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Livebinder for this presentation : http://www.livebinders.com/play/play_shared_binder?id=31440



Below you will find characteristics evident in schools who are well underway with curriculum implementation, as identified by the ERO report 'Preparing to give effect to The New Zealand Curriculum'. Each characteristic is supported by stories from NZC Online as well as discussion tools from KC Online and other resources.



We organise timely and useful professional development, led from within the school or provided by an external source, that contributed to shared understanding and school-wide implementation of agreed strategies.

Stories:
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Wellington-Girls-College
Teachers at Wellington Girls' College work in learning groups for professional development that relates to the school's annual goals. All teachers belong to a cross curriculum learning group.
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Mangere-Bridge-School/Teachers-as-learners
Mangere Bridge School teachers develop their thinking about being a learner, and use this to explore students' understanding of how the key competencies work for them.
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-snapshots/North-East-Valley-Normal-School
North East Valley held their curriculum development day at the local marae to help teachers look at teaching and learning through a different lens.

Tools:
http://keycompetencies.tki.org.nz/In-leading/Discussion-tools/Teaching-and-learning
In the Mangere Bridge School digital stories, teachers develop their thinking about being a learner, and use this to explore students' understanding of how the key competencies work for them.


Resources:
http://nzcurriculum.tki.org.nz/Curriculum-resources/Strategies-for-getting-started/Walk-and-talk
Here are two online resources you could use to spark ideas and discussion on the importance of visiting other classrooms, sharing ideas and learning from each other.


We encourage parent, whānau and community involvement in developing the school curriculum, through consultation.

Stories:
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Renwick-community
Staff at Renwick School are writing their school curriculum. This curriculum is guided by and contains the voices of staff, students, parents and the local community.
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Hiruharama-Developing-whanau-priorities
Through the partnership of students, whānau, and staff at Te Kura o Hiruharama, key priorities have been identified and translated into school and classroom practice.
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Engaging-with-the-community-at-Weber-School
Weber School has a vibrant community where everyone is involved in teaching and learning. Inquiry is embedded in practice, leadership is distributed and everyone has something to teach and something to learn.
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Frimley-Primary-School/Community-engagement
The staff at Frimley Primary School aligned the key competencies with their vision of action, attitude, and achievement.

Tools:
http://keycompetencies.tki.org.nz/In-teaching/Discussion-tools/Parents-and-whanau
These two new tools relate to involving parents and whānau in teaching and learning - the ideas will require adapting to your own students and school contexts.

Resources:
http://www.charlessturt.sa.gov.au/site/page.cfm?u=97
A model of community engagement which works for discussion within schools as much as within Council. 'The Model outlines an understanding of community engagement, along with the aim and objectives that will enable Council to engage more effectively with the community.'



We recognise and respond to 'student voice', by giving learners opportunities to contribute to decision making and planning.

Stories:
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Leading-change-at-Ilam-School/Ilam-student-voice
These stories tell how the voices of students, teachers, and whānau are integral to learning and teaching at Ilam School.
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Te-Awamutu
This video is the result of much discussion, planning, filming and editing by 27 Year 6 to 13 students from the Rosetown Learning Community who have a clear message for their teachers and community about how they learn and what they want from school.
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Alexandra-Primary-School/Kids-curriculum-group
Alexandra Primary School has explored the key competencies through the UNESCO four pillars of learning.They formed a kids curriculum group to have a say in curriculum development.
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Hauraki-Plains-College/Students-discuss-river-groups
Staff at Hauraki Plains College have created a culture of support for students through the introduction of 'River Groups'.



Resources:
http://nzcurriculum.tki.org.nz/student_views
How do our students view learning? How do they see their future, and define success? Is school meeting their expectations? Which subjects do they like or dislike – and why? What helps them to learn? What makes a good teacher?



We have high levels of collaboration among teachers including developing a shared understanding of curriculum.

