This article suggests a way to simplifying curriculum requirements so that schools can get on with their number one priority - quality teaching and learning. Currently many schools have developed Curriculum Delivery Plans in each Learning Area outlining content /contexts/strands for 3 to 4 years ahead. As well they have developed a Literacy Vision and possibly a Numeracy Vision. With the exception of literacy and numeracy they are, considering the time available, virtually impossible to put into action.

What were the original intentions of the NZCF Curriculum Statements?

• Curriculum developers, or their political 'masters' felt it important for educators to be held accountable. Attempts to prove coverage of all the learning objectives, the strands, not to mention taking into account the levels, have resulted in the invention of all sorts of systems which themselves, have become 'barriers to learning' and they have taken the focus away from teaching and learning.
• Many 'experts' felt that there was a lack of cohesion between school and curriculum levels. Ironically the curriculum documents have created even greater incoherence. The cure was worse than the problem.

Consequences of the curriculum changes

There was not enough time for Schools to cover or assess everything. Too much time was being wasted assessing little bits, and this took time away from working with individual students at their point of need. The 'overcrowded' curriculums were 'stuffed' in both sense of the word! With the resulting compliance culture, the creativity of individual teachers and school were increasingly being placed at risk. Many schools and teachers felt guilty for not being able to do what the 'experts' thought was possible. Some schools became 'expert' at what is now seen as the wrong thing!

The recent Ministry revised NAGs now ask schools to focus on Literacy and Numeracy, particularly for 'at risk' students, and to give students 'success in', rather than 'coverage of' the learning areas. Schools are now also being asked to just ensure that the 'big ideas' are being covered and to use the learning objectives selectively.

While this 'revisionism' is welcome there is a danger that some Learning Areas will lose their 'importance'. There seems a growing emphasis worldwide on a return to some form of basics, intentional or otherwise. In some schools, literacy and numeracy have almost 'gobbled up' all the time available. Creativity is being squeezed out.

A key question for all schools to ask is: 'What do we want our students to be able to do when they leave our school? The answer must be more than literary and numeracy, as important as they are.

1. All involved in the school need to give thought as to how our students' future will be different from their parents or grandparents or even our own?
   
   
2. Following from the above schools need to consider what are the values, attitudes, attributes, skills and knowledge that students will need to thrive in an uncertain future?
   
   
3. To realize the above what values and teaching beliefs will each school need to share and implement to ensure students are able to thrive in what will be an unpredictable but potentially exciting future?
   
   
4. Finally how will each school know they are achieving what they set out to do?

The return of a focus on the 'foundation skills' of literacy and numeracy is welcome. For creative schools this is also a welcome opportunity to develop innovative ways of delivering the remainder of the curriculum to give students 'success' in a range of learning areas taking into account their 'special needs and talents' and the opportunities offered by the school environment.

This will not require 'new' thinking. Ideas such as integrated units/themes (suggested but not until recently encouraged in the original NZCF) have always been part of innovative primary teachers approaches since the 60s. The 'Rich Topics' of the Queensland 'New Basics 2010' simply provide a model for their use in the 21st Century.

Therefore, there is a need to:

• return the focus on teaching and learning - 'how to learn' as well as basic literacy and numeracy.
• to focus assessment on feedback (for learning) not simply coverage. Formative assessment rather than summative.
• do fewer things well - in depth, not skimming across the surface. This has led as one writer calls 'fragile knowledge'.
• focus on quality engagement through relevant, authentic and challenging content.

The Queensland New Basics

A number of schools have shown great interest in the Queensland New Basics approach. This is in essence:

1. They have thought about how the future will be dramatically different from the present and they have come up with the attributes students need to thrive in the future. They have developed their 'Future Literacys'.

   · Literacy and Numeracy
   · Personal skills - getting on with people - teamwork -independence.
   · Learning 'how to learn' skills. Strategic learners
   · ICT skills - to be integrated into the curriculum
   
   

2. To achieve the above students need to be fully engaged in a range of 'Rich Topics' that are not to be limited to any one curriculum area. It is suggested that each class studies 6/7 topics a year and for these to take up about 60% of class time - leaving time for 'emergent' topics.

