Refreshing the Curriculum

Draft Mātaiaho, Maths, Statistics and English

24 April 2023
Karakia Timataka
A karakia to call on the powers to create momentum
like the building and breaking of waves. This
momentum will help move and progress forward our
task ahead.
The break of the large wave
The break of the long wave
Breaking
From the crest
Forming the white of the wave
Rippling across the sea
The unseen energies of land and sea
United and connected
Whanaungatanga Guess Who?
Session 1- NZCR Overview
Learning Intentions
By the end of this session you will:

● Recap the upcoming changes in the Curriculum Refresh and

timeline
● begin to understand the Te Mātaiaho - Curriculum Framework
● Explore the whakapapa of Te Mātaiaho
Whakapapa - “In a nutshell”

● Using the “In a nutshell” statements, match them with the

appropriate component of the whakapapa.
Whakapapa
The Whakapapa reflect the original Vision, Values and Principles of
the 2007 curriculum.

● Vision - Confident, connected, actively involved, lifelong learners

● Values - excellence, innovation, inquiry and curiosity, diversity,
equity, communication and participation, ecological sustainability,
integrity, respect.
● Principles - high expectations, Treaty of Waitangi, cultural
diversity, inclusion, learning to learn, community engagement,
coherence, future focus
Karakia
Morning tea
Session 2 - Culturally Responsive Practice
Learning Intentions
By the end of this session you will:

● Become more familiar with the ‘How’ elements: Mātaioho and

Mātaiahikā
● Dive deeper into how we can engage with ākonga, tangata
whenua, whānau, and community in our place
● Develop a shared understanding of the Tātaiako cultural
competencies and how they can be applied in the classroom
Activity 1
Mātaioho suggests awakening; here it refers to ● Read about Mātaioho and
bringing alive the curriculum, based on its Mātaiahikā on page 34-36 of Te
engagement with local community, Mātaiahikā. Mātaiaho.

● Take a moment to discuss what you

have read with people at your table.
Activity 2
ANZH in action: Years 1–3 examples | Aotearoa NZ's Histories (education.govt.nz) [Part 1; 5
minutes]

ANZH in action: Years 4–6 examples | Aotearoa NZ's Histories (education.govt.nz) [Part 1; 4
minutes

ANZH in action: Years 7–8 examples | Aotearoa NZ's Histories (education.govt.nz) [Part 1; 5
minutes]

Please watch the first 4-5 minute video for your year group.

Discuss what you have seen from the videos (each year group is different).

Does it give you any ideas for Te Kura o te Tauawa Halswell School?
Waiata
Purea nei e te hau Scattered by the wind
Horoia e te ua Cleansed by the rain
Whitiwhitia e te ra Uplifted by the sun
Ma hea ake nga All doubts are
Po raruraru Lifted away
Makere ana nga here All restraints are cast off
E rere, wairua e rere Fly free, o spirit
Ki nga ao o te rangi Fly to the realms of the heavens
Whitiwhitia e te ra Uplifted by the sun
Mahea ake nga All doubts are
Po raruraru Lifted away
Makere ana nga here All restraints are cast off
Waiata
Activity 3 - Tātaiako
Activity 3 - Tātaiako
In your groups:

● locate your cultural competency and read the 2 page overview

● add the definition of the competency to the slide
● share the ways you currently incorporate this competency in your practice / classroom
● come up with a next step for how you could further incorporate this competency in the
classroom and explain how, e.g. Manaakitanga - have karakia kai in your Learning
Centre before break (caring and showing respect for the Māori beliefs and culture)
Whanaungatanga
Definition: Actively engages in respectful working relationships with Māori learners, parents and whānau,
hapū, iwi and the Māori community.

Ways we are already doing this:

- Building relationships with School Whanau and seeking their knowledge on Whanau identity
- Children sharing their stories
- Teacher introduction in school wide assemblies
- Whanau Hui
- Mihi Whakatau
- Connections with different whanau groups - their family, school family, sport family
Next Step: Collect student voice so they can drive their learning, rather than teachers.

Marae visits
Ako
Definition: Takes responsibility for their own learning and that of Māori learners.

Ways we are already doing this:

- Learning conferences where students share learning so parents have an understanding of how they
can support them at home.
- Regular goal setting shared with parents and students
- Target groups.
- High expectations for learners.

Next Step: Involve whanau in the decision making process of what students are taught.
Wānanga
Definition: Engages and connects with Māori ākonga and whānau for the benefit of Māori ākonga
achievement.