Stories:
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Hiruharama-Developing-whanau-priorities/A-culturally-connected-curriculum
Through the partnership of students, whānau, and staff at Te Kura o Hiruharama, key priorities have been identified and translated into school and classroom practice.
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Rototuna-School
'If there is any one thing we would like to be recognised for it would be the use of formative assessment practice as our teaching and learning philosophy that underpins all of our teaching programmes.'
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Hauraki-Plains-College/Creating-a-culture-of-support
Staff at Hauraki Plains College have created a culture of support for students through the introduction of 'River Groups'.






We have made appropriate provision for the integration of ICT into teaching and learning school-wide.

Stories:
Eportfoliios:
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Leading-change-at-Ilam-School/Ilam-eportfolios
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Red-Beach-School-Eportfolios/Developing-e-portfolios

http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Windley-School/Enhancing-IEPs
Junior teachers at Windley School in Porirua show how they are working to develop the key competencies with their students, and to share evidence of this with families.
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/BLENNZ-Blind-and-Low-Vision-Education-Network-NZ/BLENNZ
Experiences using video to support families/whānau understanding of the key competencies.


Resources:
http://www.core-ed.org/node/431
Interest in e-portfolios is very high among educators judging from the high turnout at CORE’s breakfast seminar. Nick Rate gives this breakfast seminar focused on the potential of e-portfolios to support an assessment-for-learning approach in the primary classroom.

http://softwareforlearning.tki.org.nz/
The Software for Learning website informs and supports teachers to select and integrate software as part of a rich learning environment.



We have well-established formative assessment practices, to help students take increased responsibility for learning and progress.

Stories:
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Rototuna-School
'If there is any one thing we would like to be recognised for it would be the use of formative assessment practice as our teaching and learning philosophy that underpins all of our teaching programmes.'

Schools discuss their approaches to monitoring the key competencies:
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Alexandra-Primary-School/Monitoring-key-competencies
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Frimley-Primary-School/Monitoring-the-key-competencies
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Kelburn-Normal-School/Monitoring


Resources:
http://nzcurriculum.tki.org.nz/Curriculum-resources/Strategies-for-getting-started/Student-voice-in-education
Looking for some examples of student voice in education? Cheryl Doig describes one class venturing into online learning as an authentic example of student voice.

http://assessment.tki.org.nz/
Assessment is the process of gathering, analysing, interpreting and using information about students' progress and achievement to improve teaching and learning. In this website we cover the key aspects of assessment in the context of The New Zealand Curriculum.



We integrate and embed school values and key competencies into teaching and learning.

Stories:
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Takaro-envisioning-curriculum
Helena Baker tells the story of curriculum development at her kura, in particular the visioning of how elements of the curriculum align with the needs of whānau, students and the kura.
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Peterhead-School
Part of the philosophy of Peterhead School is an awareness that change in education is ongoing and necessary if teaching and learning is going to reflect the needs of the community and a changing world.
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Frimley-Primary-School/The-Frimley-way
The staff at Frimley Primary School aligned the key competencies with their vision of action, attitude, and achievement.
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Windley-School/Connecting-the-vision
Junior teachers at Windley School in Porirua show how they are working to develop the key competencies with their students, and to share evidence of this with families.

Tools:
http://keycompetencies.tki.org.nz/In-leading/Discussion-tools/Leadership-Pedagogy
This diagram shows important aspects of leadership for key competencies that relate to pedagogy. The aspects are teaching quality, teachers and leaders learning together, and conversations for change

Resources:
http://nzcurriculum.tki.org.nz/Curriculum-resources/Strategies-for-getting-started/Designing-a-school-curriculum-for-cyclical-review
This diagram can be used by school leaders to clarify an overview of the nature of a school curriculum that is both 'designed and reviewed'.


We have established a starting point for curriculum development.

