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Developing the key competencies at Paroa School

Principal Peter Bayliss, from Paroa School on the West Coast, has worked with his staff to develop a curriculum map to guide their school curriculum development.

Peter had used conceptual maps previously for self-review and other aspects of leadership work. This experience had proved helpful in planning and considering next steps, so it seemed a logical approach in this context. It was important that their curriculum was both manageable and viable, and that they acknowledged the good things the school was already doing aligned to the vision of the NZC. 

The staff and community worked together to decide what was important to them, and planned to ensure these priorities were reflected in their approach.

The school-based curriculum map has prioritised four pedagogical approaches to learning:

  • formative learning and teaching
  • cooperative learning
  • inquiry learning
  • environmental and outdoor education

Curriculum map

Curriculum map.pdf 366.60 kB

A mix of external facilitation and internal conversations allowed staff to consider how the key competencies fitted into this approach to teaching and learning. Daniel Goleman’s ideas on emotional intelligence have given weight to an emphasis on managing self, participating and contributing, and relating to others.

A continual cycle of refinement takes place during fortnightly professional development meetings for staff. Alongside this, the West Coast principals cluster has been learning more about the concept of self-regulation. Paroa School has focused on three ‘domains’ – cognitive, affective, and behavioural.

The cognitive domain describes the aspects associated with students’ academic learning. Paroa School promotes formative assessment practices, in particular encouraging self and peer assessment, and identifying next steps.

The affective domain teaches students strategies they can use to control and regulate their motivation and emotions. This includes strategies that develop self-confidence, cooperation with others, and an awareness of the ways in which emotions such as happiness and anxiety can influence our ability to learn.

The behavioural domain means teaching students to control their own behaviour in, for example, increasing and decreasing effort, staying on task, persisting with a task, and knowing when to seek help.

These examples  show how year 3 and year 7 classes have used Y-charts and brainstorming to record their understanding of self-regulation.

Paroa School Y_charts.pdf 641.78 kB

Students use journals to reflect on their ability to self-regulate as part of their focus on goal setting in the cognitive domain.

Teachers’ PLD involves teaching as inquiry action research projects, in which they gather student voice and other assessment data to determine the impact of strategies such as journaling on student achievement. 

The learner profile forms part of the school vision. The statements from thelearner profile reflect strong links to the key competencies. The 

students’ knowledge and understanding of the learner profile is expressed 

through the
concept of self-regulation and their understanding of the three domains. 

Tags:
curriculum design and review
primary

Updated on: 12 Sep 2011


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