2 May 2015

Lester Flockton discusses what is needed to connect the School Curriculum with the intent and changed emphases ofThe New Zealand Curriculum. 

We need to develop a structure that embraces the nature of learning, values, essential components that develop self directed, motivated and engaged learners who are empowered throughout the learning process. 

Mark Treadwell describes personalised learning as:  
- making sure we know our audience and purpose
- knowing why we are learning our learning intention
- applying efficient and effective ways to learn
- being engaged in the learning process 
- knowing what knowledge is needed to build the required understanding

Mark also explains Conceptual Curriculum as a paradigm shift from text based learning systems to multimedia and collaborative environments. Concepts are built from a body of knowledge and requires numerous contexts. Understanding concepts is a developmental process, as your braining is constantly developing. 

We have conceptual understandings in our Curriculum Document =

The four conceptual strands in the social sciences curriculum are: 
• Identity, Culture, and Organisation; 
• Place and Environment; 
• Continuity and Change; 
• The Economic World. 

The four conceptual strands in the health and physical education curriculum are: 
Attitudes and values
Socio- ecological perspective
Health promotion

So why use a Conceptual Curriculum?

-When learning concepts we use different parts of the brain to create a better understanding; neurons (7% neurons used for rote learning), using concepts for learning uses astrocytes (75% of brain cells and neurons)
-Keeps learning authentic and purposeful for the student
-In an information age concepts allow us to organise information in our own way in a meaningful structure
-Allows flexibility for teaching and learning
-Student focused

Sir Ken Robinson challenges us to move away from conformity, standardisation and 
the production line mentality. It's necessary to change the paradigm and begin 
to address divergent thinking.