I truly believe the tension between personalisation and curriculum coverage can cause amazing creativity to occur in learning. Our vision of Personalised Learning must also ensure students have the required skills and understandings to succeed as seniors. To do so we are currently developing tools and checks to evaluate student coverage and progress amongst the high level of choice students have in their modules.
Many schools are investigating personalisation as a future focused curriculum or modern learning practice. How do you negotiate this tension?
We are currently completing the second iteration of our module development and selection process. Personally, I believe that our great Term 1 Modules have been given far more relevance and rigour this time round through the introduction of small refinements to our process.
The concept for Term 2 is Place and Space and each Learning Area, when planning over the 2 year framework, had already designated their threshold concepts and skills for this:
Term 2 Threshold Concepts and Core Skills
The module design process this time started with student voice. Representatives from each Hub met to say what they had learned previously about Space and Place and to provide ideas of what students would like to learn about. Their ideas poured out and a 4 page document was then shared with staff to provide a 2nd launching pad to the designated concepts and skills.
Each Learning Area then met together to discuss the possibilities this term when focusing on their specific aims and how the student voice ideas matched. This would allow the focus skills and concepts to be presented in a way that was relevant to our students. Continue reading →
Personalisation is a very common word thrown around in education these days but there seems to be hundreds of different ideas as to what this actually means. Today we had a focus on starting to define what personalisation means at Hobsonville Point Secondary School. Continue reading →