LM @ FIS 2008 LM @ FIS 2008 Playing with the Key Playing with the Key Competencies Competencies Lisa Morresey Lisa Morresey and and Anne Gardiner Anne Gardiner Fairfield Intermediate Fairfield Intermediate School School Eastern Arterial Learning Eastern Arterial Learning Community Community
Callaborative Planning Day Key Competency Focus
Oct 28, 2014
Fairfield Intermediate School in Hamilton, NZ has been focusing on collaborative and integrated planning using the New Zealand Curriculum (2007). The focus of the planning is around the Key Competencies.
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LM @ FIS 2008LM @ FIS 2008
Playing with the Key CompetenciesPlaying with the Key Competencies
Lisa Morresey Lisa Morresey
and and
Anne GardinerAnne Gardiner
Fairfield Intermediate SchoolFairfield Intermediate School
Eastern Arterial Learning Eastern Arterial Learning CommunityCommunity
LM @ FIS 2008LM @ FIS 2008
Our LearningOur Learning
To plan using the Key Competencies.To plan using the Key Competencies.
Success Criteria:Success Criteria: Develop a deeper knowledge of the Key Develop a deeper knowledge of the Key
Competencies;Competencies; Plan using a collaborative process;Plan using a collaborative process; Use Assessment for Learning principles, Use Assessment for Learning principles,
as part of the planning process.as part of the planning process.
LM @ FIS 2008LM @ FIS 2008
Not on the Test ….Not on the Test ….
http://http://www.notonthetest.comwww.notonthetest.com//
LM @ FIS 2008LM @ FIS 2008
The New Zealand CurriculumThe New Zealand Curriculum
Implementation of the New Curriculum 1992 Implementation of the New Curriculum 1992 Curriculum Stock take 2002Curriculum Stock take 2002
RecommendationsRecommendations Clarifying principles and values;Clarifying principles and values; Clarifying how schools are intended to implement intent of Clarifying how schools are intended to implement intent of
document;document; Restructuring essential skills and attitudes into the key Restructuring essential skills and attitudes into the key
competencies;competencies; Ensuring achievement objectives are clear, appropriate and Ensuring achievement objectives are clear, appropriate and
future focused;future focused; Strong emphasis on excellence and improved outcomes for Strong emphasis on excellence and improved outcomes for
students.students.
LM @ FIS 2008LM @ FIS 2008
The New Zealand Curriculum The New Zealand Curriculum Draft for Consultation, 2006Draft for Consultation, 2006
EmphasisedEmphasised Importance of Importance of effective teaching and learningeffective teaching and learning Encouraged Encouraged home school partnershipshome school partnerships Increased the profile and status of second Increased the profile and status of second
language learninglanguage learning Importance of making stronger connections Importance of making stronger connections
between what goes on in schools, needs of between what goes on in schools, needs of communities, societies and employerscommunities, societies and employers
It aimed to make the curriculum more It aimed to make the curriculum more manageablemanageable for teachers by for teachers by clarifying expectations.clarifying expectations.
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The VisionThe Vision
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The New Zealand CurriculumThe New Zealand Curriculum
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The New Zealand Curriculum identifies fiveThe New Zealand Curriculum identifies five
key competencies:key competencies: ThinkingThinking Using language, symbols and textsUsing language, symbols and texts Managing selfManaging self Relating to othersRelating to others Participating and contributing Participating and contributing
The Key CompetenciesThe Key Competencies
LM @ FIS 2008LM @ FIS 2008
LM @ FIS 2008LM @ FIS 2008
Key CompetenciesKey Competencies
““The key competencies are both the end and the The key competencies are both the end and the means. They are the focus for learning – and means. They are the focus for learning – and they enable learning. They are the capabilities they enable learning. They are the capabilities that young people need for growing, working, that young people need for growing, working, and participating in their communities and and participating in their communities and society.”society.”
Pg 38, Pg 38, The New Zealand CurriculumThe New Zealand Curriculum, Ministry of Education, 2007,, Ministry of Education, 2007,
LM @ FIS 2008LM @ FIS 2008
Key CompetenciesKey Competencies
Read pages 12-13 Read pages 12-13 Highlight key words for each key Highlight key words for each key
competencycompetency
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The Worlds Fastest IndianThe Worlds Fastest Indian
View the following snippet. View the following snippet. What key competencies was Burt Munroe What key competencies was Burt Munroe
displaying?displaying?
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LM @ FIS 2008LM @ FIS 2008
The Integrated CurriculumThe Integrated Curriculum
““Making Connections:Making Connections:
Students need to be able to integrate new learning Students need to be able to integrate new learning with what they already understand. When with what they already understand. When teachers deliberately build on what their students teachers deliberately build on what their students know, they maximise the use of learning time, know, they maximise the use of learning time, anticipate students’ learning needs and avoid anticipate students’ learning needs and avoid unnecessary duplication of content. Teachers can unnecessary duplication of content. Teachers can help students to make connections across help students to make connections across learning areas as well as make connections to learning areas as well as make connections to home practises and to the wider world.” home practises and to the wider world.”
