Isabelita Maglalang Ter Course Portfolio

ISABELITA MAGLALANG
TER PROGRAMME
PORTFOLIO
PART A
LEARNING PROGRESSION
FOR HEALTH AND
PHYSICAL EDUCATION
MODULE 1
Students can: Health knowledge
development
Literacy required. Strategies.
Ref. literacy progressions
and norm referenced test
results for student/class
specific needs.
Vocabulary, reading, writing,
speaking, listening. (Add
context specific vocabulary in
unit plan)
Numeracy
required. Ref
numeracy and
mathematics
progressions.
Refer to norm
referenced test
results for specific
student/class
needs.
Key competencies, values,
principles.

Local Valued
Learning Outcomes
cultural spiritual etc.
Level 6

D2 Advocate

Community resource is
anything that has something to
do in improving the quality of
life of the people, the
community or the society as a
whole. This starts with
different organisations that is
focused on assisting people like
the support groups, outreach
groups, etc. but it also includes
public service, ,community
centre whose main purpose is to
serve the community.

For the development of services
and facilities to meet identified
needs in the school and in the
community

For the development of services
and facilities to meet identified
needs in the school and in the
community

Vocabulary:
Advocate
Needs
Development
Facilities
Services

Brainstorming on what health
services /facilities are available
to the school and community.

Together with students, critically
evaluate these services/facilities
that are available to the school
and community. Are these
services well used of in the school
or community?

Brainstorming on what are the
needs of the school and the
community when it comes to the
issue on health.

Analyse the needs that most need
the use of these services and
facilities.

Use a diagram to
illustrate which
of the health
facilities/services
mostly used in
the school and in
the community.

Promote actions to support
people in making a healthy
choice.

Decide what to do inorder to
make their community healthy.

Solve problems on how the needs
be fulfilled in a healthy
environment.

Contribute to ways in making the
community healthy to live in.

Thinking
Using language, symbols and
texts
Managing Self
Relating to others
Participating and contributing

Understand the
importance of a healthy
community and
environment to the well-
being of the person.

They have to make
healthier choices for the
good of not just the
person but for the whole
community.

Taking direct
responsibility for a
change.

Level 7

D4 Analyse

The peoples health will
always be affected by the
kind of environment that
they are in. The ecosystem
where people live will give
them goods and services
like food, water, fuel and
other resources. Once
these natural goods are
damaged it will always
result to a consequence
which could endanger
human health.

Ways in which the
environment and the well-
being of a community are
affected by population
pressure and technological
processes.

Vocabulary:
Environment
Well-being
Community
Population
Pressure
Technological processes

Brainstorm on the
population pressure that
affect the well-being of the
environment.

Together with students,
critically analyse the effects
that Population pressures
have on the well-being of the
community/environment.

Brainstorm on the
technological processes that
affect the well-being of the
environment and the
community.
Use T chart strategy to
identify technological
processes and and its effects
to the well-being of a person.

Use T chart strategy to
identify the effects of
population pressure to the
well-being of a person.

Using a fish bone
strategywrite the ways on
how well-being of the the
environment is affected by
population pressure

Using the same strategy
(fishbone) write the ways
how the wellbeing of the
community is affected by
technological processes.

Use a diagram to
illustrate the
extent of the effect
of population
pressure to the
well-being of a
person.

Use a chart to
illustrate the
extent of the effect
of technological
processes to the
environment.

Can explain why their views
on the well-being of a person
affected by the population
pressures and technological
processes are similar or
different to others.

Solve problems in ways that
can benefit their well-being

Analyse the effects of
population pressures and
technological processes to
the well-being and decide
what is fair, respectful and
socially just.

Thinking
Using language, symbols
and texts
Managing Self
Relating to others
Participating and
contributing

Recognise different
points of views
regarding the effects
of population
pressures and
technological
processes to well-
being.

Listens effectively to
points of views .

Level 8

D3
Demonstrate

Health promotion allows
people to have dominion of
controlling and improving
their health. These could be
seen through the different
strategies used in health
promotion.

The use of health
promotion strategies by
implementing a plan of
action to enhance the well-
being of the school,
community or
environment.

Vocabulary:

Health promotion
Strategies
Plan of action

Brainstorm on the definition
of Health promotion.

Identify the health
promotions that are used to
enhance the well-being of the
school, community and
environment.
(Behavioural Change Model,
Empowerment Model,
Collective Action Model,
Ottawa Charter, Te Pae
Mahutonga Health Model,
Fonua Model)

Using the Spider Web
strategy write the different
types of health promotion and
what it does to the well-being.

Using a venn diagram,
compare and contrast the
similarities and differences of
these health promotion
strategies.

Using a Table, compare and
contrast the advantages and
disadvantages of the health
promotion models.

Using a Table, identify the
effects that these health
promotion models do to the
well-being of the individual,
school, community or the
environment.

Draw Conclusions on the
effectivity of these health
promotion models.

Using a diagram,
illustrate which of
these health
promotion
strategies does
more to promote
the well-being of
the person and the
community.

Decide upon the most
effective health promotion
strategies and appropriate
actions to take in a
particular health-related
situation.

Analyse health related-
situations then decide what
appropriate health
promotion strategies are
applicable.

Look at and can see health-
related situations from
different perspective so as to
be able to decide what
appropriate health
promotion strategies are
applicable.

Thinking
Using language, symbols and
texts
Managing Self
Relating to others
Participating and
contributing

Take direct responsibility
for whatever action he
chooses with regards in
choosing the right health
promotion strategy.

Can make right choices to
maintain well-being by
choosing the right health
promotion strategy.

Can make
recommendations for the
well-being of the
community as a whole by
knowing and
understanding very well
which of the different
health promotion strategies
are applicable to a certain
health-related situation.

The Key Aspects link to the NZC:
Key Concepts: Community Resources
People and the Environment
Rights, Responsibilities and laws

Values : Diversity( as found in different cultures, languages and heritages)
Innovation, Inquiry and Curiosity(thinking critically, creatively, and
reflectively)
Community and Participation(for the common good)
Ecological sustainability(which includes are for the environment)
Integrity(which involves being honest, responsible and accountable for
acting ethically)
Respect(for themselves, others and human rights)

Key Competencies: Participating and Contributing
Using Language, symbols and texts
Thinking
Managing Self
Relating to others

PART B
UNIT PLAN FOR HEALTH AND
PHYSICAL EDUCATION

Level 3 Health: AS91465 (3.5 )
Evaluate Models for Health Promotion

Unit plan for 303 Health AS3.5

Level 8 Health Strand D (Healthy Communities and Environments)
Yr. 13
Achievement Objective:
Demonstrate the use of health promotion strategies by implementing a plan of action to enhance the well-
being of the school, community or environment

Number of
Lessons
Learning
Intentions
Possible
Activities /
Themes
General Aim
1 lesson

Students are provided with a
copy of the Level 3 Health
Achievement Standard AS3.5
WALT:
Unpack the aligned Level 3
Health Achievement
Standard..
Success Criteria: The
Students can identify the key
concepts/ideas in the Level 3
Achievement Standard.

Identifying the unfamiliar
words/concept that need to be
learned

Brainstorming/underlining
unfamiliar words/key concepts
Aim: to give learners an idea
on how to unpack important
concepts in evaluating the
models for health promotion

Reflection:
My students learned how to
unpack the aligned level 3
health achievement standard
today. They participated very
well in unpacking the
achievement standard.

My next step in order to
engage them more in the
discussion is to give them
more time to think before they
could contribute to class
discussion.

1 lesson

Readings on Health Promotion
be given to the students to
read.

WALT:
Understand what Health
Promotion is.
students can:
Give different definitions of
health promotion.
Identify ways how health
promotion is done

Worksheet on the Definition of
Health promotion from
different sources.

Identifying the
underpinnings/key
words/ideas

Students working in pairs will
discuss together and come out
with ways on how health
promotion is done in the
community.

Aim: to give learners insights
on the different definitions of
health promotion from
different sources.

Reflection:
Today my students learned
what health promotion is.
They were able to give different
definitions of health
promotion taken from
different sources. Jonathan
and Sione did learn a little
today because they were not
really reading the task. They
were not focused on the work
assigned because they were
busy talking.

In order for these two students
to learn is not to let them sit
together. I will let them sit
with another student so that
they can focus on their work. I
should always be checking on
their work if they are really are
on task or not
4 lessons (including
presentation)

Students will be provided with
a copy of the different health
promotion models.

WALT:
Know and understand the
educational health models.
Success Criteria:
Identify the different
Explain differences of the
Discuss how effective these
health models are.

Information about the
different educational health
promotion given to students.

Identifying by highlighting
unfamiliar words/key
words/ideas

Working in pairs Using a chart
to identify what health model
is, the belief of the model, what
they do and why they do it,
what is the impact or effect of
the model, overall how
effective is the model and what
factors make the model
effective?

Students still working in pairs,
use spider web/fishbone
strategies to identify the
differences and similarities of
these health models.

Engage the students in class
discussion about what these
different health models have in
common by using a venn
diagram.

Presentation of pairs work.
Engage students in class
discussion. Answers should
come from them when they
will be asked how are the
different health models
different?
Aim: to let the learners have
a glimpse of the different types
of educational health
promotion models.

: To give the learners the
similarities and differences of
the educational health
promotion models.

: To give the learners the
advantages and disadvantages
of these educational health
promotion models.

: to give the learners the
idea on the effects of these
educational health promotion
models to the individual and to
the community.

Reflection:
about the different health
models, their differences and
similarities. They all learned
but not that in depth because
they were being distracted by
talking to each other. They
talk of other things rather than
what they are reading. Their
learning of the different health
models were not in depth..

Ask students to relate this to the
underlying concepts of Hauora,
Attitude and Values, Health
Promotion.

Engage students by asking
questions regarding the
effectivity of these health
models. Are these health
models effective in enhancing
the well-being of the person,
community or environment?
which of the health models do
you think is the most effective
why?

To be able to let them learn
more next time, I will just let
them read one health model at
a time and not given them the
whole copy of the model
because they said theres a lot
to read. If they see thats
theres a lot to read, they tend
to stop what they are reading
and talk with their seatmates
then read again so there is no
proper concentration. I should
be giving them more short
leading questions that could
engage them in discussion.

WALT:
Know and understand more
about the global health models.
Success Criteria: Students
can:
Identify the global health
models.
Tell the difference between
the Ottawa Charter and the
bangkok charter.
Identify the similarities of
these two global health
models.

WALT:
about the Bangkok charter.
can identify the key actions
required in health promotion.

Students will be in the
computer room to do research
on these two global health
models.

Teacher gives students guide
questions for the students to
answer while they are doing
research.

Teacher gives a template of the
spider web/ven diagram for
the students to use to identify
the differences between the
two global health models.

Teacher gives the same
templates of the spider
web/ven diagram for the
students to identify the
similarities of these two global
health models.

Students were asked to use the
computer room to research on
what these key actions
required by the Bangkok
charter in health promotion.

Students write down notes on
what they have researched on.

Reflection:
today my students learned
about the global health models
in health promotion. They
were able to compare and
contrast these models..
Jonathan, Scott did not learn
anything today because they
were playing games instead of
researching the task assigned
to them. They pretended to be
researching but when I turned
my back, they are back into
playing so they did not learn
anything.

In order that the will learn
more, next time I will give
them a time limit to come out
with the result of the task that
they are assigned. In that way,
they will really concentrate in
their research if there is a time
limit for them to research.

Reflection:
more about the Bangkok
charter. They were able to
identify key actions required in
health promotion. They were
not able to critically evaluate
these key action required
because there was

WALT:
about the Ottawa charter.
can identify the key actions
required in health promotion

Teacher gives students
templates of spider web where
the students write the
information they have written
down regarding the Bangkok
charter.

computer to research on what
these key actions required by
the Ottawa charter in health
promotion.

Students write down notes on
what they have researched on.

Teacher gives students a spider
web template where the
students write information
they have written down
regarding the Ottawa charter.

Students share their answers
and teacher writes these
answers on the board.

not enough time to do this.
Next time, pair activities
should be given a time limit so
that they will be able to do
other task like evaluating the
key actions which is very
important.

Reflection:
My students learned more
about the Ottawa charter and
they were able to identify the
key actions required in health
promotion. Students had the
hard time researching for more
information about the health
model so I worked more
closely with them engaging
them in questions and giving
feedbacks so as to improve
their learning. So that my
students will learn more, I
need to assist them more in the
way they research because they
tend to open a lot of web sites
but they are not sure which
one is the right site for their
research.

1 lesson

WALT:.
about the Maori health models.
can:
Identify the Maori health
models
Describe the Maori health
models.
Present how these Maori
models enhance the well-
being of the person,
community or environment.

computer to research on the
different Maori models used in
health promotion.

Students are given additional
reading materials about these
models. They highlighted
words that are unfamiliar to
them. Highlighted key
concepts/

Students used the spider
web/ven diagram to write
down the features of these
Maori health models.

Teacher engage students in
discussion how these Maori
models enhance the well-being
of the community.

Reflection:
about the Maori health
promotion models. They were
able to identify and describe
each of these Maori health
models. They were able to fill
up the templates for their work
because I did a close
supervision on what they are
doing.

In order that there will be
more learning, closer
supervision should be done,
more questions ask to lead the
students into what they are
doing, more feedbacks so that
they know that they are on the
right tack with their work.

