Learning Areas

Introduction:

Learning Areas are not viewed as separate, or distinct from one another, but as connected. Our curriculum planning makes use of the natural connections that exist between learning areas, and that link learning areas to the values and key competencies.

• The learning areas, in conjunction with the key competencies, support teachers in providing rich and balanced educational experiences.
• Contents of, and contexts for, learning come from the learning areas. They are inseparable from one another.
• Learning areas provide a strong basis for assessment and reporting student achievement.
• The statements for each learning area are a focal point for deciding important learning outcomes relevant to student needs.
• Are selected to meet the learning needs of the students of Carlton School; we ask “What is important?”
• Outline the learning processes, knowledge, and skills that students acquire in the course of inquiry learning
• Form the learning intentions and success criteria
• Will be part of an integrated approach to teaching and learning
• Are shared with students
• May be mastered within a particular learning level
• May be developed with increasing sophistication across a number of levels
• Support student assessment

Balance in the delivery of the strands within each learning area is achieved through the Inquiry Learning cyclical overview. Appropriate achievement objectives from these strands will be addressed within an inquiry model.

 

Achievement Objectives:

“….each student’s ultimate learning success is more important

than the covering of particular learning objectives.”_{NZ Curriculum p39}

 

Assessment: (refer to Assessment Guidelines)

Involves students – they set, discuss and clarify their goals developing their capacity for self, and peer, assessment.

 

As active learners students are involved in establishing success criteria, and provide evidence of learning (e.g. work samples, social action following inquiry) against these criteria to set next steps.

 

Supports teaching and learning goals – important outcomes are emphasised. Teachers give feedback

and support students to reach them. We ask: “What strategies are most likely to help my students learn this?

 

Is planned and communicated – appropriate achievement objectives have been selected and students know in   advance how and why they are to be assessed. There is a direct link between outcomes, teaching strategies and assessment criteria. We ask: “What has happened as the result of the teaching and what are the implications for future teaching?”

 

Is suited to the purpose – evidence is gained through a range of formal and informal practices as outlined in ‘Carlton School Assessment Guidelines.’ Tasks and methods are selected to suit the nature of the learning or inquiry, the characteristics of the students’ and the purpose for which the information is being used.




Is valid and fair – Information is sought from a range of sources before decisions are made based on this evidence.

 

A range of opportunities for students to demonstrate their learning and progress means conclusions are more likely to be valid.