Guiding Principles NZ Curriculum<\/figcaption><\/figure>\n <\/p>\n
Burt explained, \u201c<\/span>The only way to deliver the two halves of curriculum is to do so in an integrated curriculum with a thematic approach.<\/span>\u201d This means schools are highly dependent on the teachers\u2019 capability to design integrated curriculum, help students make connections across, and still focus on the specific foundational literacy and numeracy skills. He continued, \u201c<\/span>The challenge is to figure out how to optimize learning by paying attention to all aspects of how children learn.\u201d <\/span><\/p>\n
He said that for new teachers and for most schools, a linear approach within one singular domain is an easier way is to get started. Writing across the curriculum can help to make connections and to build the writing skills within any domain. He explained, \u201c<\/span>We also want our students to be collaborating from when they are very young. We want them collaborating when they are reflecting and learning to depend on each other along the way.\u201d<\/span><\/p>\n
To balance the ease of domain-specific instruction with the benefits of integrated curriculum, Pt. England chooses a schoolwide theme for each term. He explained, <\/span>\u201cTeachers float big ideas and one is selected. Then they brainstorm buzzy names. In their grade level teams, teachers decide what the learning outcomes will be in which subjects and what mediums they will use. We don\u2019t try to force the integration. We want it to come naturally. Thus, not every subject area will be integrated.\u201d <\/span>\u00a0\u00a0<\/span><\/p>\n
The theme for the last term was \u2018man\u0101ki\u2019 or generosity. Students will make presentations of love and appreciation for someone they are emotionally connected to using art as the medium. They hadn\u2019t decided yet whether there will be a gallery throughout the school with whanau (family) and community members invited to tour, or if there would be class presentations to smaller groups. Either way, the goal was to help students learn to interact with adults they may not know. <\/span><\/p>\n
In the next article the Pt. England approach to learning will be explored.<\/span><\/p>\n
Read the Entire Series:<\/b><\/p>\n