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We have felt quietly confident over recent years that Curriculum has identified five competencies: managing
the Habits of Mind are firmly established in our school self; relating to others; participating and contributing;
and individual classrooms. Teachers from visiting thinking and using language; and symbols and texts.
schools often comment on the alignment between
the perspective of our Principal, Senior Teachers These competencies are embedded within the following
and Facilitator and the classroom (teacher, students’ CSNS aims: to develop learners who think critically
ideas and learning samples & wall displays). However, and creatively, who question ideas which are taken
our acceptance as a lead school for Extending High for granted, who take risks and who can select and
use appropriate thinking strategies. It is the CSNS
Standards across Schools and our new Curriculum
(Ministry of Education, 2007), due to be released in belief that these aims are met as the Habits of Mind
October 2007, has caused us to take a fresh look at are becoming internalised. Our students love learning
everything. and will become lifelong learners as a result. They are
effective communicators who have respect and empathy
The recognition from the Ministry in relation to the for others.
teaching pedagogy we value, our curriculum model
and the Habits of Mind has been the catalyst for These outcomes are best achieved when the learning
the development of our cluster. Other schools want community has a shared vision. Reciprocal connections
within the learning community are valued, planned
sustained professional development in these areas and for and developed with colleagues and students.
the financial support of the Ministry has enabled us to
work in new ways together. This includes: co-constructing planning, learning and
assessment, setting goals and reflecting and evaluating
our own performance (co-construction refers to
Our Collective Vision people building on each other’s ideas to develop new
The Lead Teachers, Massey University Researcher Ally understandings). It is important to ensure that there
Sewell and EHSAS Facilitator Trudy Francis developed is time to think and to question our new learning and
an Extending High Standards across Schools vision: make authentic connections to the students’ cultural
‘Together we will enhance student achievement by backgrounds and the world they live in.
creating a community of learners who develop deep
understandings and dispositions for lifelong learning’ The following core beliefs underpin curriculum integration
which complements our CSNS vision. Our shared beliefs at CSNS:
at CSNS have evolved, causing our goals to be modified ■ it promotes authentic contexts and connectedness in
in order to make links to the Key Competencies.
learning;
Although very new, this vision encapsulates a teaching ■ it is an effective teaching strategy for developing
philosophy that has been valued by CSNS for over students’ deep understandings;
six years. Our integrated model is a synthesis of ‘The
New Basics’, Murdoch’s (1998) stages of inquiry, ■ it maximises the opportunity for students to apply the
Bloom’s (1956) Taxonomy and Costa’s (2000) Habits Habits of Mind;
of Mind. This model has allowed us to slow down the ■ it maximises the opportunity for high level thinking;
curriculum in order to develop deep understandings and
dispositions for lifelong learning at CSNS. ■ it provides opportunities for all students to excel;
Underpinning all that we do is the shared belief that: ■ it offers an inclusive strategy for addressing the needs
of ‘Students with Special Abilities’;
■ all students can learn intelligent patterns of behaviour
(Habits of Mind); ■ it promotes co-construction and co-operative
learning;
■ all students can be taught these Habits of Mind;
■ it empowers students as they question ‘so what?’
■ individuals learn at different rates and in different and ‘take action’;
ways;
■ it facilitates transfer and application of learning;
■ being able to work together is essential to an effective
society; ■ it is a useful vehicle through which to change the
focus from quantity to quality learning;
■ students need to develop the skills to become lifelong
learners; ■ it promotes social responsibility and participation for
the common good.
■ self-esteem affects learning and learning enhances
self-esteem (attribution theory);
Linking the Key Competencies with the Habits
■ social interaction enhances learning (sociocultural of Mind.
theory); The competencies model is integrated, holistic (develops
■ learning and education is a shared community through life) and complex (cannot be separated). It
responsibility. includes the KNOWLEDGE, SKILL, ATTITUDES AND
VALUES needed to meet a task. It is also performance-
CSNS teachers aim to develop the Key Competencies – based and inferred from the action, behaviours and
“the capabilities people need in order to live, learn, work choices of an individual in a particular context. The Key
and contribute as active members of their communities” Competencies are needed by everyone across many
(Ministry of Education, 2006, p.11). The New Zealand life contexts to meet important challenges and they




8 • Habits of Mind International Expo, Melbourne / Auckland October 2007
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