Accessing the New Zealand Curriculum (Compulsory).
The New Zealand Curriculum (NZC) outlines the valued learning Outcomes for all compulsory schools aged students and the pedagogical practices expected of teachers to enable student access to the valued learning described.
This module contributes to TER programme Learning Intention: Participants will engage knowledge and understanding of the NZ Curriculum. (NZC)
This module contributes evidence towards GTS 1,2,3,4,5,6
In this module you will explore the resources and key documents available to support teaching across the curriculum. There are two parts to this module. Both must be completed.
Part A. 1. Using the format provided https://drive.google.com/file/d/OB2zuSmHF3mmHWTIJdXhlbWxMdm c/edit?usp=sharing
Show how the key aspect of NZC can be linked together and understood as learning progression for at least one achievement objective in one learning area over at least three levels(check for the specific subject requirements as some expect interlinked coverage such as NOS in science).
Use the following documents/webpages to support your development, along with others you access, particularly those on tki.org.nz.
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Learning- areas http://www.literacyprogression.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/
2. The following may be developed while on practicum to fit with the class focus or can be developed based on a fictitious class. If choosing to develop a plan to meet the needs of your practicum class please negotiate a completion date with your TER Tutor.
Profile your class.
Develop a learning plan using a context that will enable you to engage in your chosen learning area along with a focus on the interlinked aspects shown in the table you have developed.
Design the plan to include learning intentions and success criteria for the series of activities and experiences you have developed to meet the learning outcomes for your profiled class.
Discuss how you will assess the learning for each learning outcome you have identified in your plan.
http://keycompetencies.tki.org.nz/In-teaching/Discussion-tools/Gathering- feedback Module 2: 14th July 1st August Facilitator: Colleen Teaching as Inquiry (Compulsory)
This module contributes to TER Programme Learning Outcomes:
Demonstrate effective teaching practice that are evidence based responses to professional inquiry. Implement and evaluate teaching inquiry in terms of valued learner outcomes as define in NZC.
This module contributes evidence towards: GTS
GTS 1c. Have knowledge of the relevant curriculum documents of Aotearoa New Zealand. GTS 2b. have knowledge of a range of relevant theories, principles and purposes of assessment and evaluation. GTS 2d. Know how to select curriculum content appropriate to the learners and the learning content. GTS 3a. Have an understanding of the complex influences that personal, social and cultural factors may have on teachers and learners. GTS 4a. Draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating. GTS 4b. Use and sequence a range of learning experiences to influence and promote learner achievement. GTS 4c. Demonstrate high expectations of all learners, focus on learning and recognise and value diversity. GTS 5a. Systematically and critically engage with evidence to reflect on and refine their practice. GTS 5b. Gather, analyse and use assessment information to improve learning and inform planning. GTS 5c. Know how to communicate assessment information appropriately to learners, their parents/caregivers and staff.
Teaching as Inquiry-Tki
This Module is intended to model the implementation of the teaching inquiry process. It will scaffold you into developing your own inquiry during your practicum weeks in schools.
Two e-asttle writing data sets are provided as an evidence base. We will collaboratively analyse the data through the module forum and discuss and share ideas on our approach to improving outcomes.
You will select a group of 5 or 6 target students. Access the NZC, National Standards, Literacy Learning Progressions or NCEA levels and standards to ascertain expectations and needs for these students. Secondary teachers will need to think of the literacy demands in their subject areas. Investigate also your own learning needs in order to meet the needs of learners. In the forum you will be prompted to consider aspects of teaching and learning as you develop the inquiry.
Explain the theory or learnings you have come across that inform your plan. It is not expected that for this module you will measure the impact of the inquiry.
However during your practicum you will develop a real inquiry using students data. A template for this inquiry is provided on Moodle. Template click...go to file...download...as Word Doc to create your own so that you can drop it into the drop box later.
Data Sets: Primary/Secondary Module 3: 4 August 5th September Facilitator: Colleen Effective Classroom Practice
This module contributes to TER programme Learning Outcomes: Engage in professional inquiry into personal professional practice.
This module contributes evidence towards: GTS GTS 1a. Have content knowledge appropriate to the learners and learning areas of their programme GTS 1b. Have pedagogical content knowledge appropriate to the learners and learning areas of their programme. GTS 1d. Know how to select curriculum content appropriate to the learners and the learning content. GTS 2c. Know how to develop metacognitive strategies of diverse learners. GTS 2d. Know how to select curriculum content appropriate to the learners and the learning context.
