Sabbatical – Part 8

Our plan… a wheel upgrade

As a school we love the potential of the Agency Wheel developed as part of the previous TLIF. We are also passionate about our values as a foundation to all that we do. We recognise wellbeing will be an ongoing priority as well as developing positive relationships with everyone you learn alongside. Underpinning all that is our school vision describing our core purpose and goal for our learners.

We want to create a new wheel, with our values as the foundation, a natural development from the Agency Wheel to new Values Wheel.

I essence the new wheel will be our redeveloped local curriculum.

In doing so we need to look at things from a different perspective. We need to view our values as disposition frameworks, our values as learning characteristics, our values as a tool for building positive relationships and our values as a pathway to wellbeing.

By taking this approach, it will enable us to stay loyal to our school vision as well as

  • acknowledging and utilising previous & current thinking (TLIF/Agency, maths dispositions…)
  • putting learners at the centre
  • developing one ‘system’ that pulls it all together
  • and one language to make it easy for everyone (learners, staff, Board, parents)

The wedges and rings in the wheel would breakdown and outline the characteristics of each value. For example:

  • When I look at ​kawenga​ through a ​learner​ lens, what would I expect to see? How can I show responsibility in my learning?
  • When I look at ​kotahitanga​ through a ​behaviour​ lens, what would I expect to see? How can I show unity and inclusion in the way I behave?
  • When I look at ​rekareka​ through a ​wellbeing​ lens, what would I expect to see? How can I show fun and enjoyment for my own wellbeing?

The Teacher’s Role

Any any new initiative and one that where the long term goals is that is becomes our local curriculum, requires a range of deliberate actions ato normalise it use, especially at the initially phases. We anticipate the the role of the teacher will be to:

  • Provide opportunities for learners to learn, explore, demonstrate these characteristics across the curriculum and across a multitude of contexts
  • Use the language of the ‘wheel’ in everything they do
  • Link learning to the ‘wheel’ at every opportunity
  • Teach specific and deliberate lessons as required to meet the needs of learners
  • Facilitate a strong formative based approach (goal setting, reflection, self-assessment etc.) to the components of the wheel

The Learner’s Role

It is crucial that our learners are active participants in making the wheel come to life and positively impact how, what and why they do what they do. At this stage we see their role being to:

  • Set & articulate goals, work towards & reflect on demonstrating the ‘wheel’ characteristics in all that they do
  • Collect and share evidence of how they are progressing towards the characteristics
  • Earn ‘badges’ to show progress

Badges and Badge Bidding

As mentioned in a previous posts, we aspire to a learner and learning centred badge approach ably demonstrated by OJC. To get us thinking and developing in this space we are looking at implementing something along the lines of the following:

  • For each of the wedges in the wheel, learners can earn a badge
  • When they are ready, learners use their evidence to bid for a badge
  • The bid is made to a group of learners and the learners decide if they have have earnt it (not the teacher)
  • The bidding process is facilitated by the teacher
  • We anticipate parents will be included in the process and like other learners present, can contribute to the discussion
  • Badges could be awarded over 3 levels e.g. emerging, effective, exemplary

Formal Assessments

We do have legislative requirements as educators in the state system and as such must continue to honour them but they will not dictate what we prioritise or value in our local curriculum. Here is our emerging plan to cater for this aspect of assessment and reporting.

  • Teachers continue to assess the traditional core foundations of learning – literacy & numeracy, with and alongside learners
  • This is shared online, a cumulative, ongoing, 24/7 accessible record indicating progress towards curriculum goals via a combination of Seesaw and HERO.
  • Learners assess themselves against the wheel via the badge approach

We’re excited! Your thoughts?

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