This year as part of my portfolio as Deputy Principal at Lynfield College, I have been asked to look into how well the learning taking place here is reflecting the intent of the New Zealand Curriculum. I am really excited about this, as curriculum and learning design is a real passion of mine.

To get my head into this for 2018, I am starting by going back to have a close look at what the NZC actually says about teaching and learning. Whilst, this is primarily to help shape what is happening at Lynfield College, there is plenty of this investigation that may be helpful for all teachers (in New Zealand but also globally). Hence, I will write a few posts over the next while sharing what I find.

Looking forward to spending some more time unpacking my coffee stained NZ Curriculum

The New Zealand Curriculum has a 3 page section (pp.34-36) titled “Effective Pedagogy: Teacher actions promoting student learning.” Whilst it acknowledges there is no one formula to guarantee learning, it does give a list of actions that are supported by research showing they have a positive impact on learning.

These actions are:

• Create a supportive learning environment
• Encourage reflective thought and action
• Enhance the relevance of new learning
• Facilitate shared learning
• Make connections to prior learning and experience
• Provide sufficient opportunities to learn
• Inquire into the teaching-learning relationship

Over the next couple of weeks I will dig deeper into each of these aspects. Seeing what the NZC says about each, sharing some links that may shed more light on parts of that and suggesting some strategies or tools that help us to do this better.