1 lesson

WALT:
about the Pasifika health
models.
students can:
Identify the Pasifika health
models.
Recognise ways in which
these Pasifika health models
are linked with the other
health promotion models.

computer to research on the
different Pasifika health
models used in health
promotion.

Students are given additional
reading materials about this
model and they highlight
words that are unfamiliar to
them, highlight they keys
word/key concepts/

Reflection:
about the Pasifika health
promotion models and they
were able to identify these
models as well as they were
able to recognise ways in which
these Pasifika health models
are linked with other health
promotion models. The
students were engaged though
they did not have an in depth
understanding of
Students used the spider
web/ven diagram to write
down the features of these
health models.

Teacher engage students in
discussion in identifying ways
in which these health models
are linked with other health
promotion models.

these health models because of
too much reading materials ,
not much time for the students
to read with deeper
understanding.

In order for them to learn
more, I should give them more
time to read, more time to
internalise what they are
reading, maybe give the
reading materials before hand
so when they come to school
they are ready. I should
discuss the health models one
at a time not present them all
then have the discussion. I
noticed that they can learn
more if I take one model at a
time and every time that there
is a new model, always refer
back to the first model
discussed, in that way they can
see the connection of what
they have already learned and
what they are going to learn for
the day.

At the end of every lesson
presented:
Feedback are to be asked
from students.
Teacher gives her own
feedbacks to students
regarding the lesson
presented.
Teacher will always ask
follow up questions to
previous asked questions
during the lesson to check if
the students can connect
past lesson to present
lesson.
Teacher with the students
give a summary of the
finished lesson this is to give
clarity to what has been
learned on that day.

Assessment

FORMATIVE
What are they learning? What
do they need to learn?
Research work
Self-reflection
Teacher observation- teacher
checks on books what has been
written and done.
Personal and peer
ideas/opinions discuss with
the group.
Are learners asking questions?
Are the learners making
comments or suggestions?

Glossary; By the end of the
Unit the students will be
familiarise with these words.

Health Promotion
Model
Effectivity
Behaviour Change Model
Self-empowerment Model
Collective Action Model
Ottawa Charter
Bangkok Charter
Te Pae Mahutonga
Te Whare Tapa Wha
Te Wheke
Fonua
Fonofale
Diagnostic
What do they know?
What can they do?

Pair work

Group discussion

Brainstorming in initial
lessons to share knowledge
and understanding to partners
and to the class.

Research by using the
computer.
SUMMATIVE

What have they learned?
Evaluating Models for Health
Promotion

To be Completed Assessment
(External assessment: 5 credits
AS91465(3.5)

KEY ASPECTS LINKED TO NZC:
Key Concept: HEALTHY COMMUNITIES AND ENVIRONMENT
Societal Attitudes and Values)
(Community Resources)
(People and the Environment)
Values : Diversity( as found in different cultures, languages and
heritages)
Innovation, Inquiry and Curiosity(thinking critically,
creatively, and reflectively)
Community and Participation(for the common good)
Ecological sustainability(which includes are for the
environment)
Integrity(which involves being honest, responsible and
accountable for acting ethically)
Respect(for themselves, others and human rights)
Key Competencies: Participating and Contributing
Using Language, symbols and texts
Thinking
Managing Self
Relating to others
Note: The template for the unit plan is based on the
template given by the Associate Teacher.

References:

The New Zealand Curriculum
The Ministry of Education

Health Education in the New Zealand Curriculum
A Guide for Teachers with Teaching and Learning Programmes
At NZC Level 7 (NCEA Level 2) and NZC Level 8 (NCEA level 3)

Level 3 Health
91465(3.5) Evaluate Models for Health Promotion
Sample Paper
NZQA

Health Promotion for Pacific People
Sione Tuitahi
Hastings
27 April 2009
A collaboration between Pasifika and Massey, the Health
Promotion forum of New Zealand, and the Hawkes Bay
Pacific Health Services

The Action Competence Approach in Environmental Education Research
Bjarne Bruun Jensen & Karsten Schnack (2006):
Pages 471-486.

Models of Health Promotion
Physical Education and Health Education TKI

Maori Health Models
http://www.health.govt.nz

http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum

http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Learning-areas

http://www.literacyprogressions.tki.org.nz/

http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Writing-hub/Teaching-writing-in-
years-1-8Planning for writing Across the Curriculum.

http://nzmaths.co.nz/nzc-and-standards

http://keycompetencies.tki.org.nz/

http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Principles

http://www.nzcer.org.nz/system/files/nzc-update-principles.pdf

INQUIRY
FRAMEWORK
Teacher Inquiry Plan
...effective pedagogy requires that teachers inquire into the impact of their
teaching on their students. NZ Curriculum, P35
NZC p.35

Focusing Inquiry (establishes a baseline and a direction). The teacher uses all available information to determine what their students have already learned
and what they need to learn next.

Teaching Inquiry
The teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at
achieving the outcomes prioritised in the focusing inquiry.

Learning Inquiry
The teacher investigates the success of the teaching in terms of the prioritised outcomes, using a range of assessment approaches.
(This occurs...) while learning activities are in progress and also as longer-term sequences or units of work come to an end. (Teachers...) then analyse and
interpret the information to consider what they should do next.
Using the Teaching as Inquiry process to inquire into the impact of
teaching on students.
NZ Curriculum p.35.
Teacher/Group/Syndicate: Isabelita Maglalang Room: 21
Date:
Focusing Inquiry: What is important, and therefore worth spending time on, given where my students are at?

In my health class, it is difficult to engage every student in the group to discuss about the health promotion
models. Some students are reluctant to contribute to discussions, due to the reason that they dont have enough
confidence in themselves that they could be good readers as well as good writers. Other students often avoid
paying attention to tasks, and the subject matter can tend to take different directions. Opportunities to share
information about the health promotion models are limited due to the barriers stated above. Therefore, the major
question arising from these experiences is: 'How can I provide equal opportunities to engage students in believing
themselves that they are good readers and could be good writers? How I can motivate students to share with
confidence their ideas in group situations?
They generally have difficulties in word recognition, sentence and paragraph comprehension, word meanings and
understanding styles of writing.

Diagnostic teaching and learning activities that identify areas of students interest and level of conceptual
understanding( brainstorm, postbox,etc.)
Activities to determine students cooperative learning skills and capabilities, and use of critical thinking.
Data provided by the students that profiles them as learners in their various communities-their ethnic, cultural
and family backgrounds, their extra curricular interest and engagement.
Analysis student reading and writing achievement data collected recently and in previous years to help
determine students strengths and challenges in relation to literacy.
What are the medium-long term goals of the students in the class- what are their goals for their school
qualifications, tertiary study and work/career pathways?
For yr 13 individual NCEA achievement data from their previous years of school.
NCEA data from previous yrs. Aggregated across levels and disaggregated by ethnicity and gender to show
patterns and trends of achievement in the subject.

Any achievement data the school collects and makes available.
Purposely collected student voice where students are talking about their learning in health education.
Student voice of students talking about how their teachers helps them to learn and what gets in the way of
their learning.
Any short, medium and long term learning, tertiary study and career related goal setting students have
engaged. ( as part of academic counselling)
Formative assessment practices that are used to continuously monitor the learning evident in aspects of
student work, especially in relation to learning intentions and success criteria.
Current ministry of educ. Priorities (eg. With focus on achievement for Maori and Pasifika)
Being observed in the classroom and being given feedback on their teaching practices by colleagues
Parent voice collected as an integral component of the required community consultation for Health Education.

Student Profiles: What do you know about these students? What are students saying
about their learning?

This is a 303 Health Level 3 class which consist of Yr. 13 students. There are only 6
students in the class but only 1 is not a priority learner and he is not included in this
work.

Dajohn is 1n 18 yrs. Old of Nuiean decent. Hes into sports specially in Rugby touch. He excels in
Building Technology. He started with L1 health to L3. His NCEA level 3 is still to be assessed.

Gerar is an 18 yrs old Samoan boy who is one of the prefect in the school. He is into sports specially
Rugby League and Rugby Touch. He did say that he does not excel in any of his subjects. He started
With L1 Health to L3. His NCEA level 3 is still to be assessed.

Jonathan is 18 yrs old Samoan boy but he is not interested in any ports. He excels in building Technology.
He started with L2 health and his NCEA level 3 is still to be assessed.

Sione is an 18 yrs old Tongan. He is interested in sports particularly Rugby League, basketball and
Table Tennis. He started with L1 Health to L3. His NCEA L3 is still to be assessed.

Scott is an 18 yrs old Samoan boy. He is one of the prefects in the school. He is into sports specially
Rugby League . He excels in statistics. He started with level 2 health to L3. His NCEA L3 is still to be
Assessed.

They generally have difficulties in word recognition, sentence and paragraph comprehension, word meanings and
understanding styles of writing.

Outcomes: What are the achievement targets and time frames? (Short and long
term.)
Target Children Year Level L2
(20)
L2
(20)
L3
(19)
Total Credits
(59)
Da John 3 12 14 STBA 26
Gerar 3 12 15 STBA 27
Jonathan 3 none 10 STBA 10
Scott 3 none 10 STBA 10
Sione 3 12 5 STBA 17
STBA- STILL TO BE ASSESS
Actions Taken:

Monitoring. What available information do you have to determine what students have
already learned and need to learn next? How will you monitor this?

The students have already prior knowledge on health.
To monitor the progress of the students:
I will give them more reading comprehension exercises where they will have more
chance to identify new words and give meaning, where they could read more with
understanding.
I will let them work as pairs in reading a document with 4 paragraphs and give a role
to each one, one a reader the other one listens and the one who listens will at least
highlight or underline unfamiliar word and at least ask the reader one question, and
then they will exchange role this is to know if they did both understood what they read.
I will let them have a small book where they will write the unfamiliar words and that
will be their vocabulary
Teacher will always be engaged in a conversation with the students getting feedbacks
from them.
Address gaps in understanding and plan further learning that will take place.
Check if students can explain and teach what they have learned to another student.
Check if students can recognize quality understanding and performance.
Check if students can self-correct errors in writing.
Check if students apply the skills and knowledge they are learning in different
classroom situations like assign, test situations, real life situations.
Assessments be given: Gather, analyse and interpret results that can provide evidence
of students performance.

Formative
Research work
Self-reflection
Teacher observation- teacher checks on books what has been written and done.
Personal and peer ideas/opinions discuss with the group.
Are learners asking questions? Are the learners making comments or
suggestions?
Mock Exam

Summative

Evaluating Models for Health Promotion

AS91465(3.5)

Teaching and Learning
Strategies / Deliberate acts of
teaching
What will you do to help students
achieve the outcomes?

Teaching Inquiry
Rationale
What evidence from research,
personal past practice or that of
colleagues, underpins your teaching
intentions?

* Engage students cognitively in the process of reading
and writing.

* Modelling
- I will encourage students to articulate what they
have learned from modelling.
- I will encourage students to find out what to do and
how to do it through modelling.

e.g. Ive noticed in the introduction that there are
lots of adjectives that imply sadness. The author could
be suggesting a gloomy outcome for the main
character. Ill read the next two paragraphs aloud, and
you can see if you agree with my hypothesis.

Weve met the criteria for the deeper features of our
draft description. Now lets check the surface features.

A clear statement of what we think is important in
education. It starts with the vision of our young people
are lifelong learners who are confident and creative,
connected and actively involved. A clear set of
principles on which curriculum decision making is
based is also included. The NZC sets out values that are
to be encouraged, modelled and explored. It defines the
five key competencies that are critical to sustain
learning and effective participation in society which
emphasizes on lifelong learning. It also states what
each learning area is about and how its learning is
structured. A set of achievement objectives in each
learning areas are also set.

( Ref.:The New Zealand Curriculum . Ministry of
Education. 2007)

*Prompting
-I will encourage students to use what they already
know and can do. In this way, the students are building
their metacognitive awareness and their confidence.

-Allow wait time to give students the opportunity to
develop and express their ideas.

e.g.
I see youve written Sunday was the cloudyest day
this week. Do all the words look right to you? ... Do you
remember when we talked about how to alter the root
word when adding suffixes to adjectives ending in y,
like happy? How might that rule apply here?

Weve talked about using context clues. There could be
clues in the next paragraph you might read it to
yourself to see if you can discover what diluted means.
Focus particularly on the middle

*Questioning
- I will ask questions that maybe directed towards
building a particular aspect of students knowledge such
as how to use a strategy for making meaning or
thinking critically.

- I will plan the questions to be asked to
build the students metacognitive awareness of how
they will understand a text or of how a text they are
writing will affect its readers.

Tataiako- Cultural Competence for Teachers of
Maori Learners page 2.,

Culturally competent teachers are able to use the
learners culture/s as a building block to learn and
teach. They understand how to utilize the learners
culture/s to aid the teaching and learning process, as
well as to facilitate relationships and professional
growth.

( Ref.:Tataiako- Cultural Competence for Teachers of
Maori Learners. Wellington: New Zealand Teachers
Council 2010)
Ka Hikitia
Focuses on Maori enjoying education success as Maori.
It emphasizes AKO as the basis for teaching and
learning relationships in which educators also learn
from students and in which teaching practice is
deliberate, reflective and integrating.