Ways we are already doing this:

- We talk with the ākonga, we listen and share with their views.
- We communicate with whānau.
- Hold a Mīhi Whākatau each term to welcome new members of our community.
- Simple Mīhi.
- Whānau mornings.
- Morning hui and introducing new kupu.
- Explore Māori legends and stories.

Next Step:

- Include whānau and the wider community in our planning.

- Include ANZH curriculum and consult with families surrounding this.
- Ensure the myths and legends we explore are relevant to the rohe.
Tangata Whenuatanga
Definition: Affirms Māori learners as Māori – provides contexts for learning where the identity, language
and culture (cultural locatedness) of Māori learners and their whānau is affirmed.

Ways we are already doing this:

- Karakia, waiata, knowing school pepeha, understanding the cultural narrative.

- Mihi whakatau, kapahaka, whānau hui,
- Teaching the local legends of Te Taumutu (Connection to Land, History & People)
-

Next Step: Strengthen connections with Taumutu marae - visits staff and/or students
Manaakitanga
Definition: Demonstrating integrity, sincerity and respect towards Māori beliefs, language and culture.
Ways we are already doing this:

- Whānau Hui’s
- Karakia/Waiata integrated
- Kapa Haka opportunities
- Mihi Whakatau
- Integration of cultural narrative across the school
- Embedding te reo within the physical school and children's’ learning
- Books on Tikanga and te reo in the library
- Using te reo māori with ākonga
- Taking an interest into ākonga background/culture
- Whānau cards - rewards system
- Connecting with our natural environment (Te Tuna Eel Projects)

Next Step:

- Work towards naturally incorporating more te reo māori language personally and professionally and becoming more
confident in different contexts.
- Being brave, being aware of who may be able to help us in our studios (ākonga & Kaiako)
 Click on the Link

Kahoot Enter the game pin that will be on

the screen.
 Session 3
High Impact Teaching
Strategies (HITS)
Learning Intentions
By the end of this session you will:

● Understand which teaching strategies have the biggest

impact on learning
● Reflect on the HITS that you do well
● Consider an area of the HITS you would like to strengthen

Process
What Are The HITS?
● What is a TIP chart?
● Ideas for using TIP charts -
Tip Charts
● TIP chart activity
● High Impact Teaching
Strategies - Did we match
them correctly?
Process

Facts
Where did The HITS come from?
● John Hattie - - What works in education? What has the
greatest impact on student learning?
● His research, is the culmination of more than 25 years of
examining and synthesizing more than 1,850 meta-analyses
comprising more than 108,000 studies involving 300 million
students around the world.
● Hattie and his team wanted to understand which variables
were the most important. Although “almost everything we do
improves learning,” why not prioritise the ones that will have
Process
the greatest effect? Facts
Where did The HITS come from?
● Hattie set about calculating a score or
“effect size” for each variable, according to
its bearing on student learning. The average
effect size was 0.4, a marker that
represented a year’s growth per year of
schooling for a student. Any variable above
0.4 would have a greater positive effect on
student learning.
● He ranked 138 influences that are related to learning outcomes
Process
from very positive effects to very negative effects.
Facts
Effect Size - Impact on Learning
● Created a Barometer of Influence to
help us quantify and measure how
effective a teaching strategy on
learning is.
● Red = Reverse effects: An effect size
below zero represents strategies and
actions that students may be exposed
to that have reverse consequences on
their learning. Facts
Effect Size - Impact on Learning
● Yellow = Developmental What
students could achieve without
schooling, i.e., without proper
instruction and guidance, where
students are learning on their own
through natural inquisitiveness and
could achieve without schooling.

Facts
Effect Size - Impact on Learning

● Green = Teacher Effects An effect size

up to .40 represents a year’s growth
over the course of one school year.

Facts
Effect Size - Impact on Learning
● Blue - Zone of Desired Effects An
effect size of greater than .40 is the
Zone of Desired Effects. Hattie’s
research shows that there are many
influences, when done with fidelity, that
will give students an opportunity to
grow and have one, two and
sometimes three years of progress
(accelerated learning) Facts
 The HITS
1. Setting goals
2. Structuring lessons
● High Impact Teaching
3. Explicit teaching
Strategies (HITS) are a bank of 4. Worked examples
10 instructional practices that 5. Collaborative learning
are internationally recognised 6. Multiple exposures
as having the biggest impact 7. Questioning
8. Feedback
on learning outcomes, i.e., that 9. Metacognitive strategies
are in the Zone of Desired 10. Differentiated teaching
Effects
● Not new
Become an Expert
Look at your card and find the others that have the
same cartoon character as you. Together you will be
reading about one HITS.
Discuss in your group:
○ What does the teacher do?
○ What don’t they do?
○ What will the students do?
○ How you have used this High Impact Strategy
in your teaching or seen it being used.
One person shares back to the group. Process
Become an Expert

