As a part of our assessment research Jo and I have been looking at our wonderfully broad curriculum.
As you are probably aware, there is so much more to Literacy than just Reading and Writing. In fact, Reading and Writing take up only 1/3 of the English curriculum. We believe that we cannot gloss over the importance of the other 2/3s Speaking, Presenting, Viewing and Listening.
Many of our students are brilliant film makers (and consumers) and do not realise that making meaning from this medium is a valued skill . This could be because they are often only assessed (and their parents and government formally reported to) on their abilities to do with written language.
Why do we value reading over listening?
We wondered if we gave students access to all aspects of the English Curriculum could they then learn about and create 'texts' in other ways?
The act of child-speaking the curriculum ourselves turned out to be great PD. Our next step is to share what we have done with our students, you, and your students and get multiple insights and meanings.
This will not stop with English. The technology curriculum is our next target.
There is nothing in the National Standards literature that says schools have to use commercial narrow testing, Therefore there is nothing stopping us bringing the NZ Curriculum back into NZ classrooms.
Here is our first draft of English (Level 3). Yours and student feedback is very welcome...
Sometimes good thinks happen and sometimes bad thinks happen. Sometimes it's hard to distinguish between the two.Some thinks need immediate action and some thinks may remain as thinks forever. Thinks can be angry and heated. Thinks can be joyful. Thinks should never be cold.These thinks are linked to many other wonderful thinks and I like to attribute these.These thinks do not necessary reflect those thinks of my employer.Think long, think on.