AKO
It is a dynamic form of learning where the educator and
the student learn from each other in an interactive way.
It is grounded in the principle of reciprocity and
recognizes that the student and whanau cannot be
separated.
( Ref.:Ka Hikitia..The Maori Education Strategy)

- I will ask questions strategically placed in
discussion or conversation rather than have a number
of randomly asked questions.

e.g. What do you think is the authors viewpoint? How
does this support or challenge your own viewpoint on
the subject? Do you think this will work out? Why?

- I will give adequate time for students
especially those who are all new learners of English and
to think through their response.

- I will give appropriate follow-up questions
to extend students thinking.

e.g. as How do you know that? What evidence can
you find that supports your thinking?

-I will use cooperative activities such as Think, Pair,
Share in which students form their own questions
about texts.

*Giving Feedbacks
-Describe or explain to students what has or has not
been achieved and why.

- I will give evaluative feedback that will
involve judgment about what the student is doing or
has done whether what has been done carries the idea
or approval and disapproval.

Literacy Learning Progression
Describes the specific literacy knowledge skills and
attitudes that students draw in order to meet the
reading and writing demands of the curriculum.

Health Education in The New Zealand Curriculum: A
guide for teachers with teaching and learning
programme at NZC Level 7(NCEA Level 2) and NZC
Level 8 (NCEA Level 3)

This resource provide teachers with a framework of
ideas from which to shape and develop NZC level 7 and
8 teaching and learning programmes, assessed by
NCEA Level 2 and 3 Health Achievement standards. It
also provides direction and guidance around the aligned
Level 2 and Level 3 Achievement standards.

Writing Progressions
These writing progressions have been created by a
group of teachers throughout New Zealand. They have
undergone rigorous moderation process to come out
with what the students can do at their level.

A-Z Learning strategies
These are strategies used not only for Health classes by
for all other subject areas which assist teachers in
teaching.

Effective Literacy Strategies. A Guide for Teachers.
A Professional Learning Programme. Ministry of
Education.

e.g. Ive noticed that youve checked the punctuation of
your work. But there is something else you need to look
at too. Remember that one of your personal writing
goals is to check your use of spelling conventions for the
plural words in your writing.

Theres one part that I dont understand- I think you
need to elaborate more. You may need to go back to the
website youve been using to get more information to
ensure that it is clear to the reader.

- I will give verbal and non verbal feedback
to the reader.

*Telling
- I will supply what the students need such as an
unknown word, the URL of a relevant website or steps
in a literacy learning task.

e.g. teacher tells the students how to spell the
unfamiliar word they need for a piece of writing or at
the beginning of a reading task, tells them the theme of
the text.

- I will provide a label or a definition that
could make a student move to learning.

e.g. today were going to focus on

In all subject areas, it is said that literacy and language
are central to the thinking, learning and achievement of
students. Students need to learn how to use effective
literacy and thinking strategies in order for them to be
successful in the secondary and to become lifelong
learners so it is important for teacher to be effective
teachers of literacy to the students.

The Importance of the teacher/student relationship
for Maori and Pasifika students
This is an article of the result of three separate projects
done by Kay Hawk, Eather Tumama Cowley, Jan Hill
and Sue Sutherland.

In this article, the dominant theme is the importance of
the relationship of the teacher and the leaner. It is
found out in this research that when a positive
relationship exists, students are more motivated to
learn, more actively participate in their learning and the
learning is more effective. It also found out that if a
teacher is unable to form this positive relationship with
the students, the students are less able to open up
themselves to learning from that teacher.

Quality Teaching for Diverse Students in Schooling:
Best Evidence Synthesis Iteration (BES)
This report one of a series of best evidence synthesis
commissioned by the Ministry of Education is intended
to contribute to the development of evidence-base for
policy and practice in schooling.
the text is about.were going to read in order to find
out

*Explaining
- I will explain a task, strategy, a learning activity or the
content of a text.

e.g. let me explain this to you this could enable
students to develop their own understanding

*Directing
-I will give specific instruction.

e.g. Read the next two paragraphs and think about.

Find the sentence in the text that suggests..

Check that your piece of writing explains
Turn to your buddy and discuss why

Point out the suffixes that show what tense the writer
is using.

*Include lots of peer dialogue within the writing time to
get ideas from each other.
(Ref: Deliberate Acts of Teaching: Literacy on Line tki
for examples used.)
It was found out that quality teaching is identified as a
key influence on high quality outcomes for diverse
students. 10 charcteristics of quality teaching have been
generated out of this synthesis.
(Ref.:http://www.educationcounts.govt.nz/publication
s/series/2525/5959)

Effective Pedagogy: Principles of Learning and
Teaching P-12
These principles form a framework for describing an
effective pedagogy. These principles are central in
guiding the development of goals and initiatives in the
school action plan. ( Ref.:Effective Pedagogy: Principles
of Learning and Teaching P-12 State of Victoria 2004)

Priority Learners
Priority learners are groups of students who have been
identified as historically not experiencing success in
New Zealand schooling system. These includes Maori
and Pacific learners, those from low socio-economic
background and students with special education
needs.(Ref.:Priority learners/kia ora-NZ Curriculum on
line- http://nzcurriculum.tki.org.nz/Priority -learners

The Nature of Learning Using Research to Inspire
Practice Edited by Hanna Dumont, David Istance
and Francisco benavides. A Practitioner Guide from
the Innovative Learning Environment Project

*How I will teach the writing Process( Differences and
similarities of Health promotion Models)
I will let the students follow the following steps:

1. Pre-writing- thinking and peer dialogue

- Think about it ( what is it all about?)- talk to a
seatmate.
-let the student talk to a seatmate about his
ideas.
- outline all your ideas by using a variety of planning
methods.( brainstorming, bullet point list, ven diagram,
fishbone, t-chart, spider map)
- students to research by using the computer or books
to add more to what you have in mind

2. Drafting:
- Students write all their ideas.
- Students add some more details to give further
elaboration to the topic they decided to write about.
- Students check that they are covering the main
points.

3. Revising Improving the draft.
-They review, modify and reorganize their work by
adding or deleting content .
- They check if the tone, style and content are
appropriate to their intended audience.

This is a summary of the Nature of Learning which is
created to highlight the main messages and principles
from the full report of practitioners, leaders, adivosrs
and policy makers who are interested in improving the
design of learning environments. The principles that
are outline are used to guide everyday classroom
experiences, educational programmes.

*National Standards in writing and reading in years
1-8
provides examples that illustrate some of the ways in
which students can meet these standards as they engage
with the kinds of tasks and texts that enable them to
meet the demands of the New Zealand Curriculum.
( Ref: National Stardards tki)

4. Editing:
- Students proof read and correct error in
grammar and mechanicslike missing words, wrong
spelling, wrong punctuation, use dictionary for correct
spelling.
- They get feedback from their seatmate/buddy
- They check to improve the style and clarity.
- At this point in the writing process, writers
proofread and correct errors in grammar and
mechanics, and edit to improve style and clarity.
Having another writers feedback in this stage is
helpful.
5. Publishing- whom can you share your work? You
can share it with your buddy or with a group
(Ref: On line elementary,middle and secondary writing
course..internet).

*Set instructional objectives based on the students
identified needs.

*Plan activities with the appropriate kinds and levels of
challenge. Activities done should be within the level of
the students so that they will be challenge to do it.

*Provide students opportunities to solve problems
independently.(e.g. how can smoking be
minimized?....they have to give an action plan to this.

*Provide the students with the opportunity to interact
with other students. In this way, students will be able
to gather more information from others aside from the
information they got from the internet.

*Demonstrate or show them what you mean when they
are asked to give an action plan regarding smoking.
Show them how they will go about it.

Check on writing behaviours during group work and in
whole class whether there is learning that is taking
place by going around and checking what they have
done.

*Check that the students understands the task, the
reason for the task, and the purpose of the writing, and
the learning goal within the task.

e.g.

I am writing about the differences and similarities of
Behavioural change Model and Self Empowerment
Model .

I am writing this because I want to know which of the
two health promotion models are more effective in
enhancing the well-being of the community.

I am writing this because I want to know why
Behaviour change model is not very effective in

I am writing to describe why the Self-empowerment
health model is more effective in enhancing the well-
being of the community.

I am learning to choose the
words/sentences/paragraph that tells me why self-
empowerment health model is more effective than the
behavior change model

Learning Inquiry.
Investigating the success of the teaching in terms of the outcomes, using a range of assessment
approaches.

On the basis of everything that I have written, I was very particular on the following:
1. Settling down the students before anything else. Then asking them to bring our their books
and pens. If no pens/ books, I gave them pens and papers so that they have no excuse that they dont
have equipment to use.
2. Wrote the L.I. and S.C. on the board for the students to see.
3. Introduction to the topic. Explaining to them what is it all about
4. Unpacking the key words and let them get familiarise with it. (done by a lot of brainstorming)
5. In their reading activity ( students are provided with the information sheet about the topic),
guide questions are given to them . Answers are written on their books. I go around to check if they are
on task. In going around, students ask questions.
6. Breaking down of questions into parts so students can understand
7. Checking with students that the question /task is understood and following up personally to
confirm students understood
8. Strategies are given to them that could help them understand what they are reading specially
in making comparisons.(PMI, t-chart), for identifying features of a given topic (fishbone, spider web)

9. Collecting answers from them and writing them on the board or a template is given to them to
write their answers.
10. Summarising the work with them by writing their contributions or answers on the board.
11. Giving them feedbacks
These were the things that I did. As a result I was able to engage the students to participate by giving their
answers, by giving a reaction to what was said or written on the board, they could compare their work with
the work of other group, they could express their ideas because they are being guided on how they will answer
the questions. To check whether there were changes in their learning was to have a learning conversation with
them. This takes in the form of asking them how they did in the class?, what they think they have learned
today?, anything that you can add to what we have discussed even if they will answer it in a very informal
way, it is a proof that they have learned something. Asking a student to explain something that is related to
the topic for the day, even if he can only say a little description of what was learned, what is important is that
he can say something about the lesson discussed in class. Discussing the topic with them and share their
ideas is an indication that they have learned something. With these things done, I am faced with the
question: whats next? What will I do next inorder to maintain or not make the students more receptive,
active and responsive in the classroom?

How has this impacted my PCK?
(Pedagogical Content Knowledge.)

With the new learning that I have had, it became very clear to me that the learner is the centre of learning.
By knowing my students I was able to identify what they need and at the same time I was able to identify my
needs as well as a teacher. What do my students need in order to learn? What do I need in my teaching in
order to assist my student achieve better? By knowing my students, I was able to adjust to my teaching style
to their level . It gave them more challenge when teaching them to their level. Another impact of this
learning is that I was given the chance to use different strategies and identify from these strategies which one
works well with my students.

When I identified the strategies that work well with them I repeatedly use them because I know that the
strategy could assist them in their learning. I learned to listen more to the students ideas and opinions. I
learned to be more sensitive to what they are saying. My learning of knowing my students gave me the
opportunity see patterns of their achievements which could be a basis for what will I teach them next? My
latest learning also has given me the chance to have a reflection on the different theories of learning and
which of these theories are applicable to my students in the classroom. It made me have the chance to have
a deeper understanding, internalizing these learning theories so as I could apply them in my teaching.

My belief of an effective teaching learning to take place have changed because before I was just concentrated
on the teachers role and not so much on the student. Now, It is more on the students. I strongly believe
that for an effective teaching learning to take place, make any classroom activity student centred. If it is
student centred, students are the doers and the teacher just guiding them, how they will achieve, what
lessons cater to their needs, what strategy is applicable to them. It is only when this happens that a real
teaching learning is taking place.

References:



Level 3 Health
Sample Paper
NZQA

Sione Tuitahi
Hastings
27 April 2009

Pages 471-486.


Maori Health Models




http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Writing-hub/Teaching-writing-in-years-1-
8Planning for writing Across the Curriculum.





TEACHING INQUIRY

MODULE 2
Teacher Refresher Course
...effective pedagogy requires that teachers inquire into the impact of their teaching on their students. NZ Curriculum, P35

NZC p.35

Focusing Inquiry (establishes a baseline and a direction). The teacher uses all available information to determine what their students have already learned and what they need to
learn next.

Teaching Inquiry
The teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes
prioritised in the focusing inquiry.

Learning Inquiry
(This occurs...) while learning activities are in progress and also as longer-term sequences or units of work come to an end. (Teachers...) then analyse and interpret the
information to consider what they should do next.

Using the Teaching as Inquiry process to inquire into the impact of teaching on
students.
NZ Curriculum p.35.
Teacher/Group/Syndicate: Room Date:
Focusing Inquiry: What is important, and therefore worth spending time on, given where
my students are at?

The BIG IDEA: To level up the writing and reading performance of the students.

-Collecting feedbacks from students or use the students voice( set of questions can be
used here)
-Collecting the Literacy knowledge and skills that the students have( using the eaSTTle
result)
-Knowing the Expected learning outcomes and the associated literacy demands.
- Knowing the students prior knowledge.
-Setting up personal goals with target students.