Pg 24, Effective Pedagogy, NZC, Draft for Consultation, 2006Pg 24, Effective Pedagogy, NZC, Draft for Consultation, 2006
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Values, key competencies and Values, key competencies and learning areaslearning areas
““In practice, the Key Competencies are most often used in In practice, the Key Competencies are most often used in combination.”combination.”
““Schools need to consider how each of these aspects of Schools need to consider how each of these aspects of the curriculum will be promoted and developed in the curriculum will be promoted and developed in teaching and learning.” teaching and learning.”
“ “Schools may, for example decide to organise their Schools may, for example decide to organise their curriculum around one of these three aspects (values, curriculum around one of these three aspects (values, key competencies, or learning areas) and deliberately key competencies, or learning areas) and deliberately weave the other two through their programmes.” weave the other two through their programmes.”
Pp 37-38, The New Zealand Curriculum, Ministry of Education 2007Pp 37-38, The New Zealand Curriculum, Ministry of Education 2007
LM @ FIS 2008LM @ FIS 2008
Collaborative PlanningCollaborative Planning
Task:Task: SyndicatesSyndicates Collaborative plan Collaborative plan Key CompetencyKey Competency Integrated across learning areasIntegrated across learning areas Include an aspect of e learning (might want to Include an aspect of e learning (might want to
present the Key Competency in action?)present the Key Competency in action?) Build up to Science WeekBuild up to Science Week
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The Planning ProcessThe Planning Process
Now you choose one key competency Now you choose one key competency based upon your:based upon your: Student learning needsStudent learning needs Learning opportunities/events next termLearning opportunities/events next term InterestsInterests
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Learning Goals and CriteriaLearning Goals and Criteria
- What is the big learning?- What is the big learning?
- What might the criteria look like?- What might the criteria look like?
(What do we have to know and do to ..?)(What do we have to know and do to ..?)
- Why is it important to learn this?- Why is it important to learn this?
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LM @ FIS 2008LM @ FIS 2008
WE ARE LEARNING TO MANAGE SELFWE ARE LEARNING TO MANAGE SELFHOW WILL WE MANAGE OURSELVES IN ROOM …? HOW WILL WE MANAGE OURSELVES IN ROOM …?
By becoming a responsible Class Member/Camp Participant By becoming a responsible Class Member/Camp Participant What do we have to know and do to…?What do we have to know and do to…? Details/SpecificsDetails/Specifics Know ourselves and each other Know ourselves and each other Rights and responsibilities School/Class Rights and responsibilities School/Class
Rules/Basic RightsRules/Basic Rights Expectations Expectations Book PresentationBook Presentation ChartsCharts Personal Goals Personal Goals FFI Goal SettingFFI Goal Setting Setting high standards for oneself Setting high standards for oneself Know when to seek assistance Know when to seek assistance
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Criteria Co-Constructed with Criteria Co-Constructed with StudentsStudents
We are Learning to Manage SelfWe are Learning to Manage Self
What do we have to know and do to…?What do we have to know and do to…? Details/SpecificsDetails/Specifics Know myselfKnow myself Strengths, weaknessesStrengths, weaknesses
Knowing my class matesKnowing my class mates Strengths, weaknesses, interests, Strengths, weaknesses, interests, backgroundbackground
ExpectationsExpectations Display Charts – learning, Display Charts – learning, behaviour, book work, uniform, behaviour, book work, uniform, and communicationand communication
Goal SettingGoal Setting SMART GoalsSMART Goals
AchievementAchievement Reflect on my own achievementReflect on my own achievement
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Expectations ChartExpectations Chart
Our Expectations for Learning Our Expectations for Learning
Always stay on task!Always stay on task! Be organised.Be organised. If a job needs to be done then do it – show initiative.If a job needs to be done then do it – show initiative. Work within time frames and time limits.Work within time frames and time limits. Engage in learning conversations.Engage in learning conversations. If you need help – ask others.If you need help – ask others. Know what work I need to do.Know what work I need to do. We all contribute independently to help the team work together.We all contribute independently to help the team work together. Face challenges – take risks.Face challenges – take risks. Make mistakes and learn from them.Make mistakes and learn from them.
LM @ FIS 2008LM @ FIS 2008
Expectations ChartExpectations Chart
Our Expectations for CommunicationOur Expectations for Communication Active Listening – Eye contact, proximity, body Active Listening – Eye contact, proximity, body
languagelanguage Focus – Think about the task or conversationFocus – Think about the task or conversation Engaged – Are you with me?Engaged – Are you with me? Feedback – from me, my classmates and my Feedback – from me, my classmates and my
teacher.teacher. No hands up in group discussion.No hands up in group discussion. We need to TRUST each other.We need to TRUST each other.
