appendix_2 [Hooked on Thinking Differentiated Curriculum Model]

APPENDIX 2

The New Zealand Curriculum Principles and the Differentiated Curriculum Model

The New Zealand Curriculum Principles and how they are addressed in the key design elements of the Differentiated Curriculum Model.

Beliefs about the New Zealand Curriculum	Principles to inform these beliefs	Differentiated Curriculum Model Elements to achieve the Principles
Why do we have a curriculum?	What does that mean?	How do we achieve this?
“Young people who will be confident, connected, actively involved, lifelong learners.” (The New Zealand Curriculum p7).	“Principles put students at the centre of teaching and learning, asserting that they should experience a curriculum that engages and challenges them, is forward-looking and inclusive, and affirms New Zealand’s unique identity.” (The New Zealand Curriculum p9).	Differentiated Curriculum Model and Programme including HOT Concept Library, HOT Language of learning visual maps and HOT student self-assessment rubrics coded against student learning outcomes.
	Put the learner at the centre of teaching and learning: Be responsive to the learner by respecting individual abilities and interests. The individual identifies their learning needs with support from the institution.	Flexible provision where content, process, product and learning environment are supported by the system but determined by the user. Authentic contexts for learning. Knowledge building for local and community needs. Differentiating learning experiences against student learning outcomes (SOLO Taxonomy).
	Experience engagement when learning:Become actively involved in designing and assessing their learning.	HOT SOLO coded self-assessment rubrics. HOT SOLO coded integrated planning template. Knowledge building for local and community needs.
	High expectations:Achieve personal excellence.Experience challenge when learning.	Recognition of prior learning. Integrated multilevel achievement objectives from The New Zealand Curriculum. Learning intentions aligned to achievement objectives. Cognitively differentiated SOLO coded learning experiences.HOT SOLO coded self-assessment rubrics.
	Treaty of Waitangi:Acquire knowledge of te reo Maori me ona tikanga.	Concepts, macro and micro. Authentic contexts aligned to concepts Differentiating learning experiences against student learning outcomes (SOLO Taxonomy).
	Cultural diversity: Valuing the histories and traditions of all its people	HOT Concept Library Authentic contexts for learning. Knowledge building for local and community needs.
	Inclusion:Ensure that all students’ learning needs are addressed.	Cognitively differentiated SOLO coded learning experiences. HOT SOLO coded self-assessment rubrics.
	Learn how to learn:Being able to answer:How do I know I am learning? How do I know how well I am learning? How do I know what to do next in my learning?	A common understanding of the learning process based upon differentiated learning outcomes (SOLO Taxonomy) and The New Zealand Curriculum Key Competencies. A common language of learning aligned to differentiated learning outcomes (SOLO Taxonomy). Common learning interventions (ICT and Thinking) aligned to differentiated learning outcomes (SOLO Taxonomy). Common classroom practice aligned to differentiated learning outcomes (SOLO Taxonomy). This includes learning experiences, learning intentions, and assessment for learning.Inquiry and problem based learning
	Community engagement: Connects with wider lives. Engaging the support of their families, whanau, and communities.	Authentic contexts for learning. Knowledge building for local and community needs.
	Coherence:Master disciplinary knowledge and skills across all learning areas in The New Zealand Curriculum.	Achievement objectives selected across learning areas and levels in The New Zealand Curriculum. Learning intentions aligned to achievement objectives. Driving Question aligned to learning intentions. Three questions for understanding aligned to differentiated learning outcomes. Learning experiences aligned to differentiated learning outcomes. Learning interventions (ICT and Thinking) aligned to differentiated learning experiences.
	Future focus: Prepare for living in a rapidly changing world. Understand complex issues.	Concepts, macro and micro to explore universals. Authentic contexts aligned to concepts. Knowledge building for local and community needs.