Implementation exploratory studies updates
Phase one report – July 2008
Four clusters of schools are involved in this year’s exploratory studies, researching each school’s context, its approach to New Zealand Curriculum implementation and their progress so far.
During this first phase of the exploratory studies, the Waikato University and NZCER researchers have talked with the principals, Board of Trustees and some teachers in each of the 15 schools.
Most primary schools have used a ‘foundations plus integrated (or inquiry learning)’ approach to curriculum implementation.
Intermediate schools are using the New Zealand Curriculum as a lever to improve alignment with contributing schools and local colleges. They are all piloting inquiry or integrated approaches, but are less advanced with this than the primary schools.
The secondary schools have typically started by developing a cross curricula approach to staff professional development. This has been followed by some trialling or piloting especially at Year 9.
Summaries of key findings from each cluster:
Primary cluster 1 – key findings
Primary cluster 2 – key findings
Intermediate cluster – key findings
Secondary cluster – key findings
Primary cluster 1 - South Island
Exploratory studies
Cluster features:
Four primary schools, three are the main primary schools in dispersed provincial centres, with one centre also having an integrated school. All schools started 2008 with experienced principals who have provided focussed and strategic leadership, well aware of the need for staff and parents to see and appreciate the ‘big picture’. All schools are ‘early adopter’ schools that have been working on aspects of NZC for a number of years already. Area is geographically isolated: therefore schools have seen the need to develop a strong network amongst themselves (eg in previous years an ICT PD cluster and now a PPLC cluster). ‘Foundation’ learning plus ‘thematic’ learning is a key feature in all schools.
Within this common framework each school has an individual focus:
School 1 - on self regulated learners
School 2 - on Catholic character and values
School 3 - on a ‘new’ school culture and values (school moved to new site in 2006)
School 4 - on action research and key competencies
School features and progress so far:
School 1
- adopted four key learning approaches/principles- child centred, inquiry based,self regulated and integrated
- using four key themes for 2008 - sustainability, communication, diversity and citizenship
- linked to school developed formative assessment tools, pedagogical approaches, and extra curricula activity.
School 2
- started by developing school values, then seeking to relate them to NZC
- started implementation in one curriculum area (social sciences)
- plan to focus on key competencies next
School 3
- piloting a single school wide theme for 2008- ‘who are we?’ (strongly linked to
- health and phyiscal education, and environmental education)
- weaving the key competencies into each whole school theme
- using ‘student action groups’ as a focus to develop student dispositions
School 4
- focussing on exploring one key competency per year as theme
- using an action research approach to explore each competency
- developing ‘emergent-developing-competent-expert’ continua with students to help inform work
Primary cluster 2 - North Island
Exploratory studies
Cluster features:
Four primary schools, all in relatively close proximity to each other. Three share a rural outlook and setting, with one a special character school located within a small provincial town. Three schools have relatively new principals. All schools have worked together recently as an ICT PD cluster before joining the PPLC contract. As a result there is an existing culture of collaborative professional development both within individual schools and across the cluster.
School features and progress so far:
School 1
- implemented the values programme ‘You can do it’ over 2006-2007
- focussing in 2008 on aligning this work with the key competencies, starting with managing self
- junior and senior programmes are using a term long inquiry based unit as the vehicle
School 2
- developed a model for inquiry learning and teaching over 2006-2007
- focussed on one key competency (managing self) for Terms 1 and 2, 2008
- also looking at one second language learning area as a key development this year
School 3
- using an integrated curriculum model for learning areas other than literacy, numeracy and PE in 2008
- ‘Me and my environment’ theme for Term 1 2008, based on the Queensland ‘New Basics’ programme
- plan to incorporate values and key competencies into each theme
School 4
- adopted a ‘big ideas/rich concepts’ approach to curriculum planning
- ‘big ideas’ are driven by NZC key competencies and the school vision statement around enacting its special character
- big push to increase parental engagement and involvement
Intermediate cluster
Exploratory studies
Cluster features:
Made up of three intermediate schools, geographically dispersed. Two have recent appointees as principals, one has an experienced principal. One is a high decile school, two are low decile schools. At beginning stage in working together - have met only twice so far.