Student Profiles: What do you know about these students? What are students saying

MORGAN
Yr. 10
Current Achievement Level: 2X
Expected Achievement Level by end of 2014: 3P
Morgan is a priority learner, he is of Pacific Ethnicity: Samoan
School: Coed

Morgan is a 15 yr. old Tongan boy from a family of 6, 4 boys and 2 girls. They came to New Zealand when he was 12 years old. He lost his father
just a year ago. Being the eldest in the family, he has to help his mom takes care of the other siblings. His mom is the only one working for the
family and has a night shift job. They are a closed knit family thus, no one is allowed to speak any other language at home except Tongan. So he
communicates with relatives and friends in Tongan. They have television at home but no computer and the only book that they have at home
is the Holy Bible.

At school, since he doesnt speak English quite well, he is always in trouble with students who mocked him . He doesnt interact very much in
the classroom and he prefers to stay at the back of the classroom. He is well known for coming to class late everyday with incomplete
equipment. He is good at Arts.

The Elements of writing that I am focusing for Morgan are on Ideas, Structure, Organization, Vocabulary, Punctuation and Spelling. He does
well enough for sentence structure although it is still below the level which he should be in as a year 10 student. These elements are my focus
because looking at the data given, this student who has an overall level of 2X is performing very far below the accepted national standard for a Yr
10 student. Basing it from the Literacy Learning Progression, supposedly, as a year 10 student, he should already be performing in yr/level 5. He
cant be in level 5 though he is in year 10 because it will take him 6 stages (3B, 3P, 3X, 4B, 4P, 4X) before reaching level 5. Since, his overall
writing level is 2X which is level 2 advance he is performing as a yr. 4 student in a curriculum level. He should at least strive to achieve level
3P at the end of the year.

Morgan is currently functioning at level 2x year 4 but he is a yr. 10 student. He can write sentences, know some sentence structures but he
struggles when it comes to expressing his ideas in class thats why he doesnt want to answer questions from the teacher even if he knows the
answer. He also struggles in vocabulary, as well as punctuation marks like for example in this sentence.... .What an exciting event. ....instead of
... what an exciting event!. He could hardly spell words like imagination... he spells it as he hears the word....imaginasion. This could be the
result of not having any other books at home except for the Bible. No dictionary for him to use if he wants to know the meaning of a word and
the correct spelling.

He needs to know that having more ideas, vast vocabulary, correct spelling could assist him write sentences with the right structures and from
this it will lead him to apply the punctuation marks correctly in paragraph writing. He also needs to know that reading is very important because
it is through reading that he will come across new words, new meaning , new spelling. Spelling exercises should be done often in the classroom
this way new words as well as the correct spelling of new words will be retained in his mind. Perhaps, classroom activities were not enough to
motivate Morgan but these terms , activities that could enhance his learning will be utilized.

ROBERT
Yr. 10
Current Achievement level: 3B
Expected achievement level by end of 2014: 3X
Robert is a priority learner. He is Tongan
School: Catholic (for boys)

Robert is a 15 yrs. old Tongan boy from a large family. He is the middle of the six siblings. Being in
the middle, he is not obliged to take care of younger siblings but is expected to help in household
chores. He does not speak English at home but Tongan. His parents do not speak English very
well.

He is a very friendly person at school. He is very much interested in performing arts. He performs
well, so he was asked to join in the Polyfest Competition in which his school won the third place.

Robert does not have a computer at home. His only chance to use a computer is when he is at
school. In class, he shares his ideas. He writes good essays however, he always misspells words. In
his written paragraphs, he commits errors in using punctuation marks. It would be better if the
ideas that he shares in class be put into writing good paragraphs with the correct punctuation
marks and correct spelling.

For Robert, I am to focus on spelling and the correct use of punctuation marks. Perhaps, I need to
give them 10 words to spell every week and simple paragraphs for practice in putting the correct
punctuations marks.

NOAH
Yr. 10
Expected Achievement Level by end of 2014: 4P
Noah is a priority learner. He is of Pacific Ethnicity: Samoan
School: Coed

Noah of a Samoan decent is 15 years old. He was born in New Zealand but speaks the Samoan
language fluently. He is the youngest of 5 siblings. He is being taken cared of by his older siblings.
His parents are strict that makes him study hard. His parents speak a little English but Samoan
language is to be spoken at home. He does not have any computer at home. The only time that he
can use a computer is when he is at school. There is television at home but he is only allowed to
watch the news at six.

In school, he is friendly to everyone. He does good work in class but in his writing, he needs good
organisation of his ideas. In ideas, structure, vocab, spelling and punctuation he is functioning in
level 4 but organisation is missing in his work. He is only functioning at level 3. In the use of
correct punctuation marks, he is only functioning at level 2. To be at par with the other elements
of writing, he should be functioning in level 4 for organisation and punctuation.

For Noah, I am to focus on the organisation of ideas. To be able to do this, He has to do some
planning first before finalising his work. He has to learn how to plan properly his work so that he
can come out with good organisation and it follows that if he has come out with a good organisation
of his ideas, correct punctuation marks can be done.

SAMUEL
Yr. 10
Current Achievement Level: 3P
Expected Achievement Level by end of 2014: 4B
Samuel is a priority learner, he is of Pacific Ethnicity: Tongan
School: Catholic (for boys)

Samuel is a 15 yrs. old Tongan boy from a large family. He is the oldest child in his family, as such, he is expected
to look after his younger siblings at home. Samuel has been living in New Zealand with his family for 2 years. His
parents speak little English. They speak Tongan at home. He is a very caring and responsible boy. He prefers to
stay home than to go out with friends. At home, he does not have a computer. There is television at home but
does not really keen of watching television programs. He needs to help in the household chores as well.

In school, he is interested in performing arts. He loves performing. He shares his ideas but most of the time he is
shy to do it.

For Samuel, I am going to focus on spelling, sentence structure because he is functioning at level 2B and 2X
respectively. I will also include organisation and punctuation marks because he is functioning at level 3P on both.
He can express his ideas verbally but when he write down his ideas, he commits errors in spelling, sentence
structures specially in the tenses of verbs. Instead of using past tense, he uses the present tense of the verb. He
also needs to improve the organisation of his ideas though he functions a lot better here than spelling and
sentence structure. He needs to write correct sentences so that he can organise correctly his ideas.

Perhaps, the motivation that I did in class was not enough to challenge Samuel. For the next terms, we will be
doing more spelling and sentence writing exercises so that students will have more confidence in writing
paragraph. Putting ideas into writing so that they can practice organising their thoughts correctly. I hope that
these activities will challenge Samuel as he is one of the best students I have in my class.

STAR
Yr. 10
Star is a priority learner, he is of Pacific Ethnicity: Samoan
School: Coed

Star is a 15 yrs. old Samoan boy who lives with his auntie who has a large family. He is the youngest
boy in his aunties home. He has been living with them for 3 years. His auntie does not speak
English and they speak Samoan at home. He has lots of friends. He is a kind and caring boy. He
loves reading and he is good at Arts. There is a computer at home but he does not use it a lot
because the older cousins get priority. He is rich in vocabulary but does not use it too often
because he is shy.

For Star, I am going to focus on ideas because he is functioning at level 1B, organisation and
spelling because he is functioning at level 3P. He has the difficulty of expressing his ideas as well as
organising his thoughts and correct spelling to come out with ideas that are clear. He needs to learn
how to use the vocab that he knows in expressing his ideas this way he will learn to organise his
thoughts. He needs to learn that when he can express his ideas correctly, organise his thoughts
properly it follows that he can come out with correct sentence structure, he will be very careful with
the spelling of words, correct usage of the punctuation marks will follow. A lot of brainstorming
will be done so that ideas in mind will be expressed. Once he is clear of the ideas that are expected
to be shared then we can begin with the construction of correct sentences, writing of paragraphs,
application of correct punctuation marks. More brainstorming will be done so that ideas can be
expressed freely.

ESTHER
Yr. 10
Esther is a priority learner. He is Maori
School: Catholic (for girls)

Esther is a 15 years old orphan Maori girl who lives with her grandmother. Shes been living with
her grandmother for 5 years. There are other cousins who lived with them but she is the oldest. As
expected even if they are just cousins, she has to take care of the younger siblings. Her
grandmother speaks little English. Maori is the only language spoken at home. Even when she
speaks with her other relatives she has to speak Maori. She has computer at home but has to share
with her cousins so no much time that she spent using the computer for her homework . She is
active in the schools extra curricular activities, she is into performing arts. She sings and dances
well. The result of her easTTLe shows that she not functioning well in sentence structures. though
in other elements in writing like: punctuation marks, organization, vocabulary , spelling , ideas
she is doing well.

For Esther, I am going to focus on correct sentence structure because she is only functioning at
level 2x. She needs to understand that correct sentence structure is very important when writing .
She may have good ideas but cannot put these ideas together in correct sentences then she will not
be able to write good paragraphs. She will be given a lot of writing activities especially in sentence
structure.

Target
Children
Year Level Term 1 Term 2 Term 3 Term 4
Morgan (P) 10 1X (2x) 3b 3p
Robert (P) 10 2x (3B) 3P 3X
Samuel (P) 10 3B (3P) 3x 4B
Star (P) 10 2X (3X) 4B 4P
Esther (M) 10 2X (3X) 4B 4P
Noah (P) 10 2X (3X) 4B 4P

Outcomes: What are the achievement targets and time frames? (Short and long term.)

The table shows the 6 priority students as the target students for this
analysis. They are all year 10. Term 2 column shows the level where
the students are as a result of the e asTTLe and the Term 4 column
shows the level of the students at the end of 2014. The other two
columns, 1 and 3 are the expected levels of the students.

Actions Taken: 19-02-14

E asTTle Data given is analysed.
6 Target students chosen from 26 students are priority learners.
Know your learner plan for each target students.
A vocabulary book for each of the target students
Unfamilar words/key ideas/words written in their vocabulary books
with their meanings.
A display of writing samples in the classroom.
A copy of writing samples glued in each of the target students writing
book.
More writing, spelling exercises should be given to target students.

Monitoring. What available information do you have to determine what students have already
learned and need to learn next? How will you monitor this?

I will meet with Parents. They need to be involved in conversations about their children and
their learning.
I will let them have their Learning logs, journals, or personal blogs

I will let students record their learning goals, along with evidence of their learning and
reflections on their success in meeting goals in particular situations. If these are online, I will
encourage parents/whnau, peers, and teachers to provide comments and feedbacks to these
recordings that the students did. This is a way to support the learners in their learning journey.
I will encourage my students to have portfolios because these could be used as a basis of three-
way teacher, student, and parent conferences.(Parents/teachers meeting).
I will assess students against writing at the Standard- what does it mean indicators
I will always be engaged in a regular talk and meetings with the target students
Every writing samples done in class be analysed if there is improvement or none at all.
All writings done by the students will be displayed in the classroom in that way the students will
see how they are progressing.
I will ask for more feedbacks from students on their understanding of the lesson presented.
I will ask more questions regarding the lesson to see if the students really understood what was
learned for the day.
Every day before a new lesson is introduced I will give them an activity of the past lesson, this
way they will always remember past lessons. -

teaching

Teaching Inquiry
Rationale
intentions?

* Engage students cognitively in the
process of reading and writing.

* Modelling
- I will encourage students to articulate
what they have learned from modelling.

*ELLP(The English Language
Progression)
Explains what specialist and mainstream
teachers need to know about English
language learners. They enable schools
and teachers to identify starting points for
new learners of English and to track and
monitor their progress over time. Helps
teachers to choose content, vocabulary
and task that are appropriate to each
learners age, stage and language
learning needs.
(Ref.: Literacy on line tki)

- I will encourage students to find out
what to do and how to do it through
modelling.

e.g. Ive noticed in the introduction that
there are lots of adjectives that imply
sadness. The author could be suggesting a
gloomy outcome for the main character. Ill
read the next two paragraphs aloud, and
you can see if you agree with my
hypothesis.

Weve met the criteria for the deeper
features of our draft description. Now lets
check the surface features.

*Literacy Learning Progression
one of the professional tools provided to
support the New Zealand Curriculum.

It describes the specific literacy knowledge,
skills, and attitudes that students draw on
in order to meet the reading and writing
demands of the curriculum.

Teachers need to ensure that their
students develop the literacy expertise that
will enable them to engage with the
curriculum at increasing levels of
complexity and with increasing
independence. As students progress
through schooling, they need to be able to
read and write increasingly complex texts
and to engage with increasingly complex
tasks.
(Ref.:Literacy Learning Progression tki)

*Prompting
-I will encourage students to use what they
already know and can do. In this way, the
students are building their metacognitive
awareness and their confidence.

-Allow wait time to give students the
opportunity to develop and express their ideas.

e.g.
I see youve written Sunday was the
cloudyest day this week. Do all the words look
right to you? ... Do you remember when we
talked about how to alter the root word when
adding suffixes to adjectives ending in y, like
happy? How might that rule apply here?

Weve talked about using context clues. There
could be clues in the next paragraph you might
read it to yourself to see if you can discover what
diluted means. Focus particularly on the
middle

*Writing At the Standard what does it mean
- to make an overall teacher judgment as to
whether the student is writing at the standard ,
their teacher will draw on and analyse evidence
at a particular point in time from a range of
observation-based and standardized assessment
procedures. From this information, the teacher
will make an on-balance judgment about the
students writing performance against what is
expected in terms of the relevant standard.

*Questioning
- I will ask questions that maybe directed
towards building a particular aspect of
students knowledge such as how to use a
strategy for making meaning or thinking
critically.

