The CurriculumThis is a featured page

What we want to see happening The 5 year Vision What actions are needed to make this happen
To achieve Vision 2012 the curriculum will have the capacity to exploit the educational leverage of Learning Technologies and provide all students with the opportunities to develop and apply their information and digital literacies
  • All staff are kept regularly informed of developments in learning technologies.
  • systems are in place to enable rigourous evaluation of how new technolgies can benefit learning
  • Teachers use of technology represents best practice in information and digital literacies.
  • All students explicitly taught digital and information literacy.
  • Skills, competencies and pedagogues evident in all areas and levels of curriculum.
  • Agreed redefinition of what 'literacy' means in the 21st century: time and funding found to include Digital and Information literacy in the curriculum: curriculum designed for delivery: other areas of curriculum audited for '21st century relevance'. Curriculum group established.
  • Staff training to support embedding of technology in learning is planned and effective
  • The curriculum has been reviewed designed to support the acquisition of literacies/competencies that have been identified and agreed upon
  • The delivery of this curriculum should not be consider 'cross-curricular' but an omni present literacies and competencies that are essential to success in a future world of work and creativity.
  • While a core curriculum must be delivered and reiterated throughout subjects and phase - each area of learning must deliver uses of technology and competencies unique to their subject (e.g. DnT use of tech in Design - Media/English - Media literacy, Art/Drama - Visual literacy and competencies Art/Design - graphical manipulation software, Media - NLE, Humanities - Research and sourcing)
  • the learning environment has been adapted to support the integration of learning technology into the curriculum
Curriculum Design for 2012

The K12 Curriculum in the ESF expects learners to be;

Inquisitive and curious about things they experience in their everyday lives

  • Value learners’ experience
    • use LTs to identify, access, record, share and reflect upon prior knowledge
  • Value learners’ autonomy
    • use LTs to record, scaffold and assess this development (Student Digital Portfolio) and to provide increase autonomy as students also chose which LTs to engage in

Able to pose problems, ask questions, and recognise issues that they would like to explore


  • Value learners’ independent choices
    • use LTs to record, scaffold, frame and reflect upon their choices
  • Value lateral and critical thinking
    • use LTs to enhance divergent thinking and the synthesis of convergent thinking

Able to develop understanding that all knowledge changes over time as people challenge, shape and contribute to it


  • Value authentic learning where learners’ experience extends beyond the classroom and the knowledge of the teacher and peers
    • use LTs to access, record, scaffold, frame and reflect upon knowledge generation through creative collaboration

Confident that they too can challenge, shape and contribute to knowledge


  • Value the skills, knowledge and experiences that will develop students’ fluency in appropriate information literacies
    • Identify the competencies and paradigms that must be acquired by students to engage with technology to effectively communicate, collaborate, create and evaluate.
    • Assure students have opportunity to develop those competencies and adopted those paradigms in a genuine context as they progress through the curriculum
    • Provided differentiated pathways that are worked through with a level of autonomy and are monitored and supported by resources, teaches and peers

Aware that there are always multiple perspectives for looking at, analysing and understanding things


  • Value the opinion others and the way they engage in creative problem solving and knowledge creation
    • Use LTs to collaborate, aggregate opinion, reflect on alternate methodology and perspective
    • Use LTs to communicate and engage with a variety of individuals with alternative perspectives and methodologies
    • Use LTs to model a variety of solutions and reflect upon the differing outcomes

Able to propose solutions to problems and questions, and to know how to pursue these solutions


  • Value the process of creative problem solving as both an individual and collaborative process
    • Use LTs to research and develop creative solution to be implemented
    • Use LTs to plan, devise and implement creative solutions
    • Use LTs to evaluate the process of creative problem solving
    • Use LTs to manage the process (individual and collaborative) of creative problem solving

Implication for teachers

If you read all this again and recognise that the new curriculum demand teachers be learners then the same standards and expectation apply - we can not be successful unless we also become independent and collaborative learners and model the social creation of knowledge using LTs.

The bold headers have been taken from Future Labs ‘Enquiring Minds’ article. A curriculum linking PYP and IBD is yet to emerge but it is likely to revolve around similar values. Even if it does not, it is upon us then to ensure that students acquire the appropriate competencies and paradigms to communicate, collaborate, create and reflect effectively in a future world.




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woodheadp 		Latest page update: made by woodheadp , Jan 23 2008, 12:11 AM EST (about this update About This Update woodheadp Edited by woodheadp

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