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Just In Time
It has already mentioned that an improved balance is needed between
the amount of content that is required to be learnt and the amount of
time which is spent on developing competencies/process/skills which learners
require as life long education adopts a more "Just-In-Time"
focus.
This
is especially true if we are going to encourage an inquiry based learning
approach and build into the curriculum the capability of our young learners
to become independent and interdependent lifelong learners.
It
is inevitable that the amount of historical content that will be "delivered"
by educators is going to reduce significantly; however the struggle now
is to decide just what content, competencies, processes and contexts that
our learners require as a baseline so that they are able to develop the
necessary 'essential" concepts.
From
this we can develop the content streams that learners will be required
to have capabilities and competencies around
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Curriculum
Elements
|
Main
themes
|
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Communicating
with each other.
|
Communication
is the critical human capacity whereby we are able to exchange ideas,
emotions and enjoy social discourse. Communication (both producing
and receiving) across all three major communication areas is essential
(where possible), for a balanced and effective life.
- Oral language
(speaking and listening)
- Written language
(reading and writing)
- Visual language
(producing and viewing)
- Gesture (awreness
and capability)
- Music (producing
and appreciating)
Language genre
and tools: being aware of the wide range of different genre within
each of the language areas as well as being familiar with a wide
range of different language styles which are appropriate to the
need for effectively communicating with each other.
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Who
we are.
|
Having an awareness
of our cultural origins, the culture of others and the impact that
our culture has on our worldview. Our role as an individual within
the community, our rights and our responsibilities within our community
as well as the rights and responsibilities of others. An awareness
of our capabilities and our limitations and appreciating that a fulfilling
life requires purpose. |
|
The
world in which we live.
|
Building an
understanding of our local community, the broader context of the country
which we live in. Building an effective global view of our place in
the world and the relationships which our local community, our country
and other countries within the world have with each other. Appreciating
the nature of what makes up our universe from the smallest elementary
particles through to the nature of the universe itself. |
|
Thinking
and Learning Habits.
|
Developing a
set of effective thinking and learning habits which allow us to be
critical thinkers and develop effective ways to deal with the wide
range of situations we find ourselves in, on a day-to-day basis. The
capacity to reflect on our own thinking as well as being able to interpret
the actions of others by viewing the world through their eyes. |
|
Work,
Business and personal finance
|
Understanding
the concept of work and its necessity in order to build up personal
resources and also the role of work in providing a sense of purpose
within a community. Building an appreciation of how business functions,
the role of the entrepreneur, the responsibility of effective business
management and the concept of trading goods and services. Being able
to manage and budget personal finances. |
|
Living
with Technology
|
Appreciating
the role that technology has within our lives and being able to being
able to critically assess both the advantages and disadvantages associated
with the uptake of any new technology. Building an appreciation that
technology may have the capacity to increase the efficiency and effectiveness
in what we do while at the same time creating a balance between living
in a technological world and appreciating the beauty and uniqueness
of the natural world. |
|
Creating
order and systems.
|
Acknowledging
that both individuals and communities require order and systems in
order to function effectively and efficiently. Appreciating that mathematics
can be an effective way of describing inter-relationships between
variables and that large amounts of data can be summarized and described
using the language of mathematics. |
|
Health
and well-being.
|
In order to maintain
good health it is critical that we find an effective balance between
our intake of food and the amount of energy which our bodies require
on a day-to-day basis. That we appreciate both our physical and our
mental health requires balance and effective management. Developing
an appreciation of the role of health services and finding a balance
between the natural processes of the body and when external intervention
is necessary and effective. Appreciating the nature of sport, and
through that context, coming to terms with concepts such as competition,
teamwork and personal excellence. |
|
How
things work and their origins.
|
Building an appreciation
of both the complexity and the simplicity of the world we inhabit.
Acknowledging that we are constantly seeking to understand the world
we live in and that curiosity and a desire to understand is a very
natural process and should be encouraged. Developing the capability
to hypothesize as to how something may function or has developed and
then develop models of understanding based on observations. Being
scientifically honest and admitting that we understand far less than
we generally admit. |
|
Artistic
expression
|
Being able to
express concepts, emotions, attitudes, beliefs, concerns and passions
in a wide range of different artistic forms. This could include everything
from poetry, music, dance, theater, storytelling, painting, drawing,
craft, design, sculpture, video, multimedia presentations . . . .
. . |
|
Innovation
and Ingenuity
|
Appreciating
the nature of innovation and ingenuity in a wide range of contexts
such as entrepreneurial activity, technology, the arts, the sciences,
the humanities. . . . Acknowledging that much of the innovation occurring
now is happening at the intersection of previously segmented disciplines.
|
|
Learning
from our past
|
Being aware of
our personal, community and country's past and how that has contributed
to our culture. Learning the lessons that we may be able to take from
those who have made decisions in the past, the results of which have
impacted us personally, as a community and our country today. |
Learning Modes
In the first education
paradigm "renaissance" those that had the capability for understanding
(<1%) had a vested interest in maintaining the status quo; in the
new education paradigm some of those that potentially could understand
(>40%+) have no desire to see the "status quo" remain as
it is.
If
a school is going to undertake to develop the capacity for deep learning
then they have a moral duty to ensure that learners are encouraged to
be aware of the newfound capabilities but also they will need to be encouraged
to take this capability and apply it in a manner which will be considered
to be profound rather than irresponsible.
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Surface
(What?)
|
Deep
(How?)
|
Profound
(Why?)
|
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Capability
|
Skill
|
Talent
|
Virtue
|
|
Motivation
|
Extrinsic
|
Intrinsic
|
Moral
|
|
Learning
Methodology
|
Memorization
|
Reflection
|
Intuition
|
|
Learning
Processes
|
Memorisation
|
Reflective
|
Intuitive
|
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Problem
Solving
|
Mechanistic
|
Analytical
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Conceptual
|
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Critical
Literacy
|
Questioning
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Investigative
|
Perceptive
|
|
Outcomes
|
Information
|
Understanding
|
Wisdom
|
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Thinking
Processes
|
Eclectic
|
Sequential
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Relational
|
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Evidence
|
Replication
|
Application
|
Creativity
|
|
World
View
|
Self-centred
|
Empathetic
|
Compassionate
|
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Motivation
|
Extrinsic
|
Intrinsic
|
Moral
|
|
Attitude
to Learning
|
Compliant
|
Engaged
|
Discerning
|
|
Communication
|
Confident
|
Eloquent
|
Inspirational
|
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Learning
Relationships
|
Dependent
|
Independent
|
Synergetic
|
|
Social
Relationships
|
Self
Centred
|
Considerate
|
Selfless
|
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Self
Esteem
|
Confidence
|
Assurde
|
Humility
|
|
Life
[has] . . . .
|
Direction
|
Meaning
|
Purpose
|
|
Concern
for others
|
Pity
|
Sympathy
|
Compassion
|
|
Ethics
|
Attitudes
|
Values
|
Principles
|
|
World
View
|
Self
|
Inclusive
|
Loving
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