KCs have exciting potential

• Students’ learning needs are foregrounded

• 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

Rose Hipkins and Sally Boyd

14 June, 2007
 Creating space for deep learning
Deep learning is learning which…
• enables students to develop action competence as they take
action on real projects of concern to themselves or society
• gives opportunities for student choice
• gives opportunities for challenge and risk-taking
• is fun, relevant, and engaging
• relates to students’ needs and level

The use of curriculum integration and inquiry learning models

were seen as a way to provide these opportunities

Rose Hipkins and Sally Boyd

14 June, 2007

http://www.i-learnt.com/
 Inquiry learning
What is the purpose of inquiry learning?
• To teach students a research process (to “learn about” a topic)?
• To “learn in” as students visit places such as museums?
• To support students to “learn by doing”? (e.g., Environmental
education =learning for the environment as well as learning in and
about the environment)
At the case study schools
• Inquiry learning was being used to fulfill all of these purposes.
• Inquiry learning was mostly described as a support for students to
develop research skills for “learning about” a topic of interest.

Is the potential of inquiry learning to provide opportunities for

students to demonstrate the KCs being fully utilised?
Rose Hipkins and Sally Boyd
14 June, 2007
 15 lowest rated practices
1. Teachers support students to take action on issues of
concern to themselves (PC)
2. Learning activities enable students to participate in a
range of social and cultural settings (PC)
3. Students set their own learning goals (MS)
4. Knowledge and texts are presented to students as having
different interpretations rather than as given “facts” (ULST)
5. Students are taught how to analyse different types of
information to look for patterns and trends (ULST)

6. Students are given time to explore and clarify their own

values (PC)
7. Students are given choices in learning activities or
 15 lowest rated practices (cont.)
• Classroom contexts include Mäori points of view and ways of
doing things (PC)
• Students are taught ways to manage group dynamics (RO)

• Students are supported to assess their peers’ work and give

feedback (MS)
• Students take part in discussions about meta-cognition and
how they learn (MS)
• Students have the opportunity to learn about the conventions
of different subjects (ULST)
• Students plan how they will work, and organise their time (MS)
• Classroom contexts include Pacific peoples’ points of view and
ways of doing things (PC)
• Teachers spend time telling students how to behave (MS)
 Questions for school leaders
• Are the foundations in place? (e.g., student-centred
practice?)
• Are the KCs a focus? (i.e., what other PD are staff involved
in?)
• How will the KCs be connected with the existing school
vision and practices?
• Do teachers have the big picture about 21st Century lifelong
learning?
• Is there space to explore the unknown? (i.e., changes to
curriculum/pedagogy)
• Are there processes in place for staff to explore the KCs?
• Do these processes give ownership to teachers?
 Reflection question

What is needed to assist teachers to shift their

practice towards unfamiliar pedagogies?

How can you support this?

MS (student autonomy over learning/meta-cognition)

PC (action competence/acknowledging diversity)
ULST (understanding different subject conventions/critical literacy)
How can you lead your school to review the “Big
Picture” and do less better?

Will students have access to deep learning

opportunities that enable them to demonstrate the
KCs?
 School models of change
What was important?

1. Using proven models of PD

2. A focus on the “big picture”

3. Exploring pedagogy

4. Co-constructing the KCs with

students
 4. Co-construction with students

• Students and teachers developed shared views (language)

• Range of activities (student feedback about learning, class
brainstorms about KCs, developing KC posters or
presentations, interview parents about the KCs)
• KC language used for on-going discussions/activities

The most essential component

…it’s not just the teachers’
ideas – it’s 50-50… we are
trying to figure it out for
ourselves (Students)
is kids unpacking it as well –
because they have to buy into
it and see the relevance of
what they are doing. (Teacher)
Student views on why the KCs are important
People won’t be too
happy in their lives if they
can’t relate to others or
manage themselves.
If we (children) learn the KCs
when we’re young, then
when we grow older we will
be able to get better jobs,
and be able to do things
better.
As you grow up you
have to learn to be
responsible and
understand that actions
have consequences.
Key competencies get
that message across.
They come in useful as
adults, seeing as you
use them in everyday
society.
• What will be happening in ‘_____’
school when it reflects the philosophy of
the Principles, Values and Key
Competencies of the draft NZ
Curriculum Document?

• _______ school will…

•
Dr Barbara Leroy’s Model of …“Requirements for Change to Work”

Managi ng Com pl ex C hange (Leroy

Model)
Vision Skills Incentive Resources Action
Plan Change

Skills Incentive Resources Action

Plan Confusion

Vision Incentive Resources Action

Plan Anxiety

Vision Skills Resources Action

Grad ual
Plan Ch an ge

Vision Skills Incentive

Action
Plan Frus trat io n

Vision Skills Incentive Resources Fals e

Starts
Well I now have all these purring
new IDEAS!