I will plan the questions to be asked to
build the students metacognitive
awareness of how they will understand a
text or of how a text they are writing will
affect its readers.

I will ask questions strategicall y placed in
discussion or conversation rather than
have a number of randomly asked
questions.

e.g. What do you think is the authors
viewpoint? How does this support or
challenge your own viewpoint on the
subject? Do you think this will work out?
Why?

*Pasifika Learners and Literacy
-Language Enhancing the Achievement of
Pasifika LEAP provides professional
learning about:
Pasifika communities in New Zealand
what characterises bilingual Pasifika
students
what helps bilingual Pasifika students to
learn most effectively
how to develop language-based teaching
and learning strategies that enhance
Pasifika student learning and achievement.
Effecting change for Pasifika students
aligning the NZ Curriculum with the
findings of the Effective Literacy
Strategies: Pasifika focus.
Effective literacy strategies Pasifika focus
This summarises the findings from the
2006 professional development project.
(Ref: Literacy in Health tki)

I will give adequate time for students
especially those who are all new learners of
English and to think through their
response.

I will give appropriate follow-up questions

e.g. as How do you know that? What
evidence can you find that supports your
thinking?

-I will use cooperative activities such as
Think, Pair, Share in which students form
their own questions about texts.

*Giving Feedbacks
-Describe or explain to students what has
or has not been achieved and why.

*Maori Learners and Literacy
Te Tere Auraki is a Ministry of Education
professional development strategy focusing
on improving outcomes for Mori students
in English-medium schools. This strategy
supports four main Te Tere Auraki
projects: Te Kotahitanga, Te Kauhua, Ako
Panuku, and Te Mana Krero.
The Mori education strategy: Ka Hikitia -
Accelerating Success 2013-2017 is the
Ministry of Education's approach to
improving the performance of the
education system for and with Mori
Effecting change for Mori students this is
a summary that starts to align NZ
Curriculum with Ka Hikitia and Te
Kotahitanga.
Te Kotahitanga is a research and a
professional development project that
focuses on Mori students in years 9 and
10. The site includes interviews, videos of
teacher stories and school stories, and
presentations by principals.
(Ref: Literacy in Health tki)

I will give evaluative feedback that will
involve judgment about what the student is
doing or has done whether what has been
done carries the idea or approval and
disapproval.

e.g. Ive noticed that youve checked the
punctuation of your work. But there is
something else you need to look at too.
Remember that one of your personal
writing goals is to check your use of
spelling conventions for the plural words
in your writing.

Theres one part that I dont understand- I
think you need to elaborate more. You
may need to go back to the website youve
been using to get more information to

I will give verbal and non verbal feedback
to the reader.

*The New Zealand Curriculum
It is composed of The New Zealand
Curriculum and Te Marautanga o Aotearoa
which set the direction for student learning
and provide guidance for schools as they
design and review their curriculum.

Both come from different perspectives,
each start with a vision of young people
developing the competencies they need for
study, work, and lifelong learning, so they
may be able to realise their own
potentials.
(Ref: The New Zealand Curriculum
tki)

*e-asTTle
It is an online assessment tool, that is
develope to assess students achievement
and progress in reading, mathematics,
writing, and in pnui, pngarau and
tuhituhi
*Telling
- I will supply what the students need such
as an unknown word, the URL of a relevant
website or steps in a literacy learning task.

e.g. teacher tells the students how to spell
the unfamiliar word they need for a piece
of writing or at the beginning of a reading
task, tells them the theme of the text.

I will provide a label or a definition that


the text is about.were going to read
in order to find out

It also provides teachers and school
leaders information that can be used to
inform learning programmes and how to
apply these teaching that will maximize
individual student learning. Many teachers
using e-asTTle have found it to be a great
tool for planning because this helps
students to understand their progress, and
it also involves parents in discussions
about how well their children are doing.
(Ref: e-asTTle tki)

*Explaining
- I will explain a task, strategy, a learning
activity or the content of a text.

e.g. let me explain this to you this could
enable students to develop their own
understanding

*Directing

e.g. Read the next two paragraphs and
think about.

Find the sentence in the text that
suggests..

Check that your piece of writing
explains

Point out the suffixes that show what
tense the writer is using.

*Include lots of peer dialogue within the
writing time to get ideas from each other.
(Ref: Deliberate Acts of Teaching:
Literacy on Line tki for examples
used.)

*How I will teach the writing Process
I will let the students follow the following
steps:

Pre-writing- thinking and peer dialogue

- Think about it ( what is it all about?)- talk
to a seatmate.
-let the student talk to a seatmate
about his ideas.
- outline all your ideas by using a variety of
planning methods.( brainstorming, bullet
point list, ven diagram, fishbone, t-chart,
spider map)
- students to research by using the
computer or books to add more to what
you have in mind

2. Drafting:
- Students add some more details to
give further elaboration to the topic they
decided to write about.
- Students check that they are
covering the main points.

-They review, modify and reorganize their
work by adding or deleting content .
- They check if the tone, style and content
are appropriate to their intended
audience.

4. Editing:
- Students proof read and correct
error in grammar and mechanicslike
missing words, wrong spelling, wrong
punctuation, use dictionary for correct
spelling.
- They get feedback from their
seatmate/buddy
- They check to improve the style and
clarity.
- At this point in the writing process,
writers proofread and correct errors in
grammar and mechanics, and edit to
improve style and clarity. Having another
writers feedback in this stage is helpful.
5. Publishing- whom can you share your
work? You can share it with your buddy or
with a group
(Ref: On line elementary,middle and
secondary writing course..internet).

*How I will teach speech marks. I have to
let my students understand that speech
marks are a type of punctuation marks and
they are to be used in pairs.
Ill write on the board an example showing
that speech marks are used to show what
someone actually says

e.g.
I(a boy) like sports.

To use the speech mark

The boy said, I like sports.

I will use extracts from poems and other
stories as an activity for my students to
use speech marks.
In teaching punctuation marks:
I will let students read other materials that
models good examples of grammatical
structure.
Let students read texts in other subject
areas to see good models.
I will more exemplars where punctuation
marks are used.

In teaching vocabulary:
A lot of reading to be done by students.
Students will be asked to write key
words/ideas/unfamiliar words.
Students will look at other text for
unfamiliar words
Using the dictionary for meaning.

Learning Inquiry.
approaches.


PART A
TEACHER REFRESHER
PRACTICUM CRITERIA
MODULE 3
Teacher Refresher Practicum Criteria. Teacher: Isabelita Maglalang
Associate Teacher: Christina Strickland Date: 09/10/2014
Learning
outcomes
Assessment criteria Evidence Associate Comment
1. Critically analyse the
contextual complexities
associated with own
teaching and the
effectiveness of own
responses

1. social, cultural and
political influences
impacting on
pedagogical practice
are critically
reflected upon in
relation to
professional
decision making and
personal practice.
2. Legislative
requirements and
school policies are
discussed and
implemented.

Relationship in students have an impact in
my teaching especially in my grouping
them in the classroom. It is a small class of
6 and if they worked in pairs and with
someone who is not motivated to work on
the task, effective learning will not take
place. So students are grouped in a way
that both will contribute to the task being
assigned to them. Students at times are
not prepared for the lesson for the reason
that they dont have a pen, paper, so I
provided them with pens and papers and
as a result the students became engaged
in the lesson, they participated during the
lesson, they copied notes from the board,
they were on task and worked with group
mates.

As a practicum teacher, I am aware of the
guidelines that are to be followed during
the practicum. I refer to the New Zealands
Graduating Teacher Standards, Code of
Ethics for Registered Teachers and
definition of Good Character and Fit to be a
Teacher (refer to
http//www.teacherscouncil.govt.nz). I am
expected to be involved in the collaborate
life of the school where I am doing the
practicum . I work collaboratively with the
staff. I worked with them positively. I
worked with them with confidence.
I am aware that as a practicum teacher,
without the associate teacher around to
observe I cant teach.
Isabelita is always well prepared for lessons.
All resources needed are well thought out & planned
whether students are working individually, in small
groups or as a class.
To minimise students barriers to learning the teacher
has provided additional material such as pens/paper
for students to use.

Isabelita has met all requirements on this teaching
practicum. She has worked collaboratively with myself
and has always followed any advice or suggestions
given.
Isabelita has embraced the schools culture and
involved herself at every opportunity to work with
both students and teachers.
2. Communicate
effectively and establish
professional
relationships within the
professional educational
community
2.1 effective communication
within the educational
community of the school is
maintained consistently and
critically reflected upon
2.2 effective professional
relationships within the
educational community of the
school are maintained
consistently and critically
reflected upon

Attending staff meetings is one
way to have communication
with the staff. I communicate
with the whole staff in the
school and staff within the
department (Health
Department). Having been in
the school for sometimes as a
long term relief teacher and as
a day to day relief teacher gives
me the chance to know the
staff as well as to know the
learners. This gives me ample
time to build a teaching
learning relationship with the
staff and the learners.

I always go to the Associate
teacher before and after
teaching the lessons . I
discussed with Associate
teacher if there are issues
involved in the classroom. I
always listen to ATs
suggestions that could make
my teaching more effective.

Isabelita has displayed a
professional attitude at all
times & has maintained this
professionalism throughout
her practicum.
She is always willing to learn &
adopt new ideas that will
enable her to improve her
skills as a teacher.
Her previous experience at this
school has been a great
advantage for Isabelita during
this practicum.
She has earnt the respect of the
students she has taught and
staff she has worked with.

As previously stated.
Opportunity to reflect on
lessons is always encouraged
and provides a chance to plan
for future lessons. This is
always well received by
Isabelita.
3. Demonstrate effective
pedagogical practice that
is informed by theory,
research,
practice and a personal
philosophy
3.1 planning is informed by
effective use of curricula and
content knowledge, policy
documents, appropriate
learning and teaching
approaches, inclusive practice
and current assessment
information
3.2 childrens learning is
consistently monitored,
analysed and evaluated
through a range of assessment
procedures
3.3 extended teaching/learning
experiences are effectively
planned, implemented and
evaluated (across a range of
curriculum areas) with
multiple
groups and whole class
3.4 pedagogical practice is
critically reflected upon in
relation to a written personal,
professional philosophy
3.5 appropriate management
strategies to enhance
childrens social competence
are ethically selected,
effectively implemented and
critically evaluated

Well-planned lessons are used
in classroom teaching. These
lessons are first discussed with
the AT and I make some
changes if there are things to
change in the lesson. Planning
the lesson with the AT gives
me more confidence in the
delivering the lesson to the
students.

Students are monitored
consistently whether learning
is really taking place. This is
done by questions asks to
them, how well they
understood the lesson,
students when working on a
task are well supervised
checking constantly on the
work being done. Feedbacks
from the students are
encouraged. I give them
feedbacks as well.

Most of the teaching-learning
takes place in the classroom
and is done in pairs or in
groups or as a class in the
designated classroom or in the
computer because their subject
requires them to do some
researching of the subject
matter.
All lessons are planned and
carried out for appropriate
level of students.
Prior knowledge of students
ability allows teacher to cater
to students learning needs.
Teacher confidence has
developed due to greater
knowledge of teaching material
and continual contact with
associate teacher over
practicum time.

All lessons are carried out
appropriately. Sufficient
opportunity is given for
students to ask questions,
receive feedback or engage
with other students through
learning tasks.
Isabelita has developed
suitable strategies which she
has used within the classroom
to monitor student learning
and to ensure learning is
taking place.
By using the computer room, the
students are given more chance to
have more information regarding
the subject matter. Planned
lesson for the day can still be
carried out even if the students
are in the computer room. They
are given guide questions
regarding the subject matter in
which they have to answer. This
way they will be on task, I go
around the room from one
student to another to check if they
are really doing the research
work.

As planned, inviting a resource
speaker on a particular topic
would be helpful in the learning
of the students in the future.

My teaching pedagogies are
always reflected upon in my own
teaching philosophy which is
Teaching is one of the noblest
profession . Noble because of
the passion, commitment and
dedication that one gives to the
profession. Teachers may either
make or unmake a student.
Teachers who have the passion
and dedication to teaching are
those who go out their way in
guiding, moulding, inspiring
students to be the best that they
can be.
Students who are inspired
and motivated are more
engaged in their learning,
have more positive
progress in their learning,
exert optimum effort in
learning . Teachers who
bring their teaching skills,
potentials and knowledge
to the fullest are those
that make a difference in
the lives of the students .

I group the students in
pairs or in group. By
allowing the students to
work together , they
interact properly with
each other. Allowing them
to work cooperatively will
result in a task done.
Students working
cooperatively can come
out with a desired learning
result in the classroom

4. Consistently
demonstrate and reflect
upon ethical/professional
practice as expected of a
provisionally registered
teacher in
Aotearoa/New Zealand

4.1 professional agency is
appropriately exercised and
critically reflected upon
4.2 requirements stipulated by
the NZ Teachers Council, and
the NZTCGTS are
demonstrated appropriately
4.3 practicum related
professional development goals
are effectively actioned and
evaluated critically
4.4 the moral and political
dimensions of professional
dilemmas are critically reflected
upon
4.5 ethical professional practice
is consistently demonstrated
and critically reflected upon

As a registered teacher, I have
followed all the guidelines
learned on how to teach
properly, I followed policies in
teaching.