HITS 1 Setting Goals HITS 2 Structuring Lessons HITS 3 Explicit Teaching

HITS 4 Worked Examples HITS 5 Collaborative Learning HITS 6 Multiple Exposures

HITS 8 Feedback HITS 9 Metacognitive HITS 10 Differentiated

Strategies Teaching
 Take a moment to reflect 3.2.1
HITS Self Reflection
Write down 3 HITS that you feel
Benefits you already do well. (Yellow)

Write down 2 HITS that you are

unsure of, forgotten about or are
Caution
your least used strategy (Pink)

Write down 1 of the most

important things you are going
to implement from your learning
about the HITS. (Green)
Creativity
 Highest Effect Size 1. Setting goals
2. Structuring lessons
Which High Impact Teaching Strategy do you
think has the highest effect size (biggest 3. Explicit teaching
impact) on learning outcomes? 4. Worked examples
5. Collaborative learning
6. Multiple exposures
7. Questioning
8. Feedback
9. Metacognitive strategies
10. Differentiated teaching

Effect Size 0.46 - 1.07

Rate 1-10 (1 = lowest impact, 10 =
Click here to vote highest impact)
Next Steps with HITS? Answer
1. Differentiated teaching 1.07
● Look at the HITS we are 2. Feedback 0.73
strong at school wide and the 3. Multiple exposures 0.71
ones we are not so strong at. 4. Metacognitive strategies 0.69
● Team level - how can we 5. Explicit teaching 0.59
6. Collaborative learning 0.59
strengthen how well we 7. Worked examples 0.57
implement the HITS. Is there 8. Setting goals 0.56
one we need to focus on? 9. Structuring lessons 0.53
10. Questioning 0.46
A Message from John Hattie

Know Thy Impact

My role as a teacher is to
evaluate the effect I have
on my students

High Impact Teaching

Strategies Booklet
Karakia
Lunch
Session 4 - Reviewing ANZH Units of Learning
Group Discussion Lisa
Kelsey
Anita
Michael
Fiona V Barb
Share successes/challenges Ally Olivia
Gael Kate
of Term 1 units of learning in Greta Robyn
Rachel Dixon Kathryn
mixed teams Julie

Discuss possible progression

Kirsty Rachel O
of teaching local histories Mandy/Chris Luke
across the school - what will Ben Will
Fiona H Sara
this look like? Abbi Anna
Louise Erica
Rachel Davies Melissa
 Brain Break
Wordsmith
I belong, you belong, we belong.
Session 5 - The Common Practice Model
Learning Intentions
By the end of this session you will:

● Build an awareness of the Common Practice Model

● Reflect on your own teaching practices in relation to the
model
The Common Practice Model

Phase 1: Principles and

Pedagogical Approaches
Literacy & Communication
and Maths Strategy
E
very child and young person in
Aotearoa New Zealand needs to
experience success in their
learning and have their progress
and achievements celebrated.
The Literacy & Communication
and Maths Strategy aims to
address inequity by lifting
educational achievement for all.
In essence, the New Zealand
Curriculum for schooling identifies
‘what’ to teach, and the Common
Practice Model identifies ‘how’ to
teach it.

Videos
The Common Practice Model provides clarity and direction for literacy,
communication, and maths teaching and learning from early learning
through to the end of secondary schooling.

It comprises:

• principles to guide teaching literacy, communication, and maths across

the learning pathway; these are essential and enduring

• pedagogical approaches that are theoretical frameworks or

approaches to teaching, informed by evidence of how ākonga learn
• practices that are purposeful acts of teaching

• a suite of supports for kaiako and leaders, including guides, resources

and professional learning.
Timeline for implementation

The Common Practice Model will be piloted in a number of schools in 2024 to identify the
resources and supports schools need to implement it. Guidance for Teaching and Learning,
Leadership and PLD and further resources will also be available.
Theoretical frameworks
or approaches to teaching,
informed by evidence of
how ākonga learn.

Shared and specific

pedagogical approaches

Communication pedagogies

Planned interactive learning

Pedagogical approaches for Literacy ,communication and Maths

Read the pedagogical approaches descriptions.

Consider how the pedagogical approaches

relate to your practices for teaching and
learning of literacy, communication, and maths.
There will be many things you recognise and
there may also be approaches you wish to
reflect on further.
Link
● The Common Practice Model Document