LM @ FIS 2008LM @ FIS 2008
Learning AreasLearning Areas
““While the learning areas are presented as While the learning areas are presented as distinct, this should not limit the ways in distinct, this should not limit the ways in which schools structure the learning areas which schools structure the learning areas offered to students. All learning should offered to students. All learning should make use of the natural connections that make use of the natural connections that exist between learning areas to the values exist between learning areas to the values and key competencies.” and key competencies.”
Pg 16, Pg 16, The New Zealand CurriculumThe New Zealand Curriculum, Ministry of Education, 2007,, Ministry of Education, 2007,
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Learning AreasLearning Areas
Brainstorm:Brainstorm:
What might this learning look like in What might this learning look like in relevant Learning Areas? (Natural links relevant Learning Areas? (Natural links only)only)
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Now think about…Now think about…
Learning ActivitiesLearning Activities
Achievement Objectives and SLO’sAchievement Objectives and SLO’s
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AssessmentAssessment
Throughout the unit, teachers formally Throughout the unit, teachers formally assessed the students against the assessed the students against the achievement objectives – in the focused achievement objectives – in the focused learning areas.learning areas.
We also used peer and self assessment to We also used peer and self assessment to reflect on their learning within the Key reflect on their learning within the Key Competency.Competency.
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Formative Assessment
Effective Questioning
Effective Feedback
Student Self Assessment
The active involvement ofstudents in their own learning
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Assessment and the Key Assessment and the Key CompetenciesCompetencies
“ “With appropriate teacher guidance and With appropriate teacher guidance and feedback, all students should develop strategies feedback, all students should develop strategies for self monitoring and collaborative evaluation for self monitoring and collaborative evaluation of their performance in relation to suitable of their performance in relation to suitable criteria. Self Assessments might involve criteria. Self Assessments might involve students examining and discussing various kinds students examining and discussing various kinds of evidence, making judgements about their of evidence, making judgements about their progress and setting further goals.” progress and setting further goals.”
Page 38 Page 38 The New Zealand CurriculumThe New Zealand Curriculum 2007 2007
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Examples of Students’ Self and Examples of Students’ Self and Peer AssessmentsPeer Assessments
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Peer AssessmentPeer Assessment
We are learning to manage ourselves We are learning to manage ourselves in order to help the group.in order to help the group.
What did ……………………… do in order to help What did ……………………… do in order to help the group complete the task?the group complete the task?
What would you suggest as a goal to work on What would you suggest as a goal to work on next time so that they may contribute more to next time so that they may contribute more to the group effort?the group effort?
My Thoughts: My Thoughts:
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AssessmentAssessment
Plan your assessment/reflection tasks.Plan your assessment/reflection tasks.
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Your PlanningYour Planning
Key Competency Focus – Key Competency Focus –
Big Learning, Learning Intention and CriteriaBig Learning, Learning Intention and Criteria Learning Areas - AO’s/SLO’sLearning Areas - AO’s/SLO’s Learning Activities - Skills, knowledge, Learning Activities - Skills, knowledge,
process, Thinking Strategy, E learning process, Thinking Strategy, E learning (ICT)(ICT)
AssessmentAssessment
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AO’s/AO’s/
SLO’sSLO’s
SkillsSkills KnowledgeKnowledge Thinking Thinking StrategiesStrategies
E learningE learning AssessmentAssessment
Investigating Investigating in sciencein science
To ask To ask questions in questions in a simple a simple investigationinvestigation
To ask To ask appropriatappropriate e questionsquestions
BloomsBlooms
Question Question StartersStarters
Graphic Graphic OrganisersOrganisers
Digital Digital CameraCamera
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Sharing Sharing
What did you plan?What did you plan?How did it go?How did it go?
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Student Voice about Key Student Voice about Key Competency Learning Competency Learning
“We won’t forget this. We will use it for jobs and our future.” Rosemary
“When you self manage it is more fun at school. It is easier for our teachers and us and for others. “ Rhianna
“I used to think school was a waste of time.” Cayman
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Our Last ThoughtsOur Last ThoughtsOur School Curriculum is Our School Curriculum is • DynamicDynamic• EvolvingEvolving• Driven by learners needsDriven by learners needs
““This curriculum gives schools the flexibility to actively This curriculum gives schools the flexibility to actively involve students in what they learn, how it is taught and involve students in what they learn, how it is taught and how the learning is assessed, and it invites schools to how the learning is assessed, and it invites schools to embrace the challenge of designing relevant and embrace the challenge of designing relevant and meaningful learning programmes that will motivate and meaningful learning programmes that will motivate and engage all students.” engage all students.”
Hon. Steven MahareyHon. Steven MahareyMinister of Education 2007Minister of Education 2007
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