Classroom 1 The hooks, the hope and the hidden curriculum

Van Brummelen (2002) defines curriculum in four ways, in this blog his fourth definition will be used "curriculum is everything learners experience in school". Teachers, parents, students, principals, the school through its ethos and traditions and the government through the New Zealand Curriculum, Te Marautanga o Aotearoa and the Education Act all shape the curriculum. Readings on the shaping of the curriculum are centred around the historical movements that have shaped the New Zealand Curriculum (Hipkins, 2005 & Mc Gee, 2008); or shaping our teaching using the methods Jesus used (Zuck, 1995); or the examination of both Traditionalist and Constructivist Curriculum and negotiating its pros and cons (Van Brummelen, 2002); or using the Backward Design to shape the curriculum (Wiggins, 2005). To narrow the scope of my reflection, this blog will focus on classroom practices of my three Associate Teachers who provide me with hooks for me to hang or flesh out my readings around shaping curriculum. 

My first Associate teacher embodies most of the qualities needed to enhance pupil learning found in Stoll, Fink and Earl (2003). Faced with a class of students who are far from home and needing emotional as well as linguistic support, the teacher creates a safe, calm and caring classroom environment, yet maintaining high expectations for the work done. The students are engaged and often asked to draw on their own experience of school in order to connect with the textbook. Computers are used for research material for an essay and vocabulary extension exercises. She helps students develop basic skills to address two main issues: the inability to express ideas in English and to select relevant information when reading texts (scan). The academic language skills acquired in these classes support the NZ curriculum indirectly and yet these skills are crucial if students are to succeed in most language-rich subject areas. For me, theoretical abstractions can be hung on this hook as I observe real classroom practice.

"Learning of curriculum content inextricably interweaves with experiences and activities in which the content is encountered, and with the pervasive peer culture." (Nuthall, 2010)
My second Associate Teacher is currently helping students to work towards an Achievement Standard for English that is inline with the NZ Curriculum. Students are asked to analyse two key scenes from two movies by the same director and discover connections between them. The level of engagement in class is high as students discuss interesting movies they have watched drawing on current peer culture. They are encouraged to watch movies together (peer interaction) but pick different scenes or themes. The teacher scaffolds the task by providing a list of possible directors and she teaches individual students to select appropriate movies through doing online research around related topics such as movie ratings, thematic and cinematic features. The teacher then does group and individual conferencing where she draws out concepts and "big" ideas from them by prompting them in a suitable direction. Through the week, students explore "big questions" around the relationship between fantasy and reality, self perception, mental health, symbolism, excessive decadence etc. Thanks to this hook, I am able to see the interaction between visible, semi-visible and invisible layers described by Nuthall (2010).

My third Associate Teacher provides me with a hook that helps me understand Loughran's idea (2010) that "withholding judgement" leads to better student engagement. This teacher is constantly listening to and encouraging students to express their inner thoughts. Loughran (2010) seems to imply that instead of constantly keeping the momentum going, challenging students and being on the move, "withholding judgement" is about pausing, waiting, trusting students and taking risks that come with allowing time for students to think, explore and make independent decisions. In this Religious Studies class, space is made for students spend time silently meditating on concepts like hope or thankfulness and then sharing their thoughts with others. Because this subject is freed from the need to do assessments, it is possible for this class to take the idea of pausing even further and create is a safe classroom environment to stop and breathe, be in the moment, fully present and at peace. For me, this would encompass the key competencies of managing self and relating to others in the NZ Curriculum.

So far I have reflected on the Planned Curriculum (NZ Curriculum) and the Enacted Curriculum seen through my classroom observations. However, missing from my readings and the blog so far is the Hidden Curriculum (See Figure below)

In a special character school, the Hidden Curriculum is shaped by a biblical worldview. This biblical worldview can be seen not only in chapel services where students are encouraged to pray and share, but also classroom practice where students take turns to begin each lesson with a prayer.  The school is decorated with student made posters, decorative items and design features such as the ones below that reflect this worldview. 

In addition, the beautiful gardens, huge trees, heritage buildings, benches and covered grassy patches invite students to sit, enjoy beauty and be still in worship (Ps 46:10).

Yet, the transmission of priorities found in the planned, enacted and hidden curriculum rest on the teachers. They integrate the biblical worldview into their practice, relationships and content. It is a privilege to watch this integration put into practice in real life interactions and classroom practice at my Host school.

"Integration has as its spiritual aim the intellectual goal of structuring the mind so we can see things as they really are and strengthening the belief structure that ought to inform the individual and corporate life of discipleship to Jesus." (Spears and Lomis, 2009)

References
Hipkins, R. (2005). Thinking about the key competencies in light of the intention to foster lifelong learning. Set (3), 36-38. https://doi.org/10.18296/set.0619
Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. Allen & Unwin.
McGee, C., & Cowie, B. (2008). The context of contemporary curriculum change. Waikato Journal of Education.
Nuthall, G. (2010). The hidden lives of learners. NZCER.

Ornstein & Hunkins. (1998). Curriculum: Foundations, Principles, and Issues. (3rd ed.). Pearson.
Spears, P & Loomis, S. (2009). Education for Human Flourishing -A Christian Perspective. IVP.
Stoll, l., Fink, D., & Earl, L. (2003). It’s about learning and it’s about time: What’s in it for schools. RoutledgeFalmer.
Van Brummelen, H. (2002). Stepping stones to curriculum: A biblical path. (2nd ed.). Purposeful Design
Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.
Zuck, R. B. (2002). Teaching as Jesus taught. Wipf & Stock.