I have followed and
demonstrated all the
requirements that are stated in
the Teachers Council and the
NZTGTS. This is evident in my
enrolling in the Teacher
Education Refresh
Programme.

Being in the TER programme
during the practicum, Ive been
reflecting on Improving my
teaching and increasing the
motivation in my students.
How will I achieve this?
During the practicum, my goal
was to have an effective
teaching-learning to take
place. Delivery of the subject
matter, increase motivation of
students to participate in
classroom task and effective
pedagogies were among my
specific goals during the
practicum. I was guided by the
framework of teaching as
Inquiry, wherein I have to
know my students very well, of
what they have learned and
what they should learn, what
strategies should I be using so
Isabelita has clearly
demonstrated her ability and
knowledge to prepare and
teach senior health lessons.
These lessons have been both
creative and challenging for all
her students.
One every occasion she has
used feedback given to
improve future lessons which
have enhanced her confidence
and skills as a teacher.
Isabelita has demonstrated a
high level of professionalism
and conducted herself
competently at all times.
She has been of great value to
our health department and we
have appreciated all the effort
and work she has contributed
towards our students, staff and
school.

as I will be able to help
them improve their
learning,
How I will monitor them
so as to know whether
there is really learning
that is taking place or
none at all. I also
reflected on what is my
own learning? What have
I learned. As a result of
the inquiry, what has it
done to my teaching?
What is the impact of
this inquiry in my
pedagogical content
knowledge?

I am doing my practicum
in a Catholic school so
whatever beliefs I have I
always follow and uphold
the morals and values of
the school. This is
evident in joining the
whole school in their
chapel activities.
I follow and uphold The
Code of Ethics of
Teachers.
Self and Peer Review of Evidence towards meeting GTS
Graduating Teacher Standard and Criteria Evidence Presented Next Steps
Professional Knowledge
Standard One: Graduating Teachers know what to teach
1a. have content knowledge appropriate
to the learners and learning areas of their
programme.

Module 1 leaning progression (NCEA level-this is
Specific( writing in health)
Module 2writing standards( evidence of practicum
Module 3 evidence in planning (unit plan)
how I know about this NCEA)
Writing Unit Plan (evidence of content
knowledgefor health
Writing Lesson plan evidence of content
knowledge
Feedbacks from associate teacher(AS
said....(regarding the NCEA level....

Interviewing Student background, family etc.
Student voice/interview.

I need to learn the content
knowledge of the
students.
I need to know what the
students need to learn
based on their level.

I need to strengthen my
teaching by implementing
whatever the associate
teacher has suggested to
do in teaching a lesson.

1b. have pedagogical content knowledge
appropriate to the learners and learning
areas of their programme.

Literacy progression and unit plan module 1
Module 2
Practise analysis lesson from the associate teacher
and visiting critique teacher.
To develop deliberate
acts of teaching by
modelling of teaching,
questioning, think aloud,
etc. giving feedbacks to
students
1c. have knowledge of the relevant
curriculum documents of Aotearoa New
Zealand.

Module 1
Unpacking the NZC, kahikitia, priority learners
doc. In the TER programme and in the practicum
Experience. Module 2 teaching as inquiry, learning
intention and success criteria, lesson plans
I need to have a deeper
analysis of the inquiry
data in terms of students
needs to assist them to
succeed
1d. have content and pedagogical content
knowledge for supporting English as an
Additional Language (EAL) learners to
succeed in the curriculum.
Module 2 teaching as inquiry, TER talk on ESOL,
TKI website on ELL.(workshop-Kate neilson)
To explore tataiko in
terms of putting it into
practice
Standard Two: Graduating Teachers know about learners and how they
learn
2a. have knowledge of a
range of relevant theories and
research about pedagogy, human
development and learning.

Module 2 Teaching Inquiry I need to explore relevant theories in
order to improve my teaching practice.
Application and implementation of
relevant theories into practice reflecting
planning
2b. have knowledge of a
range of relevant theories,
principles and purposes of
assessment and evaluation.

Module 2 Teaching Inquiry To explore relevant theories in order to
improve my teaching practice.

Continuous learning and understanding
deeper on the relevant theories.

Application and implementation of
relevant theories into practice reflecting
planning.
2c. know how to develop
metacognitive strategies of diverse
learners.

TER on metacognition, application in our
planning, (face to face workshop)
Apply metacognitive practices in teaching
and learning
2d. know how to select curriculum
content appropriate to the learners
and the learning context.
TER day 1( can be shown in the unit plan
and lessons prepared for the students)
Knowing what to teach to the students
according to the appropriate curriculum
for them.
Standard Three: Graduating Teachers understand how contextual factors
influence teaching and learning
3a. have an understanding
of the complex influences that
personal, social, and cultural factors
may have on teachers and learners.

Module 2 Teaching as an inquiry To have a deeper understanding of these
factors that influence both teach and
learning so that improvements can be
implemented
3b. have knowledge of tikanga and te
reo Mori to work effectively within the
bicultural contexts of Aotearoa New
Zealand.
TKI site and ka hakitia document
Evidence of how we acknowledge the
bicultural context of aotearoa

To know more of the nature of the students
that could help us plan our lessons/activities
in the classroom
3c. have an understanding of
education within the bicultural,
multicultural, social, political,
economic and historical contexts of
Aotearoa New Zealand.

Hist. of curriculum by marion beginning of
the class. ( reflection)
Readings done for ncea(internal
moderation)

Historical look at the development of ncea
(include in module 4 as evidence)

To have a better understanding of the NCEA
and how things are done in this area. This
way we will be able to assist the students to
really reach their goals.
Professional Practice(planning, teaching, environment)
Standard Four: Graduating Teachers use professional knowledge to plan for
a safe, high quality teaching and learning environment
4a. draw upon content knowledge
and pedagogical content knowledge
when planning, teaching and
evaluating.

Unit plans(Module 1 Part B)
Lesson plans
Pedagogical content
Implementing what was planned for the
students using various pedagogical
strategies .
4b. use and sequence a range of
learning experiences to influence and
promote learner achievement.

Plan effective lesson
Module 1 part b(extension of the learning)
Associate feedback on practice
How effective module 1(progression )

Apply these range of learning experiences to
promote learners achievement.
4c. demonstrate high expectations of
all learners, focus on learning and
recognise and value diversity.

Lesson plan(Did you do something for a
special child in your class?)
Associate teacher feedback regarding the
special child
Was success criteria written as an evidence
A statement that your associate has written
in the feedback
To adapt teaching according to the needs of
the priority learners.
4d. demonstrate proficiency in oral
and written language (Mori and/or
English), in numeracy and in ICT
relevant to their professional role.

- Ict(portfolio, moodle, collaborative
staff of the google doc. Weebly,
Collaborative presentation-padlet
- Google doc. slide show/powerpoint
presentation on effective pedagogy
Proficiency in oral and written
English/maori
4e. use te reo Mori me ng tikanga-
a-iwi appropriately in their practice.

Using of te reo words in health practicum
-te reo words for health words.
-associate teacher feedback on the use of te
reo in health
Begin to use te reo maori me nga tikanga a
iwi
4f. demonstrate commitment to and
strategies for promoting and nurturing
the physical and emotional safety of
learners.

-greeting students/always available if
needed specially during breaks.
Applying strategies learned to promote,
nurture the physical and emotional safety of
learners.
Standard Five: Graduating Teachers use evidence to promote learning
5a. systematically and critically
engage with evidence to reflect on and
refine their practice.

Lesson observation
Do you have quality reflection of practice in
your portfolio?
Reflection of learning

To follow what was suggested in the ATs
feedback regarding teaching.
5b. gather, analyse and use
assessment information to improve
learning and inform planning.

Reading a finished assessment and giving
feedback(Xaviers internal
assessment)summative assessment(end of
the unit)
To have a better understanding on how to
gather, analyse and use assessment
information to improve learning and
planning.
5c. know how to communicate
assessment information appropriately
to learners, their parents/caregivers
and staff.
Face to face workshop on assessment
information asttle- how to analyse asttle
result.(writing essay and marked against
easttle rubrick then analyse the result

Completing this GTS table(
communication/discussing information with
facilitators/colleagues in the TER class)
To be able to disseminate properly
assessment results/information to learners,
parents/caregivers and staff.
Professional Values & Relationships
Standard Six: Graduating Teachers develop positive relationships with
learners and the members of learning communities
6a. recognise how differing values
and beliefs may impact on learners
and their learning.

Module 1 portfolio(student profile) Understanding the different beliefs and
values of learners could assist the teacher
plan, teach the lessons according to what
they need.
6b. have the knowledge and
dispositions to work effectively with
colleagues, parents/caregivers,
families/whnau and communities.

Attending staff meetings
Conversation with AT regarding lessons
presented and what would be the next step.

To always have a short talk with AT to know
if theres improvement on how the lesson is
carried in the classroom. To know what is
there to improve, what is there to add in the
teaching practice.
6c. build effective relationships with
their learners.

Communicating with learners regarding
their assessment(NCEA) and social
interaction
To show more concern to how they are
doing in their learning that way it could
inspire them/motivate them to exert more
effort in their learning.
6d. promote a learning culture which
engages diverse learners effectively.

Cooperative learning- when doing group
works using spider map
To always use strategies that could always
engage students to learn.
6e. demonstrate respect for te reo
Mori me ng tikanga-a-iwi in their
practice.
Use of te reo words in greetings, in lesson
interaction in te reo
To use more often te reo words in classroom
teaching.
Standard Seven: Graduating Teachers are committed members of the profession
7a. uphold the New Zealand Teachers
Council Code of Ethics/Ng Tikanga
Matatika.

Discussion of nztc and ter course(reflection
done of the discussion)
To really uphold the New /Zealand Teachers
Code of Ethics.
7b. have knowledge and
understanding of the ethical,
professional and legal responsibilities
of teachers.

Jenny Thomas..short talk to the TER
class(regarding provisional registered
teachers status,-reflection on this)
Legal responsibilities
Code of ethics of teachers

To have a better and deeper understanding
of the ethical, professional and legal
responsibilities of teachers so as we will be
guided properly in our teaching.
7c. work co-operatively with those
who share responsibility for the
learning and wellbeing of learners.
Work cooperatively with associate teachers,
advice on the topics to be discussed,
evaluation of work/lesson in the classroom
(reflection )
Continue working closer with associate
teachers for advice, evaluation on work done
in the classroom
7d. are able to articulate and justify
an emerging personal, professional
philosophy of teaching and learning.
As a result of the ter programme...what is
teaching to you? What is the philo. Of
teaching that you can bring....what this
programme has done to you as a teacher?....
what are your aims for your students? What
are your beliefs about teaching?(PERSONAL
PHILOSOPHY OF TEACHING - )
To have a solid, personal philosophy of
teaching where you will always be a
reminded that you are a teacher, and a
teacher by heart.
PART B
TEACHING
LEARNING INQUIRY
...effective pedagogy requires that teachers inquire into the impact of their
teaching on their students. NZ Curriculum, P35
NZC p.35

Focusing Inquiry (establishes a baseline and a direction). The teacher uses all available information to determine what their students have already
learned and what they need to learn next.

Teaching Inquiry
The teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at
achieving the outcomes prioritised in the focusing inquiry.

Learning Inquiry
(This occurs...) while learning activities are in progress and also as longer-term sequences or units of work come to an end. (Teachers...) then analyse and
interpret the information to consider what they should do next.

Using the Teaching as Inquiry process to inquire into the impact of
teaching on students.
NZ Curriculum p.35.
Teacher/Group/Syndicate: Isabelita Maglalang Room: 21
Date:
Focusing Inquiry: What is important, and therefore worth spending time on,
given where my students are at?

In my health class, it is difficult to engage every student in the group to discuss
about the health promotion models. Some students are reluctant to contribute
to discussions, due to the reason that they dont have enough confidence in
themselves that they could be good readers as well as good writers. Other
students often avoid paying attention to tasks, and the subject matter can tend
to take different directions. Opportunities to share information about the
health promotion models are limited due to the barriers stated above.
Therefore, the major question arising from these experiences is: 'How can I
provide equal opportunities to engage students in believing themselves that
they are good readers and could be good writers? How I can motivate students
to share with confidence their ideas in group situations?
They generally have difficulties in word recognition, sentence and paragraph
comprehension, word meanings and understanding styles of writing.

Diagnostic teaching and learning activities that identify areas of students interest and level of
conceptual understanding( brainstorm, postbox,etc.)
Activities to determine students cooperative learning skills and capabilities, and use of critical
thinking.
Data provided by the students that profiles them as learners in their various communities-their
ethnic, cultural and family backgrounds, their extra curricular interest and engagement.
Analysis student reading and writing achievement data collected recently and in previous years to
help determine students strengths and challenges in relation to literacy.
What are the medium-long term goals of the students in the class- what are their goals for their
school qualifications, tertiary study and work/career pathways?
For yr 13 individual NCEA achievement data from their previous years of school.
NCEA data from previous yrs. Aggregated across levels and disaggregated by ethnicity and gender to
show patterns and trends of achievement in the subject.
Any achievement data the school collects and makes available.
Purposely collected student voice where students are talking about their learning in health education.
Student voice of students talking about how their teachers helps them to learn and what gets in the
way of their learning.
Any short, medium and long term learning, tertiary study and career related goal setting students
have engaged. ( as part of academic counselling)
Formative assessment practices that are used to continuously monitor the learning evident in aspects
of student work, especially in relation to learning intentions and success criteria.
Relevant data provided by wider school processes, practices and events (school review, annual plan
priorities, professional development plan.
Current ministry of educ. Priorities (eg. With focus on achievement for Maori and Pasifika)
Being observed in the classroom and being given feedback on their teaching practices by colleagues
Parent voice collected as an integral component of the required community consultation for Health
Education.