Stories:
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Hiruharama-Developing-whanau-priorities/A-culturally-connected-curriculum
Through the partnership of students, whānau, and staff at Te Kura o Hiruharama, key priorities have been identified and translated into school and classroom practice.
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Exploring-parallel-documents
Jan Tinetti from Merivale School and Sue Horne from Maungatapu School have been looking at using both The New Zealand Curriculum and Te Marautanga o Aoteoroa in their schools.
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Wellington-High
For years Wellington High School has had a philosophy that aims towards inclusive classrooms. In examining the question of what makes an inclusive classroom today the school is attempting to move to a more collaborative, connected model of teaching and learning.
http://keycompetencies.tki.org.nz/School-stories/Leaders-talk/Getting-started/Get-started
These videos address some aspect of beginning to look at the key competencies in classrooms or whole school contexts


Resources:
http://nzcurriculum.tki.org.nz/Curriculum-resources/Strategies-for-getting-started/Implementation-framework
This framework may be helpful to schools reviewing where they are at and where they need to go. It gives suggestions for discussions and documentation to support development of a school-based curriculum.


We understand the principles of effective leadership

Stories:
Principals discuss their experiences in leading change in their schools:
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Engaging-with-the-community-at-Weber-School/Weber-leading-change
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Leading-change-at-Ilam-School
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/College-Street-Normal-School/Leading-change-at-College-Street-Normal-School
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Hauraki-Plains-College/Leading-change

Tools:
http://keycompetencies.tki.org.nz/In-leading/Discussion-tools/Leadership-School-culture
This diagram shows important aspects of leadership for key competencies that relate to school culture. The aspects are goals and targets, celebrations of progress and success and values and traditions.

Resources:
http://nzcurriculum.tki.org.nz/Curriculum-resources/Strategies-for-getting-started/Leading-learning
The Leading Learning online module is facilitated by the ICT PD team. The module allows you to engage with key thinking in leading learning, reflect on your practice in relation to the research, and engage with others online.


We have a process in place for developing strategic plans to put into action

Stories:
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Rotorua-Boys-High
Rotorua Boys’ High School illustrates how embedding te reo me ōna tikanga Māori throughout the school provides a framework for successful teaching and learning.
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-snapshots/Boulcott-School
This snapshot shares some strategiesused along the journey to deepen understanding and action their school curriculum plan.

Tools:
http://keycompetencies.tki.org.nz/In-leading/Discussion-tools/Leadership-Systems
This diagram shows important aspects of leadership for key competencies that relate to school systems. The aspects are resourcing, routines, and expectations.

Resources:
http://nzcurriculum.tki.org.nz/Curriculum-resources/Strategies-for-getting-started/Developing-a-school-curriculum
This resource shows aspects of developing a school curriculum, outlines what the documentation might look like, and how this connects with systems and structures in your school.



We are trying new approaches to teaching and learning.

Stories:
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Wellington-High
For years Wellington High School has had a philosophy that aims towards inclusive classrooms. In examining the question of what makes an inclusive classroom today the school is attempting to move to a more collaborative, connected model of teaching and learning.
http://nzcurriculum.tki.org.nz/Curriculum-stories/School-stories/Southland-Girls-High
In 2005 Southland Girls’ High School became New Zealand’s first Year 7-13 state girls' secondary school. This opportunity was used to implement a new approach to the traditional Year 7 and 8 Intermediate School.
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Kelburn-Normal-School/Learning-conversations
http://keycompetencies.tki.org.nz/School-stories/Digital-stories/Kelburn-Normal-School/Split-screen-thinking
Kelburn Normal School has developed a shared understanding regarding integrating and embedding the key competencies.

Tools:
http://keycompetencies.tki.org.nz/In-leading/Discussion-tools/Kelburn
These discussion tools each pick up on an aspect of key competencies (learning conversations, de-privatising practice, and monitoring through noticing) as raised in the Kelburn Normal School digital stories.

Resources:
http://www.educationalleaders.govt.nz/Pedagogy-and-assessment/Building-effective-learning-environments/Using-Best-Evidence-Syntheses-to-Assist-in-Making-a-Bigger-Difference-for-Diverse-Learners
This paper by By Adrienne Alton-Lee has relevance for principals, aspiring principals, and leaders in all schools. It includes a summary of four reports that document the growing body of research evidence about what makes a difference for diverse learners in New Zealand schools.

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