Our Year 9 School Curriculum

Right Ms Pip Woodward –Deputy Principal

Deputy Principal of CURRICULUM

Our Year 9 Curriculum

In partnership with our students, staff and community we have created a Graduate Profile (hyperlink) that articulates the collective aspirations for students learning at Ōtūmoetai College. This outlines the capabilities and skills we believe create a powerful learner and citizen within Aotearoa and universally. It is this Graduate Profile that guiding our junior curriculum review.

Currently underway is the review of our Year 9 curriculum design and implementation. This review is taking place across all curriculum areas and providing us with the opportunity to explore learning opportunities that are responsive to our learners needs, considers our unique local community and ensures a coherent pathway towards fulfilling the aspirations of our Graduate Profile.

This review and curriculum design process began last year with the aim to complete the review by 2022. The purpose is to identify what deliberate teaching needs to take place to ensure our learners have opportunities to develop and build on the skills and capabilities outlined in the Graduate Profile. As well as a common theme, or concept that would link learning areas together, enabling students to connect their learning and to experience a common language of learning.

As a result of this initial review process the Option Learning Areas identified ‘Collaboration’ (hyperlink the booklet) as being an important focus for them and the Core Learning Areas identified the theme of ‘Identity’. It is within these learning areas they have designed contexts relevant to their curriculum area and aligned deliberate teaching experiences for students to develop specific skills. So, within their teaching of ‘Collaboration’ students will be introduced to specific skills at the different stages of the collaborative model, for example; Establish –how to identify their strengths, be an active listener and support others Evaluate –critical thinking skills, developing conclusions, being reflective.

To support this powerful learning, we are working to develop and embed the SOLO taxonomy into all areas of our school. SOLO Taxonomy provides a simple, reliable and robust model for three levels of understanding –surface deep and conceptual as well as fostering critical thinking and encourages greater ownership of learning.

The SOLO framework makes successful learning more visible to students. SOLO provides clarity around what deep learning looks like and allows students to confidently evaluate their learning success. SOLO also teaches students how to be better learners. Through the use of a common learning language throughout all areas of the school., including greater clarity around learning intentions and criteria for success, we will use the SOLO taxonomy to develop a common understanding of learning at Ōtūmoetai College. The three levels of ‘Know it’, ‘Link it’ and ‘Extend it’, that have been created for Ōtūmoetai College, will encourage students to progress from surface to deep learning, and allow our students to clearly see what their next steps are.

As well as deeper learning, we hope to see students making strides in their self-regulation and motivation, staying on-task, and experiencing the benefits of taking greater responsibility for their own learning can bring.

Footnote: • Option Learning Areas - Te Reo Maori, Spanish, Business, Technology (Hospitality & HardMaterial)Music, Art, Drama, Music • Core Learning Areas –Health & Physical Education, English, Social Science, Science and Mathematics 19