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Literacy Online. Every child literate - a shared responsibility.

Planning for learning

Planning for learning

  • New Zealand Curriculum Updates support school leaders and teachers as they to design and review their school curriculum, in line with the New Zealand Curriculum and with current knowledge and understandings about effective classroom practice.

Catering for differing learning needs

Each learner is on a unique pathway of development. Although there is wide agreement about what can be expected at particular points in their progress, there are always variations in students’ expertise and in their routes and rates of progress. A teacher who sees learning as a process of co-construction will recognise that there are multiple ways in which different students construct meanings and learn to use the many forms of language. Effective Literacy Practice in Years 5 to 8

Key resources

English Exemplars

The  English exemplars are authentic pieces of student work, annotated to illustrate learning, achievement, and quality in relation to the levels in the previous New Zealand Curriculum (1994).

Please be aware that these exemplars relate to the curriculum levels and achievement objectives described in the previous New Zealand Curriculum, published in 1994. These, and the progressions of learning described, may not correspond with those described in the 2007 New Zealand Curriculum.

The purpose is to highlight features that teachers need to watch for, collect information about, and act on to promote learning. Exemplars help to answer the question "What is quality work?" so that teachers can articulate what students can do, and what they need to be able to do next.

Students' strengths and needs

Each learning area of the New Zealand Curriculum, together with the achievement objectives, provides a framework for what students are expected to be able to know and do at any particular year level.

Use the following questions to focus your planning:

  • What literacy knowledge and skills do the students need to meet those demands?
  • What are the students' literacy strengths? What evidence informs this?
  • What are the students' literacy learning needs? What evidence informs this?

Key Resources

Text Selection Guidelines

One of the most important tasks for teachers is to select appropriate texts to use with their students. The instructional texts provided by the Ministry of Education, such as the School Journal, include information about their reading year levels.

The guidelines will help teachers with such texts. They include an easy-to-use framework designed to help teachers estimate the difficulty of texts from many sources.

Framework

The framework provides both a process for estimating the difficulty of a text and a record of the supports and challenges it presents to the students. Download the framework template to use to help you estimate the difficulty of a text.

Planning for Writing Across the Curriculum –  Literacy Planners

Published on: 23 Jun 2010




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