All schools are at an early stage in terms of their thinking about NZC implementation.
All are interested in using NZC to build links with contributing schools and local colleges.
All are experimenting with forms of inquiry and/or integrated approaches to learning.
School features and progress so far:
Intermediate School 1
- started in 2007 with continuing work in numeracy and literacy, and using a modified version of the Virtues Project to infuse values across programmes
- literacy across the school remains a key focus for 2008, but this year it is being developed within an integrated studies or inquiry learning approach
- some staff beginning to explore the key competencies
Intermediate School 2
- developed ‘staff and student charters’ in 2007 as a basis for improving school climate and culture
- concentrated on developing three agreed goals for whole-school student learning to underpin the school’s vision in Term 1 2008
- adopted the theme of ‘Teams’ as an inquiry focus across the school for the first half of 2008
Intermediate School 3
- strong emphasis on Literacy Professional Development Project in 2006 and 2007, along with developing numeracy and social skills
- focussed on a cross-school curriculum unit called ‘The School 3 Way’ for Term 1 2008
- unit integrates several learning areas and focuses on the key competencies, especially on developing social and self managing skills
Secondary cluster
Exploratory studies
Cluster features:
‘Cluster’ in name only - made up of four individual secondary schools, all nominated to the researchers by the same SSS adviser. Apart from being in the same geographic region, the schools have no other professional connection. Two schools are large secondary schools located within a major city, two are smaller provincial town high schools. One school has had their principal over five years, two for about three years and one principal was new to the school in 2007.
School features and progress so far:
College 1
- adopted a whole-school professional learning programme in 2008
- now encouraging staff to work in cross-curricula teams
- hired a ‘facilitator’ to work in-class with individual teachers seeking to make pedagogical shifts - available for next three years
- planning first key programme changes to Year 9 for 2009
College 2
- whole-staff exploration of the theme ‘21st century learning’ began in 2007
- encouraged staff to take up exploration of pedagogical shift and the future focus implication of the key competencies in 2008
- trialled using the key competencies in a tutor group setting Term 1 2008
- will pilot a number of other explorations, based on Gilbert & Bolstad (2007) during rest of 2008
College 3
- developed a modified model of professional learning using cross curricula staff groups selected by the SMT
- focus of groups now on developing student thinking and the associated pedagogical shifts
- have undertaken a ‘curriculum mapping’ exercise for Years 9 and 10
- trialling a ‘block’ timetable based on a rationalisation of the traditional subject-based learning areas in 2008
College 4
- worked initially on realigning school vision and values in response to the front end of The New Zealand Curriculum
- at the same time, restructured teacher PD into a ‘professional learning culture’ based model
- emphasis is on pedagogy and personalising learning for first half of 2008
- piloting a Year 9 cross-curricula unit called ‘Who am I (we) and Where am I (are we)?’
March 2008
Exploratory studies schools have been selected by the researchers because they have a record as ‘early adopter’ schools for important aspects of the New Zealand Curriculum such as localising their curriculum around its values, principles (such as a future focus), or key competencies. All schools have strong curriculum leadership. In total, 15 schools are involved.
Dr Rose Hipkins (NZCER) is leading the project. The researchers are seeking answers to three research questions:
- What factors help or hinder curriculum implementation in the selected schools?
- Does the sequence in which a school approaches different aspects of curriculum implementation seem to matter?
- In what ways are the curriculum implementation processes and issues faced similar or different for primary, intermediate, and secondary schools?
Three outcomes will result - two annual research reports, two annual draft resources summarising key lessons, and recommendations about possible digital stories at the end of 2008 and again at the end of 2009.
The 15 exploratory studies schools have been organised into four clusters.
Cluster 1 - Waikato primary cluster
Cluster 2 - Waikato secondary cluster
Cluster 3 - Wellington intermediate cluster
Cluster 4 - Central Otago primary cluster
The research task is being shared by researchers from NZCER and the University of Waikato. The University of Waikato is working with clusters 1 and 2. NZCER is working with clusters 3 and 4.
