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?
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