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School case studies

Introduction

This section of this report includes the six school case studies. These cases studies are all located within the context of a desire by the schools to review curriculum and pedagogy and to continue shifting practice towards student-centred approaches.

The first case study describes a student-centred model of exploring the key competencies adopted by a team at Takapuna Normal Intermediate School. The next two case studies describe whole-school planning models: the development of an umbrella approach to curriculum planning at Karori Normal School; and the approach taken towards increasing the authenticity of learning experiences at North East Valley Normal School. The next three case studies focus on how whole-school professional development (PD) was organised to support teachers to develop an understanding of the key competencies. The Hillcrest Normal School case study describes how action learning cycles were used to develop key competency exemplars. The final two case studies of Central Normal School and Kelburn Normal School focus on the PD processes used to develop a shared view of the key competencies and ideas about assessing the key competencies. Table 5 presents an overview of the approaches used at each school.

Use the school names in Table 5 to link to each case study.

Table 5: The focus of key competency integration at the case study schools

School

Main emphasis

Main focuses for integrating the key competencies

Takapuna Normal Intermediate School
  • Development of a shared language through student construction of key competencies
  • Development of student self-assessments
  • Inquiry and integrated learning
  • Formative assessment
  • Thinking skills toolbox and ICT
Karori Normal School
  • School-wide curriculum planning
  • Development of a shared teacher and student language through co-construction
  • Integrated learning
North East Valley Normal School
  • School-wide curriculum planning
  • Increasing curriculum authenticity
  • Development of a shared teacher and student language through co-construction
  • Inquiry and integrated learning
Hillcrest Normal School
  • Development of a shared teacher key competencies language through teacher exemplars
  • Increasing curriculum authenticity
  • Rich tasks (integrated learning)
  • Environmental education
Central Normal School
  • School-wide curriculum planning
  • Development of a shared teacher and student language through co-construction
  • Development of a matrix of progression
  • Integrated learning
  • Formative and summative assessment
Kelburn Normal School
  • Development of a shared teacher and student language through co-construction
  • Development of a matrix of progression and student self-assessment
  • School-wide curriculum planning
  • Inquiry and integrated learning
  • Formative assessment

Published on: 19 Sep 2007


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