Each study or topic would have built into it 3 or 4 Assessment Tasks including
ICT if appropriate. Assessment means students can 'do' something such as demonstrate, perform, make. Criteria would have to be negotiated with the students to allow for teacher and self assessment and further goal setting. As well they plan to assess students in all schools involved on established benchmarks at various stages.

The Queensland New Basics Rich Topics are a lot more detailed than this as it goes from age 5 to secondary school and has the potential to really transform education as we know it.
        
3 With the above two ideas in place Queensland New Basics intend to place the emphasis on what they call 'Productive Pedagogy' - or the 'art and craft of teaching'. Our own Ministry is now taking the same emphasis - a little late but welcome!

New Zealand schools could build a 'new' Integrated Studies programme by using of some of the ideas from the Queensland New Basics.

An Approach to A New 'Curriculum Delivery Plan'.

1. Consider what future skills and values students will need above the 'foundation skills' of literacy and numeracy.
   
   
2. Develop a range of themes that contribute to the development of a 'New Zealander' to cover every year - themes that make up what it is to be a 'kiwi!' Themes that also cover or are derived from the Strands' or 'big ideas' of our current Curriculum Statement.
   
   
3. Develop some agreed teaching strategies. Queensland calls these 'productive pedagogies'.

Ideas for Rich Topics/Themes

The following are only suggestions but they cover most of the strands of the current curriculums - as well each individual study will also integrate aspects from relevant Curriculum Areas.

1. The Tangata Whenua - Maori presence in the school's area both pre- European days and European contact.
   Have staff list all the possible idea to select from. Consult local expertise. Refer to contexts in appropriate Curriculum Statements.
   
   
2. Turangawaewae - Our Environment - the landscape, the plants, animals and ecological understanding. These contributing to a 'sense of place'.
   Have staff list all the possible idea to select from. Consult local expertise. Refer to contexts in appropriate Curriculum Statements
   
   
3. 'Hau Ora' - health and well being. Who am I? How I think learn and feel, talents, gifts and learning style. This is also includes aspects such as values, self-efficacy, resilience, learning how to relate and be a positive part of my community. It is an ideal theme to begin the year with.
   Have staff list all the possible idea to select from. Consult local expertise. Refer to contexts in appropriate Curriculum Statements
   
   
4. Other Cultures - developing global awareness, respect, tolerance, sensitivity and understanding. This also includes learning about similarities and differences and being open to new ideas.
   Have staff list all the possible idea to select from. Consult local expertise. Refer to contexts in appropriate Curriculum Statements
   
   
5. Other Cultures in the Past - important events in history, developing a sense of time and change and understanding similarities and differences.
   Have staff list all the possible idea to select from. Consult local expertise. Refer to contexts in appropriate Curriculum Statements
   
   
6. Change, Science and Technology and how people explore, challenge and develop new ideas and how it changes how people live.
    Have staff list all the possible idea to select from. Consult local expertise. Refer to contexts in appropriate Curriculum Statements. Align with local Science Fair.
   
   
7. The creative arts - making and appreciating music, visual art, or drama. The importance of creativity, expression and communication.
   Have staff list all the possible idea to select from. Consult local expertise. Refer to contexts in appropriate Curriculum Statements. Align with School Art Festival.
   
   
8. An independent Study - an assessment task to assess student independence, ingenuity, research/inquiry/expressive and ICT skills. This recognizes that all learning is driven by personal meaning making. This could happen in Term 4.

As part of the future literacys, all students need to know 'how to learn'- to ask questions, to research and to present their ideas using appropriate technology.

A Suggested line of development for a school

1. Plan a list of topics for the year collaboratively as teams to cover the above themes. Some could be school wide themes e.g. Art theme for an Art Festival. List all the topics chosen and check off each against all the Strands from the Curriculum Areas to indicate coverage.
   
