R Hipkins 22.08.08 Rosemary Hipkins New Zealand Council for Educational Research Key competencies in the curriculum: reflecting on implementation and assessment.

R Hipkins22.08.08

Rosemary HipkinsNew Zealand Council for Educational Research

Key competencies in the curriculum: Key competencies in the curriculum: reflecting on implementation and reflecting on implementation and

assessment challengesassessment challenges

A presentation to the Canterbury Primary Principals, Christchurch, Thursday August 22, 2008

R Hipkins22.08.08

The nature of our national curriculumThe nature of our national curriculum

• A framework for learning from year 1 to year 13

• It sets the direction for learning but schools are expected to modify their plans to meet the needs of their own students

• A response to learning challenges in the 21st century (both in NZ and internationally)

R Hipkins22.08.08

Implementing NZC: the big pictureImplementing NZC: the big picture

• What has changed from the previous curriculum? (in “spirit” rather than in details)

• What messages about the learning that matters should we take from the “front end” of The New Zealand Curriculum?

• Why has the curriculum been developed this way at this time?

How did you answer these questions? Would others in your wider school community answer the same way? Why or why not?

R Hipkins22.08.08

The spirit of change in NZCThe spirit of change in NZC

• Learning how to learn – developing an identity as a ‘lifelong learner’ and a greater emphasis on developing student autonomy

• School-based curriculum design is more explicit and linked to NAGs.

• A more holistic approach – interconnected nature of knowledge

• A more participatory view of learning and teaching

2007

cf. 1993

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Your school’s implementation journey so farYour school’s implementation journey so far

• Which (if any) of these NZC directions have been in your school’s sights during your shared professional learning?

• What have been your most important insights, breakthroughs and successes?

• What is the relationship between the key competencies and other “big picture” messages in the front end of NZC?

Learning to learn

School-based curriculum design

Interconnected nature of knowledge

Learning as participation

Other key messages….?

R Hipkins22.08.08

Our curriculum interpretation depends on many factorsOur curriculum interpretation depends on many factors

What we think learning is for and what sorts of outcomes we value for our students

• What sorts of outcomes we think our school and school community really values

• What we think about how the act of learning happens, as well as our personal theories of knowledge and of curriculum

• Our sense of what the future will be like, and of our responsibilities to help shape it

R Hipkins22.08.08

Focus on “getting” traditional content

Creating and using, not just getting knowledge

No risk High risk

Learner Development

Learner Transformation

Learning genericskills

Learning to “be”

Learning for an unknown futureLearning for an unknown future

After Barnett, 2004

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Learning area content x 8 levels

A more holistic curriculum(integration, inquiry learning)

No risk High risk

Learner Development

Learner Transformation

Learning areaskills x 8 levels

Vision, values and principles

Match to curriculum aspectsMatch to curriculum aspects

After Barnett, 2004

R Hipkins22.08.08

What sort of people do we want our kids to be?What sort of people do we want our kids to be?

Actively involved

Participants in a range of life contextsContributors to the well-being of New Zealand – social, cultural, economic, and environmental

Lifelong learners

Literate and numerateCritical and creative thinkersActive seekers, users, and creators of knowledgeInformed decision makers

Confident

Positive in their own identityMotivated and reliableResourcefulEnterprising and entrepreneurialResilient

Connected

Able to relate well to othersEffective users of communication toolsConnected to the land and environmentMembers of communitiesInternational citizens

Source: NZC Vision Statement

R Hipkins22.08.08

Learning area content x 8 levels

A more holistic curriculum(Integration, inquiry learning)

No risk High risk

Learner Development

Learner Transformation

Learning areaskills x 8 levels

Vision, values and principles

Might key competencies be the “glue” that brings all these pieces together?

R Hipkins22.08.08

Key competencies

• Using language, symbols and texts

• Thinking

• Participating and contributing

• Managing self

• Relating to others

Lifelong learners (vision)

• Literate and numerate

• Critical and creative thinkers

• Active seekers, users, and creators of knowledge

• Informed decision makers

Learning to learn (a principle)

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Why focus on key competencies?Why focus on key competencies?

• Students’ learning needs are fore-grounded

• Helping every child to become a better learner

• Fostering lifelong learning via a focus on dispositions

• A focus on identity and the development of personal autonomy

• Helping students prepare for this century not the last two

R Hipkins22.08.08

Changes the key competencies can make are a bit like an iceberg

Transformative changes run very deep

The nearer the tip, the more obvious the potential changes

R Hipkins22.08.08

Where on the iceberg would you put these Where on the iceberg would you put these questions to ask while reading?questions to ask while reading?

• Is this text well written?

• Which voices, and interests are silent or absent from this text?

• What does the author believe is important?

• What are my assumptions as I read?

• Is the author attempting to manipulate me?

• What is the purpose of this particular style of writing?