If a traditional model of curriculum design looks like this...
...is it still appropriate in a fast-paced, increasingly technological world, where we can’t predict what our students will need to know? In the short video on the left, Mark Treadwell talks about how we’re moving away from a historical body of knowledge that we used to teach them to suddenly teaching them to be able to learn. He also says, this is the most exciting time in education, but asks, how do we prepare our students to be life-long learners? In the short video on the right, Mark Osborne talks about a Post-industrial model of education – Education 3.0 that prepares our students for a rapidly changing world.
So what does this mean in terms of a traditional curriculum and more importantly, a curriculum for the future?
These resources are intended to open up thinking and conversation around some of the deeper ideas that dwell beneath the surface of our everyday thinking about curriculum, learning, and teaching.
As you work through the Curriculum for the Future resources (teachers, leaders, students, BOT, parents) you'll see that thinking about a curriculum for the future is virtually impossible without thinking about the curriculum - and school - as we already know it. This helps us to open up many important questions about schooling, teaching, and curriculum that we don't always have time or space think about in our day-to-day lives. Where you take those conversations next is up to you! http://www.nzcer.org.nz/research/curriculum-future
Are you game?
Thank you to everyone who attended yesterday's webinar on Curriculum for the Future, and joined in our virtual role play, to create some co-constructed arguments for future-based curriculum design. You'll have to watch the webinar recording to see which group won!
The role-play aspect of the Curriculum for the Future game can be viewed in this Youtube clip, the virtual outcomes of this game can be viewed in yesterday's webinar. A big huge thank you to Rachel Bolstad who did a sterling job of facilitating this session.
This is an empowering way for you and your wider learning community to create an authentic, relevant curriculum for now and the future. The presentation can also be accessed below. If you attended or viewed this session, we'd love to hear back from you.
CCF is a fantastic game that I have tried twice now since the NAPP April Hui. where Rachel Bostad showed us how it worked. I have briefly watched the webinar too. Firstly I facilitated the workshop /roleplay and game with my English students from AUT as a way of getting them to work collaboratively with a focus on oral language and drama. We had great fun unpacking the ideas and they took it away to consider as a useful strategy to use on their practicums. I did have an ulterior motive too, as I wanted to see how it worked and get some feedback, so that when I played it with a group of 20 teachers in my school, I would have had a run through. It worked really well and engaged the group of teachers for the almost 2 hours in our cross-curricular PLGs. A great way to stimulate discussion, differing viewpoints, it is interactive and a bit different. It certainly provoked thought around how we design curriculum. Thanks!
Wow that is really great to hear Rachel thanks for sharing your experiences so far. Whew 20 teachers! Rachel Bolstad is incredibly inspirational and so are these tools.
Do you think playing this game (about future-focused curriculum) can result in current changes to your school's curriculum? Can you use these tools being used to redesign curriculum in a Secondary school? Or are you already doing this Rachel? Love to hear more
HI everybody. This is a great thread with some wonderful stories and resources. I was wondering if anybody had any information on graduate profiles in a primary context. Our school is looking to change the way we deliver the curriculum and get it more in line with a future focus. We are looking to design it in a way that fits with our students and our community. If anybody has anything to offer in the way of resources, literature or examples I would be very grateful.
Kia ora Justin
This is from a recent Te Toi Tupu NZC newsletter:
Graduate profiles are one way that a school can communicate a shared understanding of what a future oriented learner looks like. Graduate profiles describe skills, knowledge, and attitudes that students will need to participate in a range of life contexts beyond school.
Take a look at some graduate profiles from around the country.
“We did a lot of brainstorming and discussion in small groups. What does an ideal Hiruharama graduate look like? What sorts of skills do they need? What sorts of attributes do they have? What knowledge would they possess? What kind of person would they be?” Principal
The Stanley Avenue learner needs an up-to-date curriculum that reflects not only the knowledge and skills needed for the future, but also the best teaching strategies and learning theories. The ’Stanley Avenue Learner’ dimensions link to and exemplify the five key competencies in the NZC.
The principal asks this question following Māori language week this month. How many of our learner profile elements would learning Maori capture? Check out their learner profile here.
Te Puke Primary learner profile was designed by students to reflect and assess themselves during their 6 years at the school.
At Waioneke School the driving philosophy is built around developing the “Waioneke student “.
A Halswell graduate is equipped for success in the 21st century.
Raumati South School has their graduate profile on the front page of their website.
The Orere School learners’ profile can be found here.
The Greenmeadows Intermediate graduate profile describes the qualities and capabilities they aim to foster and develop during the two years children attend the school.
Te Karaka Area School has a graduate profile for their learners under ‘about’ on their website.
Create a graduate or learner profile for your school
Have these examples inspired you to create your own graduate or learner profile?
I hope that's useful.
Thanks Chris. This is a great help. We looked at some of these examples yesterday and it helped a lot of us get a better understanding of what a graduate profile is and what it can look like.
It made us realise that we are already doing a lot of this and that with some robust discussions we are well placed to put in place a graduate profile that suits our students and communities needs. A key point from all that I have heard, read and seen is the crucial element of getting the wider community and students involved in the creation and development of a graduate profile.
So thank you again for your help and to Tessa for starting this conversation. We have a lot to do but it is exciting and a wonderful time to be involved in education.