From Curriculum to Classroom
The curriculum delivery of a school is the construction of a series of discrete and structured learning opportunities to that enables teaching and learning to occur.
The Takapuna Grammar School curriculum reflects the school’s values and the qualities expected of Takapuna Grammar School learner. It is based on the principles of:
- High expectations
- The Treaty of Waitangi
- Cultural diversity
- Learning to learn
- Community engagement
The curriculum consists of an amalgam of learning contexts. These include:
- learning areas (subjects)
- co-curricular opportunities
- student support structures
- the culture, ceremonies and traditions of the school.
The Takapuna Grammar School Curriculum is delivered through the KCRS pedagogy. It therefore promotes, both implicitly and explicitly, the key competencies from the New Zealand Curriculum. These are the desirable outcomes.
Takapuna Grammar School will judge any changes to its curriculum on the agreed Curriculum Charter. This states that curriculum will be defined as any context providing a learning opportunity and the Takapuna Grammar School curriculum will:
• be defined by the Takapuna Grammar School Teaching and Learning Charter
• recognise the Takapuna Grammar School values and the attributes of the
Takapuna Grammar School learner.
• be based on the principles of high expectations, recognition of the Treaty of
Waitangi, cultural diversity, inclusion, learning to learn, community engagement,
coherence and future focuses
• deliver the New Zealand Curriculum Learning Areas
•enable students to achieve qualifications from the New Zealand Qualifications
framework and other assessment systems
• be broad and general while ensuing that the ambitions and abilities of each
individual student be enabled
• give priority to literacy and numeracy
• provide programmes that will meet the needs, abilities, and interests of the
whole school student population including GATE (Gifted and talented) Special
Needs, underachieving, Maori and Pacifica, international and migrant students,
and Special Education
• maintain Te Reo and Maori cultural programmes at all levels
• provide careers education and guidance for all students
• encourage education outside the classroom
• enable a wide range of co-curricular activities that encourage regular physical
activity and personal wellbeing
The Key Competencies
People use these competencies to live, learn, work, and contribute as active members of their communities. More complex than skills, the competencies draw also on knowledge, attitudes, and values in ways that lead to action. They are not separate or stand-alone. They are the key to learning in every learning area.
Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency.
Using language, symbols, and texts
Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual;
This competency is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self-assessment.
Relating to others
Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas.
Participating and contributing
This competency is about being actively involved in communities. Communities include family, whanau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group.
Curriculum = the contexts learning happens in
Pedagogy = how learning happens
KCRS = our Takapuna Grammar School pedagogy
Strategies = “tools” for learning
Key Competencies = the desirable outcomes from our curriculum and pedagogy
Below are some diagrams to download to illustrate these principles