GTS 4a. Draw upon content and pedagogical content knowledge when planning, teaching and evaluating. GTS 4b. Use and sequence a range of learning experiences to influence and promote learning achievement. GTS 4c. Demonstrate high expectation of all learners, focus on learning and recognise and value diversity. GTS 4d. Demonstrate proficiency in oral and written language(Maori and/or English), in numeracy and in ICT relevant to their professional role. GTS 4e. Use te reo Maori me nga tikanga a-iwi appropriately in their practice. GTS 4f. Demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners.
During practicum you will use knowledge from Modules 1 and 2 to inform planning and inquiry. Practicum Outcomes and Success Criteria from the Auckland University Practicum Handbook will be used to assess your practicum experience. Use the review tools available on Moodle in Module 3 to reflect on and inform next steps in teacher practice and student learning. Tasks will be: Plan for learning Establish an inquiry with a focus on a small group of students. Reflect on personal practice. Create a portfolio of evidence.
Investigate the following terms providing evidence of your understanding with reference to readings and in relation to your practice.
Formative and summative assessment Optimal Learning Deliberate acts of teaching (DATs) Clarity of Learning Student centred learning
Your portfolio should provide evidence (i.e. planning, data, teaching inquiry, video, audio, student artefacts, reflections, journals, readings. etc.) with reference to the Graduating Teacher Standards. (Coded 1b, 3c etc.)
You may want to use the Practicum Outcomes and Success Criteria sheet on Moodle to track this.
Module 4 Facilitator: Marion 8 th September- 10 th October Assessment Rationale and Practices This module contribute to TER Programme Learning Outcome: Analyse the rationale and the assessment practices underpinning National /standards/NCEA/the National Qualifications Framework, and outlined in the NZC.
1. Discuss the reasons for the introduction of NCEA as a system of qualifications assessment. (200 words)
2. 2. Outline the procedure for establishing a programme of learning in your learning area that could be assessed using NCEA. - identify the steps in the procedure - justify the steps in your procedure - reference your thinking - make reference to the following as relevant: Literacy within a programme/standard Assessing NZC learning using NCEA. Alignment of standards Context based learning. Formative assessment within programme. MNA Pathways- designing programme to suit student pathways Subject specific literacy backward mapping
Subject specific literacy backward mapping mapping
Culturally responsive practice links to wider policy goals, engaging parents. http://www.nzqa.govt.nz/qualifications- standards/qualifications/ncea/understanding-ncea/how-ncea-works
3. Justify the moderation process for NCEA internal assessment. (no more than 500 words or two pages). - in school - using exemplars - national moderation processes
Module 5 (Optional Primary) Facilitator: Marion 8 th September -10 th October Acknowledging and catering for diverse learners Select this module if your inquiry is related to either culturally responsive pedagogy and practice or teaching priority learners (Maori, Pasifika, special education needs.)
This module contributes to TER programme Learning Outcomes: Participants will demonstrate an understanding of diverse learners (Maori, Pasifika, students with special Education needs) and pedagogies, including assessment, that engage and motivate students to learn. This module contributes evidence towards: GTS
GTS 1a. Have content knowledge appropriate to the learners and learning areas of their programme. GTS 2a. Have knowledge of a range of relevant theories and research of pedagogy, human development and learning.
GTS 2c. Know how to develop metacognitive strategies of diverse learners.
GTS 3. Have understanding of the complex influence that personal, social and cultural factors may have on teachers and learners.
GTS 3b. Have knowledge of tikanga and te reo Maori to work effectively within the bicultural contexts of Aotearoa New Zealand.
GTS 3c. Have an understanding of education within the bicultural, multicultural, social, political, economic and historic contexts of Aotearoa New Zealand.
Module 5 (Optional Primary) Facilitator: Marion 8 th September 10 th October
ACKNOWLEDGING and CATERING for DIVERSE LEARNERS Select this module if your inquiry is related to either culturally responsive pedagogy and practice or teaching priority learners(Maori, Pasifika, Special Education Needs)
This module contributes to TER programme Learning Outcomes: Participants will demonstrate an understanding of diverse learners(Maori, Pasifika, students with Special Education needs) and pedagogies, including assessment, that engage and motivate students to learn.
This module contributes evidence towards:
GTS 1a. Have content knowledge appropriate to the learners and learning areas of their programme. GTS 2a. Have knowledge of a range of relevant theories and research of pedagogy, human development and learning. GTS 2c. Know how to develop metacognitive strategies of diverse learners. GTS 3. Have understanding of the complex influences that personal, social and cultural factors may have on teachers and learners. GTS 3b. Have knowledge of tikanga and te reo Maori to work effectively within the bicultural contexts of Aotearoa New Zealand. GTS 3c. Have an understanding of education within the bicultural, multicultural, social, political, economic and historic contexts of Aotearoa New Zealand. ACKNOWLEDGING AND CATERING FOR DIVERSE LEARNERS
Part A. Download, read and make specific reference to the following documents/pages and others from your wider reading in the following tasks. You may present your findings and discussion in any format that allows your thinking to be clearly understood by others and can be accessed via the assignment dropbox eg. Diagrams, table, mindmaps, and written discussions.