   
2. As each Topic is undertaken, check off again against a list of strand from the current NZCF Curriculum Statements. A simple planning format could have all strands listed on the reverse.
   
   
3. At the end of the year, list all topics covered plus emergent ones and check again against strands of NZCF. Teachers may have changed some topics but this is of no concern as long as each theme is covered.
   
   
4. The end of year list to be passed on to the Principal. This serves as a record and can be passed on to the next teacher to plan the next year's list to avoid repetition and to cover 'gaps'.

An Extra idea - 'killing several birds with one stone!'

It is possible to integrate assessment, learning styles, problem solving, multiple intelligences and ICT as relevant.
The tasks planned for each topic could be undertaken in groups using a four group pattern as in a reading programme - with three of the group tasks being assessment tasks. This would mean that some tasks are defined as assessment tasks while others can be done only if time allows or as an extension activities for 'bright learners'. Ideally teachers should be aiming at doing what has been planned well - quality rather than quantity. This approach is used in the Queensland New Basics.

Each topic would be introduced through a motivating activity. Once key questions and tasks are defined by the students, the prior knowledge and skill level of students are assessed, then the group work can begin. Defined tasks are then written on the whiteboard or blackboard - or for young students on a visual task board. The skills for any group task need to be in place so students can work independently. These can be taught in another programme (such as the reading/language programme) and introduced when the students can use the skills independently. Each group session needs to 'wrapped up' with a sharing session by selected groups and or the teacher. This allows groups to learn from each other and to plan ahead.

The four groups also cover the four basic Learning Styles and most of the Multiple Intelligences as well as for some groups Co -operative Learning skills.

A simple planning grid on the whiteboard outlines the four tasks for the day and how the tasks rotate each day until completed. Once again this is common practice in the reading/language block.

In many of the groups, students will be completing tasks that have already been assessed during another teaching session. This allows teachers to work with one particular group for 'focused teaching'. With experience students learn to work with minimum assistance although parent helpers are valuable.

In the group process below many of the activities may contribute to an individual or group chart. If so students need to be taught presentation skills prior to beginning. Some schools are developing simple 'scaffolds' at each level for students to use and innovate from. Where this is happening, quality work is a feature.

The Four Groups - Used in the Content Area.

1. Discussion or 'focused teaching' group with teacher. The teacher's role is discover student's 'prior knowledge', to input ideas or perhaps introduce small experiment. This naturally leads to the second group task - students recording their ideas, perhaps after using a 'mind map' or 'graphic organizer'. This is equivalent to shared group reading. Teachers often sit around a whiteboard. This uses the Interpersonal style / Intelligence. Represented by the heart.
   
   
2. Research Group - students researching 3 or 4 'key' study questions using suitable material. This is the Logical Learning Style or Intelligence. ICT could be integrated in researching and presenting ideas. Students need to know how to research their questions at their level. Represented by the 'Head'
   
   
3. A Making Group. Practicing. Making a model doing an Observational Drawing (to perhaps place into their booklet). Uses a range of Intelligences. For many 'kinesthetic' students this is their favorite task. This is Mastery Style. Represented by the 'Hand'.
   
   
4. An Expressive Group - students completing a piece of imaginative art, creative writing or drama. This would cover a range of Expressive Intelligences. Represented by the eye- the 'Minds Eye' (the imagination).

 
Curriculum Delivery Plan for the New Millennium

1. Introduce with School Vision and Values
   
   
2. List Agreed Teaching Beliefs - suggest 5 or 6 only. For a model see Te Ara Vision and Teaching Beliefs www.leading-learning.co.nz
   
   
3. Define Literacy Vision, approaches and assessment benchmarks.
   
   
4. Define Numeracy Vision, approaches and assessment benchmarks
   
   
5. Outline the rationale for an Integrated Learning Areas Approach - and how it will select contexts, themes and as necessary learning objectives from current Curriculum Statements. Describe assessment processes e.g. imbedded in activities and by formative feedback and goal setting.
   
   
6. Write a paragraph or so about school's approach to each Learning Area.