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Coley Street's development as a learning community

Digital story: Coley Street School

Coley Street's recipe for change has involved a strong commitment to: behaviour management, sport, LEOTC programmes, community buy-in, changing attitudes to learning, ICT, curriculum change, and professional development.

Developing a Vision for Red Beach School. Play Red Beach's Digital story.
Access the **Red Beach School vision matrix** (PDF 286KB), which details the philosophy and structure behind the vision.

Key Questions:

  • What is our current vision for our students and their learning?

  • Is it clear and widely shared?

  • How similar are our school vision and the vision found in The New Zealand Curriculum?

  • What are the significant difference

  • What are some issues around vision building?

Facilitation Strategy: Collegial Strategy ( from Plotpd <www.plotpd.com.au>)

Guiding Questions:

1. What is a vision statement?

2. How do Principles guide practice?

3. Why are values statements important?

4. Who should participate in developing a school vision?

5. What strategies or starting points could you use to develop a vision or a set of values?


Values and Beliefs Paper by Dr Julia Atkin

Concentric Circle Resource - This diagram is based on the work of Dr Juila Atkin. It is useful when trying to identify, articulate and clarify core values and beliefs, guiding principles and particular teaching practices of groups or individuals.

What theory of learning drives your school? - Greg's weblog entry Oct 13, 2007

Link to Background Papers - These background papers have helped guide the Vision, Values and Principles of curriculum design.

Links to Ministry of Education's Leadspace: Leadership and Vision

Hamilton East Schools Vision Values
This school clearly identified values and vision around key competency and Unesco's pillars of learning

Use this document to ask participants, "what their beliefs about learning are". They are to indicate what they believe to be true about learning by ticking next to the statements. Once this is complete, collect the forms and redistribute these for anonymous collation. Hands up indicates "I believe" in the statement. Count and collate the amount of hands for each statement and graph these. The following story from the Bush Cluster - Surveys shows the similarities and differences between principal's beliefs and parent beliefs.

This file is an example of a consultation with pupils in answer to the question "What will a learner at our school look like when they leave us?" Pupils in our special abilities group asked this question of their class and used Inspiration software to compile the results. Hence this is an inspiration file. The results were used to create our vision.