Student Profiles: What do you know about
these students? What are students saying

This is a 303 Health Level 3 class which
consist of Yr. 13 students. There are only 6
students and 1 is not a priority learner so he
is not included.

Dajohn is 1n 18 yrs. Old of Nuiean decent. Hes into sports specially in
Rugby touch. He excels in
Building Technology. He started with L1 health to L3. His NCEA level 3 is
still to be assessed.

Gerar is an 18 yrs old Samoan boy who is one of the prefect in the school.
He is into sports specially
Rugby League and Rugby Touch. He did say that he does not excel in any of
his subjects. He started
With L1 Health to L3. His NCEA level 3 is still to be assessed.

Jonathan is 18 yrs old Samoan boy but he is not interested in any ports. He
excels in building Technology.
He started with L2 health and his NCEA level 3 is still to be assessed.

Sione is an 18 yrs old Tongan. He is interested in sports particularly Rugby
League, basketball and
Table Tennis. He started with L1 Health to L3. His NCEA L3 is still to be
assessed.

Scott is an 18 yrs old Samoan boy. He is one of the prefects in the
school. He is into sports specially
Rugby League . He excels in statistics. He started with level 2 health
to L3. His NCEA L3 is still to be
Assessed.

Xavier is an 18 yrs old palangi. He is the headboy of the school and is
very much interested in
Sports specially Rugby League, Rugby Touch and Surf-life saving. He
excels in P.E. He started
With L2 health to L3. His NCEA L3 is still to be assessed.( He is not a
priority student basing on
The criteria as to who are priority learners.)

They generally have difficulties in word recognition, sentence and
paragraph comprehension, word meanings and understanding styles
of writing.
Outcomes: What are the achievement targets and time
frames? (Short and long term.)

Target
Children
Year Level L2
(20)
L2
(20)
L3
(19)
Total
Credits
(59)
Da John 3 12 14 STBA 26
Gerar 3 12 15 STBA 27
Jonathan 3 none 10 STBA 10
Scott 3 none 10 STBA 10
Sione 3 12 5 STBA 17
STBA- STILL TO BE ASSESS
Actions Taken:

Monitoring. What available information do you have to determine what students have
already learned and need to learn next? How will you monitor this?

The students have already prior knowledge on health.
To monitor the progress of the students:
I will give them more reading comprehension exercises where they will have more
chance to identify new words and give meaning, where they could read more with
understanding.
I will let them work as pairs in reading a document with 4 paragraphs and give a role
to each one, one a reader the other one listens and the one who listens will at least
highlight or underline unfamiliar word and at least ask the reader one question, and
then they will exchange role this is to know if they did both understood what they read.
I will let them have a small book where they will write the unfamiliar words and that
will be their vocabulary
Teacher will always be engaged in a conversation with the students getting feedbacks
from them.
Address gaps in understanding and plan further learning that will take place.
Check if students can explain and teach what they have learned to another student.
Check if students can recognize quality understanding and performance.
Check if students can self-correct errors in writing.
Check if students apply the skills and knowledge they are learning in different
classroom situations like assign, test situations, real life situations.
Assessments be given: Gather, analyse and interpret results that can provide evidence
of students performance.

Formative
Research work
Self-reflection
Teacher observation- teacher checks on books what has been written and done.
Personal and peer ideas/opinions discuss with the group.
Are learners asking questions? Are the learners making comments or
suggestions?
Mock Exam

Summarive

Evaluating Models for Health Promotion

AS91465(3.5)

teaching

Teaching Inquiry
Rationale
intentions?

* Engage students cognitively in the process of reading
and writing.

* Modelling
- I will encourage students to articulate what they
have learned from modelling.
- I will encourage students to find out what to do and
how to do it through modelling.

e.g. Ive noticed in the introduction that there are
lots of adjectives that imply sadness. The author could
be suggesting a gloomy outcome for the main
character. Ill read the next two paragraphs aloud, and
you can see if you agree with my hypothesis.

Weve met the criteria for the deeper features of our
draft description. Now lets check the surface features.

A clear statement of what we think is important in
education. It starts with the vision of our young people
are lifelong learners who are confident and creative,
connected and actively involved. A clear set of
principles on which curriculum decision making is
based is also included. The NZC sets out values that are
to be encouraged, modelled and explored. It defines the
five key competencies that are critical to sustain
learning and effective participation in society which
emphasizes on lifelong learning. It also states what
each learning area is about and how its learning is
structured. A set of achievement objectives in each
learning areas are also set.

( Ref.:The New Zealand Curriculum . Ministry of
Education. 2007)

*Prompting
-I will encourage students to use what they already
know and can do. In this way, the students are building
their metacognitive awareness and their confidence.

-Allow wait time to give students the opportunity to
develop and express their ideas.

e.g.
I see youve written Sunday was the cloudyest day
this week. Do all the words look right to you? ... Do you
remember when we talked about how to alter the root
word when adding suffixes to adjectives ending in y,
like happy? How might that rule apply here?

Weve talked about using context clues. There could be
clues in the next paragraph you might read it to
yourself to see if you can discover what diluted means.
Focus particularly on the middle

*Questioning
- I will ask questions that maybe directed towards
building a particular aspect of students knowledge such
as how to use a strategy for making meaning or
thinking critically.

- I will plan the questions to be asked to
build the students metacognitive awareness of how
they will understand a text or of how a text they are
writing will affect its readers.

Tataiako- Cultural Competence for Teachers of
Maori Learners page 2.,

Culturally competent teachers are able to use the
learners culture/s as a building block to learn and
teach. They understand how to utilize the learners
culture/s to aid the teaching and learning process, as
well as to facilitate relationships and professional
growth.

( Ref.:Tataiako- Cultural Competence for Teachers of
Maori Learners. Wellington: New Zealand Teachers
Council 2010)
Ka Hikitia
Focuses on Maori enjoying education success as Maori.
It emphasizes AKO as the basis for teaching and
learning relationships in which educators also learn
from students and in which teaching practice is
deliberate, reflective and integrating.

AKO
It is a dynamic form of learning where the educator and
the student learn from each other in an interactive way.
It is grounded in the principle of reciprocity and
recognizes that the student and whanau cannot be
separated.
( Ref.:Ka Hikitia..The Maori Education Strategy)

- I will ask questions strategically placed in
discussion or conversation rather than have a number
of randomly asked questions.

e.g. What do you think is the authors viewpoint? How
does this support or challenge your own viewpoint on
the subject? Do you think this will work out? Why?

- I will give adequate time for students
especially those who are all new learners of English and
to think through their response.

- I will give appropriate follow-up questions

e.g. as How do you know that? What evidence can
you find that supports your thinking?

-I will use cooperative activities such as Think, Pair,
Share in which students form their own questions
about texts.

*Giving Feedbacks
-Describe or explain to students what has or has not
been achieved and why.

- I will give evaluative feedback that will
involve judgment about what the student is doing or
has done whether what has been done carries the idea
or approval and disapproval.

Literacy Learning Progression
Describes the specific literacy knowledge skills and
attitudes that students draw in order to meet the
reading and writing demands of the curriculum.

Health Education in The New Zealand Curriculum: A
guide for teachers with teaching and learning
programme at NZC Level 7(NCEA Level 2) and NZC
Level 8 (NCEA Level 3)

This resource provide teachers with a framework of
ideas from which to shape and develop NZC level 7 and
8 teaching and learning programmes, assessed by
NCEA Level 2 and 3 Health Achievement standards. It
also provides direction and guidance around the aligned
Level 2 and Level 3 Achievement standards.

Writing Progressions
These writing progressions have been created by a
group of teachers throughout New Zealand. They have
undergone rigorous moderation process to come out
with what the students can do at their level.

A-Z Learning strategies
These are strategies used not only for Health classes by
for all other subject areas which assist teachers in
teaching.

Effective Literacy Strategies. A Guide for Teachers.
A Professional Learning Programme. Ministry of
Education.

e.g. Ive noticed that youve checked the punctuation of
your work. But there is something else you need to look
at too. Remember that one of your personal writing
goals is to check your use of spelling conventions for the
plural words in your writing.

Theres one part that I dont understand- I think you
need to elaborate more. You may need to go back to the
website youve been using to get more information to

- I will give verbal and non verbal feedback
to the reader.

*Telling
- I will supply what the students need such as an
unknown word, the URL of a relevant website or steps
in a literacy learning task.

e.g. teacher tells the students how to spell the
unfamiliar word they need for a piece of writing or at
the beginning of a reading task, tells them the theme of
the text.

- I will provide a label or a definition that


In all subject areas, it is said that literacy and language
are central to the thinking, learning and achievement of
students. Students need to learn how to use effective
literacy and thinking strategies in order for them to be
successful in the secondary and to become lifelong
learners so it is important for teacher to be effective
teachers of literacy to the students.

The Importance of the teacher/student relationship
for Maori and Pasifika students
This is an article of the result of three separate projects
done by Kay Hawk, Eather Tumama Cowley, Jan Hill
and Sue Sutherland.

In this article, the dominant theme is the importance of
the relationship of the teacher and the leaner. It is
found out in this research that when a positive
relationship exists, students are more motivated to
learn, more actively participate in their learning and the
learning is more effective. It also found out that if a
teacher is unable to form this positive relationship with
the students, the students are less able to open up
themselves to learning from that teacher.

Quality Teaching for Diverse Students in Schooling:
Best Evidence Synthesis Iteration (BES)
This report one of a series of best evidence synthesis
commissioned by the Ministry of Education is intended
to contribute to the development of evidence-base for
policy and practice in schooling.
the text is about.were going to read in order to find
out

*Explaining
- I will explain a task, strategy, a learning activity or the
content of a text.

e.g. let me explain this to you this could enable
students to develop their own understanding

*Directing

e.g. Read the next two paragraphs and think about.

Find the sentence in the text that suggests..

Check that your piece of writing explains

Point out the suffixes that show what tense the writer
is using.

*Include lots of peer dialogue within the writing time to
get ideas from each other.
(Ref: Deliberate Acts of Teaching: Literacy on Line tki
for examples used.)
It was found out that quality teaching is identified as a
key influence on high quality outcomes for diverse
students. 10 charcteristics of quality teaching have been
generated out of this synthesis.
(Ref.:http://www.educationcounts.govt.nz/publication
s/series/2525/5959)

Effective Pedagogy: Principles of Learning and
Teaching P-12
These principles form a framework for describing an
effective pedagogy. These principles are central in
guiding the development of goals and initiatives in the
school action plan. ( Ref.:Effective Pedagogy: Principles
of Learning and Teaching P-12 State of Victoria 2004)

Priority Learners
Priority learners are groups of students who have been
identified as historically not experiencing success in
New Zealand schooling system. These includes Maori
and Pacific learners, those from low socio-economic
background and students with special education
needs.(Ref.:Priority learners/kia ora-NZ Curriculum on
line- http://nzcurriculum.tki.org.nz/Priority -learners

The Nature of Learning Using Research to Inspire
Practice Edited by Hanna Dumont, David Istance
and Francisco benavides. A Practitioner Guide from
the Innovative Learning Environment Project

*How I will teach the writing Process( Differences and
similarities of Health promotion Models)
I will let the students follow the following steps:

1. Pre-writing- thinking and peer dialogue

- Think about it ( what is it all about?)- talk to a
seatmate.
-let the student talk to a seatmate about his
ideas.
- outline all your ideas by using a variety of planning
methods.( brainstorming, bullet point list, ven diagram,
fishbone, t-chart, spider map)
- students to research by using the computer or books
to add more to what you have in mind

2. Drafting:
- Students add some more details to give further
elaboration to the topic they decided to write about.
- Students check that they are covering the main
points.

-They review, modify and reorganize their work by
adding or deleting content .
- They check if the tone, style and content are
appropriate to their intended audience.

This is a summary of the Nature of Learning which is
created to highlight the main messages and principles
from the full report of practitioners, leaders, adivosrs
and policy makers who are interested in improving the
design of learning environments. The principles that
are outline are used to guide everyday classroom
experiences, educational programmes.

*National Standards in writing and reading in years
1-8
provides examples that illustrate some of the ways in
which students can meet these standards as they engage
with the kinds of tasks and texts that enable them to
meet the demands of the New Zealand Curriculum.
( Ref: National Stardards tki)

4. Editing:
- Students proof read and correct error in
grammar and mechanicslike missing words, wrong
spelling, wrong punctuation, use dictionary for correct
spelling.
- They get feedback from their seatmate/buddy
- They check to improve the style and clarity.
- At this point in the writing process, writers
proofread and correct errors in grammar and
mechanics, and edit to improve style and clarity.
Having another writers feedback in this stage is
helpful.
5. Publishing- whom can you share your work? You
can share it with your buddy or with a group
(Ref: On line elementary,middle and secondary writing
course..internet).

