Learning Pathways ('Task')

The Future

Education serves society by preparing our children to be successful and contributing citizens.

Research is telling us that their future is going to be different.

Our children can expect - ‘Not to have a job but to do jobs that need doing  -  to be involved in a variety of job patterns.’ ‘To have at least 3 or 4 different occupations in their lifetime.’ ’To be involved in jobs/careers that currently do not exist.’  ‘To live in diverse communities and complex societies.’ ‘To be involved in formal education throughout their lifetime.’

UNESCO identifies the five competencies for the 21st Century as - learning; citizenship; relating to people; managing situations; managing information.

By our own initiative and as part of a Ministry of Education funded pilot project, ‘Learning Pathways,’ Pasadena Intermediate School has researched, developed and is successfully implementing a 21st Century Curriculum.
 

ERO Evaluation of our Learning Pathways ('Task') Curriculum Delivery

Education Review Office Report, November 2005

TASK (School-wide curriculum learning approach). Integration of a range of curriculum areas enables students to learn new material in a context that emphasizes how problems or questions may be solved or developed in contexts relevant to their experiences.

Through this trans-disciplinary approach, students develop a deeper understanding of concepts as a result of engagement with investigative tasks. Students often choose from a range of information processing options depending on the research they conduct. Many students are able to transfer these process skills to a range of other learning activities.

Essential skills such as numeracy, literacy, communication, social skills, competition and the use of information and communication technologies are emphasized as part of the approach. Students are taught to evaluate their efforts. They are generally able to reflect on their learning and to employ the use of cognitive organizers and maps to structure their investigations. Evidence in the classroom environments indicates that these skills are becoming embedded in children’s learning.

TASK effectively promotes the skills required for lifelong learning. This teaching and learning approach is enriched by the use of parents, experts, and resources outside of the school setting. Parents generally report that their children are enthusiastic about the approach and that children are applying what they learn in the home setting.

Education Review Office Report, November 2008

Authentic Task is a term used by the school to identify an approach to teaching and learning that has been evolving over the last four to five years. Much of the social studies, science, and health learning areas of the New Zealand curriculum are taught through a trans-disciplinary approach together with the teaching of English. Teachers also plan and teach lessons in mathematics, English, the arts, technology and physical education as discrete learning areas.

The Authentic Task approach to teaching and learning has a strong focus on students inquiring and solving problems. It involves students in developing and answering questions that are relevant to their lives. They consider, and sometimes take, social actions in response to what they learn. Teachers that are experienced in Authentic Task are able to support students to develop the skills and knowledge to learn in this way.

Senior managers are also using school-based assessment tools to report Authentic Task achievement. The assessment rubrics used as part of teaching and learning are used to make summative statements about student achievement. Teachers use a graduated system of success criteria to determine achieved, merit and excellence for aspects of Authentic Task. Assessment is now more collaborative because students understand and use the rubric to assess themselves. It also prepares students for the assessment techniques they will encounter at secondary school.

The calm, busy and supportive tone of the school is conducive to learning. Relationships are positive and affirming with mutual respect for staff and students. Teachers and students expect that all students can and will learn. Teachers trust students and students demonstrate responsibility.

Students are motivated and are focused on learning. There is a minimal amount of lesson time where students are not engaged. Much of their learning is self-directed and tasks are co-constructed with their teachers and peers. Students see the tasks as being relevant now and that the learning is preparing them for the future. They enjoy the inquiry and the problem solving.

Teachers provide regular feedback and feed-forward to students. ICT is used to promote good communication between staff and students. Teachers are able to read student reflections related to their learning and to respond with encouragement and suggestions.

Students know about, and reflect on, their thinking and learning. They make regular reference to assessment rubrics to assess and to direct their own learning

ICT is well used and well resourced. Appropriate hardware and software are available in classes and in other locations around the school. Students and teachers have good access to laptops and to the school’s wireless network. The on-line-learning environment provides access to, and sharing of, data around the school and at home. The assistant principal monitors and promotes the use of ICT and is accessible to students and teachers to provide on-going support.

Teachers are supported to develop skills in the Authentic Task approach to teaching. Regular meetings of all teachers involved include discussions about the work of groups and individuals. These meetings promote the sharing of ideas and opinions and encourage teachers to reflect on their practice.

The school communicates well with parents about student learning. The on-line learning environment allows parents to log into the school network and see how their child is learning. Students host three-way conferences with parents and their teacher where they explain their learning. This is one of the ways that students’ successes are celebrated. Parents can access information about school operations through the school website. Regular newsletters are available electronically or can be taken home by students, and an annual open day invites the community to see the school in action.

A Quality School

Pasadena Intermediate School provides:

• A focus on children and their learning.
• A School Community: Children, Parents, Staff, BoT, Friends.
• A safe social, intellectual and physical environment.
• High quality facilities and resources.
• Emphasis on mastery in numeracy and literacy.
• Future orientated, 21st Century Curriculum.
• The Arts, The Sciences, Healthy Living.
• Opportunity and resources for Extension and Remediation.
• Committed, skilled and supported staff.
• Detailed and efficient planning and management.

21st Century Citizens

In the 21st century, students will need to be -

Adaptable Thinkers

Students who are ready to accept and move with change, and apply learning confidently and successfully to new and different situations.

Effective Collaborators

Students who have the skills to work effectively with diverse individuals and groups to solve problems.

Self Directed and Reflective Learners

Students who are able to work independently and reflectively.

Competent Thinkers

Students who are able to make reasoned decisions based on the analysis and synthesis of information.

Effective Communicators

Students who are able to convey their ideas to  others in a variety of ways.

Competent Users of Technology

Students who are able to use technology to access, manipulate, publish and present ideas.