social Sciences: Identity, Culture and Organisation, Place and Environment, Continuity and Change, The Economic World. Social Inquiry Health and Physical Education: Relations With Other People, Healthy Communities and Environments

People in our community

• Occupations, Enterprising Activities, Volunteers, Farming, Structures, Organisations, Government, Bringing Community Together, Getting to know the Community, Businesses …

Social Sciences: Identity, Culture and Organisation, Place and Environment, Continuity and Change, The Economic World. Social Inquiry Health and Physical Education: Relations With Other People, Healthy Communities and Environments.

EMPATHY and EXAMPLE




We will consider other people’s feelings and ideas We will be positive role models Focus for study: The care and understanding shown for our world and all forms of life …and reflecting on how this impacts on our own lives … and finding beneficial ways to use our new knowledge and skills Add indicators from school-wide reports

Caring for and understanding our environment

• sustainability • conservation • recycling • effects of human

activity on our world

• the physical world • healthy

environments • changes to our

environment • the world’s

resources

Sciences: Living world, Planet Earth and Beyond, Physical World, Material World. Nature of Science: Understanding about Science, Investigating in science, Communicating in Science, Participating and contributing. Technology: Technological Practice, Technological Knowledge, Nature of Technology. Contexts: Bio- related technologies*

Caring for and understanding the diversity of animal life

• evolution and forms of animal life

• biology of animals • preserving

wildlife • genetics

Sciences: Living world. Nature of Science: Understanding about Science, Investigating in science, Communicating in Science, Participating and contributing.

Caring for and understanding the diversity of plant life

• evolution and forms of plant life

• biology of plant • preserving plant

life • genetics

Sciences: Living world. Nature of Science: Understanding about Science, Investigating in science, Communicating in Science, Participating and contributing. Technology: Technological Practice, Technological Knowledge, Nature of Technology. Contexts: Bio-technologies, structural technologies.

Recognising and understanding human diversity

• people of other cultures

• people of other beliefs

• the sick, needy, poor etc

• the need to move to new places

• customs and


traditions • people with

disabilities Caring for ourselves

• health • safety • growth, puberty • relationships • feelings and

emotions • making wise

decisions

Health and Physical Education: Personal Health and Physical Development, Relations With Other People, Healthy Communities and Environments.

Showing interest in events that affect and shape our lives

• historical events • current events • other important

events/festivals/ celebrations

• Waitangi Day • Anzac Day • Olympics


EXCELLENCE




We will strive for high standards in everything we do Focus for study: Exploring the skills and attributes of our highest achieving: …and reflecting on how this impacts on our own lives … and finding beneficial ways to use our new knowledge and skills Add indicators from school-wide reports

Performers(minor)

• speakers • actors • singers • dancers

The Arts: Dance, Drama, Sound Arts – Music, Visual Arts Social Sciences: Identity, Culture and Organisation, Place and Environment, Continuity and Change, The Economic World. Social Inquiry

writers • poets • authors

English: Listening, Reading, Viewing; Speaking, Writing, Presenting. Social Sciences: Identity, Culture and Organisation, Place and Environment, Continuity and Change, The Economic World. Social Inquiry

artists • painters • illustrators • sculptors

The Arts: Visual Arts Social Sciences: Identity, Culture and Organisation, Place and Environment, Continuity and Change, The Economic World.

Social Inquiry

Athletes

• swimmers • runners • Olympics

Health and Physical Education: Personal Health and Physical Development. Social Sciences: Identity, Culture and Organisation, Place and Environment, Continuity and Change, The Economic World. Social Inquiry

medical people • doctors • nurses


who serve our country

• navy • airforce • army • political

The Arts: Dance, Drama, Sound Arts – Music, Visual Arts Social Sciences: Identity, Culture and Organisation, Place and Environment, Continuity and Change, The Economic World. Social Inquiry

in other occupations

• technical • working with

people • law


The West Eyreton School Curriculum Framework Based on the ...€¦ · engage and motivate its...

Documents

Transcript of The West Eyreton School Curriculum Framework Based on the ...€¦ · engage and motivate its...