*Set instructional objectives based on the students
identified needs.

*Plan activities with the appropriate kinds and levels of
challenge. Activities done should be within the level of
the students so that they will be challenge to do it.

*Provide students opportunities to solve problems
independently.(e.g. how can smoking be
minimized?....they have to give an action plan to this.

*Provide the students with the opportunity to interact
with other students. In this way, students will be able
to gather more information from others aside from the
information they got from the internet.

*Demonstrate or show them what you mean when they
are asked to give an action plan regarding smoking.
Show them how they will go about it.

Check on writing behaviours during group work and in
whole class whether there is learning that is taking
place by going around and checking what they have
done.

*Check that the students understands the task, the
reason for the task, and the purpose of the writing, and
the learning goal within the task.

e.g.

I am writing about the differences and similarities of
Behavioural change Model and Self Empowerment
Model .

I am writing this because I want to know which of the
two health promotion models are more effective in

I am writing this because I want to know why
Behaviour change model is not very effective in

I am writing to describe why the Self-empowerment
health model is more effective in enhancing the well-
being of the community.

I am learning to choose the
words/sentences/paragraph that tells me why self-
empowerment health model is more effective than the
behavior change model

Learning Inquiry.
approaches.

On the basis of everything that I have written, I was very particular on the following:
1. Settling down the students before anything else. Then asking them to bring our their books
and pens. If no pens/ books, I gave them pens and papers so that they have no excuse that they dont
have equipment to use.
2. Wrote the L.I. and S.C. on the board for the students to see.
3. Introduction to the topic. Explaining to them what is it all about
4. Unpacking the key words and let them get familiarise with it. (done by a lot of brainstorming)
5. In their reading activity ( students are provided with the information sheet about the topic),
guide questions are given to them . Answers are written on their books. I go around to check if they are
on task. In going around, students ask questions.
6. Breaking down of questions into parts so students can understand
7. Checking with students that the question /task is understood and following up personally to
confirm students understood
8. Strategies are given to them that could help them understand what they are reading specially
in making comparisons.(PMI, t-chart), for identifying features of a given topic (fishbone, spider web)

9. Collecting answers from them and writing them on the board or a template is given to them to
write their answers.
10. Summarising the work with them by writing their contributions or answers on the board.
11. Giving them feedbacks
These were the things that I did. As a result I was able to engage the students to participate by giving their
answers, by giving a reaction to what was said or written on the board, they could compare their work with
the work of other group, they could express their ideas because they are being guided on how they will answer
the questions. To check whether there were changes in their learning was to have a learning conversation with
them. This takes in the form of asking them how they did in the class?, what they think they have learned
today?, anything that you can add to what we have discussed even if they will answer it in a very informal
way, it is a proof that they have learned something. Asking a student to explain something that is related to
the topic for the day, even if he can only say a little description of what was learned, what is important is that
he can say something about the lesson discussed in class. Discussing the topic with them and share their
ideas is an indication that they have learned something. With these things done, I am faced with the
question: whats next? What will I do next inorder to maintain or not make the students more receptive,
active and responsive in the classroom?


With the new learning that I have had, it became very clear to me that the learner is the centre of learning.
By knowing my students I was able to identify what they need and at the same time I was able to identify my
needs as well as a teacher. What do my students need in order to learn? What do I need in my teaching in
order to assist my student achieve better? By knowing my students, I was able to adjust to my teaching style
to their level . It gave them more challenge when teaching them to their level. Another impact of this
learning is that I was given the chance to use different strategies and identify from these strategies which one
works well with my students.

When I identified the strategies that work well with them I repeatedly use them because I know that the
strategy could assist them in their learning. I learned to listen more to the students ideas and opinions. I
learned to be more sensitive to what they are saying. My learning of knowing my students gave me the
opportunity see patterns of their achievements which could be a basis for what will I teach them next? My
latest learning also has given me the chance to have a reflection on the different theories of learning and
which of these theories are applicable to my students in the classroom. It made me have the chance to have
a deeper understanding, internalizing these learning theories so as I could apply them in my teaching.

My belief of an effective teaching learning to take place have changed because before I was just concentrated
on the teachers role and not so much on the student. Now, It is more on the students. I strongly believe
that for an effective teaching learning to take place, make any classroom activity student centred. If it is
student centred, students are the doers and the teacher just guiding them, how they will achieve, what
lessons cater to their needs, what strategy is applicable to them. It is only when this happens that a real
teaching learning is taking place.

References:



Level 3 Health
Sample Paper
NZQA

Sione Tuitahi
Hastings
27 April 2009

Pages 471-486.


Maori Health Models




http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Writing-hub/Teaching-writing-in-years-1-
8Planning for writing Across the Curriculum.





MODULE 4
ASSESSMENT RATIONALE
AND PRACTICES
NCEA
In the past, competencies and skills of students were not taken into consideration or were
not taken into account. There were exams but these exams were scaled and not a lot of
students passed these exams. Internal and external exams both match against each other
even if they assess different skills. This is the reason why the NCEA was introduced.
The National Certificate of Education Achievement (NCEA) was introduced as the main
secondary school qualifications between 2002 and 2004. This schools qualifications replaced
the school certificate, University Entrance, Sixth Form Certificate and University Bursary
Qualifications. When NCEA was introduced, there were some key changes that happened.
NCEA provides a more accurate picture of a students achievement because a student is shown
his gained credits for a particular standard . It also shows the student that he has
demonstrated skills and knowledge for that standards. Each student receives a student result
summary that presents all standards taken throughout the school year, it shows also the result
of each standards. A record of achievement can be ordered where the listing of all standards
earned. Comparing how competencies and skills were assessed before and now, it is the
NCEA that gives an accurate picture of how students perform because the students skills and
competencies are the ones that are assessed. When NCEA was introduced theres a lot of
student leaving school but with qualifications. They are not left empty handed without any
qualification to present. These NCEA qualifications are accepted both in New Zealand and
overseas. This NCEA qualification has prepared the students for life, may it be they wanted to
work or they wanted to study.
(Ref: http://www.nzqa.govt.nz)

Procedures for establishing a learning programme in a particular learning
area(HPE)
1. Know your student
All good programme designs always start with the students. Teachers who know
their students well know what their student need to know. This provides them their
strong foundation for a programme design.

This involves finding about students social and cultural backgrounds, interest and
experiences, future ambitions and languages . Gathering information from students
learning done earlier in the year or in previous years.

Diagnostic testing is also given. This involves class brainstorming for recognising
new words and underlying concepts with a know understand and be able to do
approach.

To assess the students existing knowledge and to identify gaps, students have to fill
in a checklist of learning outcomes and the prerequisite skills they need to study a
topic.
(Ref: Ministry of Education (2010). The Literacy Learning Progressions: Meeting the
reading and writing demands of the Curriculum. Wellington, New Zealand: Learning
Media Limited.)

2. Know your subject

To be able to design an effective programme, teachers need a deeper knowledge of
their subject and should have enough knowledge on ideas for an appropriate
learning context. Teachers check on their understanding and try to identify further
professional learning that they may need.
In knowing their subject, teachers should know the underlying concepts in HPE

Hauora
Attitudes and Values
Socio-ecological perspective
Health Promotion

Teachers should also know what big ideas are health education, Physical Education
Determinant of health
Resilience
Social Justice
Critical thinking and action
Health Promotion

Teachers should know what context elaboration do they need to consider for teaching
the
Programme.
Possible context for learning
Might be used with the focus achievement objective.
Can select and use entirely different context in response to local situation,
community, students needs.
Teacher should know how learning progress across the curriculum levels 6-8
HPE. Progression
Has principles that can be applied and be adapted to a range of context.
Learning progress
Progression is spiral.
Complexity
Control
Depth
Independence
Consciousness

Teachers should know or could identify indicators. Indicators are examples of the
behaviour and capabilities that a teacher might expect to observe in students.
3. Know what is effective Pedagogy
Effective pedagogy( Ref: New Zealand Curriculum) describes how the following approaches
have a positive impact on learning.
Creating a supportive learning environment
Encouraging reflective thought and action
Enhancing the relevance of new learning.
Making connections to prior learning and experiences.
Providing sufficient opportunities to learn.
Teaching as Inquiry.
E-learning and pedagogy.
4. Know your school context. Schools vision/goals should be known to everyone.
Then try to connect to the parents of the students, whanau and community. Teachers should
know the socio-economic make of the school.
(Ref: New Zealand Curriculum Guide Senior Secondary. http://www.senior
secondary.tki.org.nz/health-and-physical education/learning programme.

Pathways

Vocational pathways were introduced to provide more options for students to complete NCEA
Level 2. By having more choices, way and places to achieve NCEA Level 2 the students will
have more pathways into further learning.

It helps the students see the connections between what they are studying at NCEA Level
2 and themselves and what their future study and work option might be.

It is a tool that helps students to see how their strengths, interest and achievements
relate to future study. It provides clear study options that are valued by employers and
show students what employers expect to see them achieve in their learning. This would
mean that students are being prepared to the realities of the outside world once they are
out of school.

Educational Pathways cover 6 broad industry sectors
Manufacturing
Construction and infrastructure
Creative industries
Primary industries
Social and community services
Services industries.
These 6 pathways represent new ways to structure and achieve NCEA Level 2 or
equivalent.
Each pathway is being developed by a consortium of Industry Training
Organisations and
Representatives of schools and tertiary providers liaising with government
agencies.
The requirement: NCEA Level 2 including NCEA Level 1 Literary and numeracy
requirements,
60 recommended assessment standards(including 20 sector related standards
from the same
Sector pathway).
(Ref: Vocational Paths to NCEA Level. http:/www/education.govt.nz) Ministry
of Education).

In assessing the performance of the students a formative assessment or a summative
assessment may be used.
Formative assessment is used to monitor the students learning so that an ongoing
feedback can be provided by some teachers who want to improve their own teaching
and by some students who want to improve their learning. This also helps students
identify their strengths and weaknesses and areas of work that they need to improve.
Teachers are also assisted in the way that they will recognise where their students are
struggling and with this they will be able to assist the students. This type of assessment
.
Summative assessment . This type of assessment is to evaluate student learning at the
end of an instructional unit by comparing it against some standard .
Summative assessments are often high stakes, which means that they have a high
point value. Examples of summative assessments include:
a midterms exam
a final project
a paper
year end exam
Information from summative assessments can be used formatively when students or
teachers use it to guide their efforts and activities

Moderation is the process in which teachers share with one another their expectations
and understanding of the standard in order to improve the consistency of whatever
decisions they made.
All schools adopt their own system(Internal Moderation) on how to moderate standards
assessed within the school for the following reasons:
1. All assessment materials are critiqued or evaluated before it has to be used.
2. They see to it that the judgement they give to every standard assessed are
consistent.
3. The sample work of the students are identified and are retained but they are
annotated.
4. In every standard that is assessed, assessment materials are randomly
retained for the purpose of external moderation.

5. Whatever advice coming from external moderation is always
action/followed before materials are used.
The Purpose of the critiquing is to ensure that the assessment activity that is to be
done did really focused on the requirements specified in the standard. With this, it gives the
students the chance to submit whatever evidence he has for the standard tested.
The verification process is to ensure that the judgment of the teacher moderator is nationally
consistent before they will give the final report. However, if the decision of the teacher
moderator who did the internal moderation does not comply to the national standard as seen
by an external moderator then the decision can always be changed. The person who
will give the final report should be somebody who has the specific knowledge of the
standard tested. The markers should seek verification of any grade that he/she gave
that needs review. If he/she is not sure whether the student deserves the grade he
has given him, then he should refer it immediately to the subject specialist. The
work that is for verification is not randomly selected. In the internal moderation, the
markers could use exemplars where they could compare the answers of the student
they are marking to the accepted answer in the exemplar whether the student has
achieved, not achieve, excellence or merit. Exemplars could help the markers in
identifying which answer is accepted and which is not. Markers will have a broader
idea on answers that could pass the standards.
Schools usually adopt or adapt the internal moderation cover sheet. The importance
of this cover sheet is that it aids the markers in the internal moderation process.
There are guiding statements that could assist the markers in their marking of the
work done by the students.

Another way on how a standard assessed is moderated is the external Moderation.
This moderation provides assurance that decisions made are made at the national
standard. NZQA checks on school internal moderation done on standards assessed
to ensure that the markings given to students are at the national standard. Also,
NZQA sees to it that the tasks, activities or tests are at the national standard.

For external moderation, assessment materials are randomly selected. This is
undertaken by somebody other than the teacher who marked the work. He uses a
method that does not allow prediction and he should include all the work of all
students who has submitted for the assessment. The selection of the assessed
material should be done immediately after the assessment and should be conducted
for every standard.
Teachers establish external links with other teachers in other schools, subject
associations and subject advisers. This is encouraged by school because external
professional interaction helps teachers maintain their current understanding of the
standard. Once teachers have this professional contacts outside the school then they
will always be updated on their understanding of the standard and will feel more
confident in marking students work.
In external moderation, schools are required to submit the following to NZQA:
1. A moderation cover sheet
2. A copy of the task and any supporting resources.
3. A copy of the assessment schedule
4. 8 pieces of students work that have been randomly selected and kept for
moderation.

Reference:

http://www.nzqa.govt.nz/quaalifications-standards/qualifications/

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