- Identify the main ideas expressed in each document - Explain how these ideas contribute to teachers understanding and practice particularly in relation to NZC. - Explain why a teacher might have use for these documents.
Ka Hikitia Accelerating Success 20113-2017 http://www.minedu.govt.nz/the Ministry /PolicyandStrategy/Ka Hikitia.aspx
Tatiako: Cultural competence for teachers and Maori learners http://www.teacherscouncil.govt.nz/required/tatiako.stm
Including Students with High Needs http://www.ero.govt.nz/National-Reports/Including-Students-with-High-Needs-June- 2010/Appenedix-3-Evaluation-Indicators
Succes for All http:www.minedu.govt.NZEducation/Education Policies/SpecialEducation/Our WorkProgramme/SuccessFor all.aspx
Through different eyes http://www.through differenteyes.org.nz
Pasifika Education Plan 2013-2017 http://wwwminedu.govt.nz/NZEducation/EducationPolicies/PasifikaEducation/Pasifik aEducationPlan2013.aspx Part B Use knowledge gained from Part A to apply in your practicum planning and interactions with priority learners.
- Profile 4 students from at least two of the priority groups(cultural background, interests, experiences, goals, IEP, academic achievement) - Discuss how you have applied the principles identified in Part A to plan for and meet the identified learners needs. Make specific reference to the key ideas you identified in Part A and the valued learning outcomes described in NZC. Checklist https://drive.google.com/file/d/OB2suSmHF3mmHTXNRG k4bdZaW8/edit?usp=sharing Module 6 (Optional Primary) Facilitator: Colleen 8 th September 10 th October ENGAGING IN THE USE OF TECHNOLOGY TO ENHANCE TEACHING AND LEARNING This module contributes to TER programme Learning Outcomes:
This module contributes evidence towards GTS: GTS 1b. Have pedagogical content knowledge appropriate to the learners and learning areas of their programme. GTS 1c. Have knowledge of the relevant curriculum documents of Aotearoa New Zealand. GTS 4d. Demonstrate proficiency in oral and written language(Maori and/or English), in numeracy and in ICT relevant to their professional role. ENGAGING IN THE USE OF TECHNOLOGY TO ENHANCE TEACHING AND LEARNING
The evidence tells us that students learn best when teachers Create a supportive learning environment Encourage reflective thought and action Enhance the relevance of new learning Facilitates shared learning Make connections to prior learning and experience Provide sufficient opportunities to learn Inquire into the teaching-learning relationship
In relation to the components of effective pedagogy outlined on page 34 NZC, create examples of how you could use technology to enhance student learning with reference to each of these areas of effective pedagogy. The following link summarises some of the research that supports the impact of ICT on learning. http://www.oten.info/conference/jukes/ResearchSummary.pdf With reference to t least 3 other readings write your own summary of how technology may impact on student learning and what actions you will need to take to ensure that you can be effective. REFERENCES
Michael Absolum. Clarity in the Classroom, Using Formative Assessment Hodder Education, 2007.
Effective Literacy Strategies in Yrs. 9-13. A Guide for teachers, A Professional Learning Programme. Ministry of Education., 2004.
The Literacy Learning Progression Ministry of Education, 2010
The New Zealand Curriculum Ministry of Education, 2007
Reading and Writing Standards for Yrs. 1-8 Ministry of Education, 2009
E-asTTle Writing Marking Rubric
Writing at the Standard What does it mean? New Zealand Gazette, 8/November 2010
Tatiako: Cultural competence for teachers and Maori learners http://www.teacherscouncil.govt.nz/required/tatiako.stm
Including Students with High Needs http://www.ero.govt.nz/National-Reports/Including-Students-with-High-Needs- June-2010/Appenedix-3-Evaluation-Indicators
Succes for All http:www.minedu.govt.NZEducation/Education Policies/SpecialEducation/Our WorkProgramme/SuccessFor all.aspx
Through different eyes http://www.through differenteyes.org.nz
Pasifika Education Plan 2013-2017 http://wwwminedu.govt.nz/NZEducation/EducationPolicies/PasifikaEducation/Pa sifikaEducationPlan2013.aspx http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Learning-areas http://www.literacyprogression.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/