Melissa uses evidence from research, from her own practice, and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry. At this stage the students have identified their goals, yet they are still not fully aware of what they specifically need to learn to achieve these goals, other than the broad element of writing, as highlighted in the e-asTTle report.
She goes back to the e-asTTle marking rubric, to the National Standards illustrations, and to the Literacy Learning Progressions to develop the success criteria to achieve these learning goals. Then she begins to plan.
Video clip 2: Teaching Inquiry
Questions for teachers:
Melissa has used the Interactive Planning template, which emphasises teaching students the knowledge and skills required for using writing as a tool across the curriculum. She has registered and created her Writing-in-Science-Interactive Planner - final (PDF 98KB) , which can be shared with other teachers in her team. She has identified the focus for the class and for groups of students.
Phase 3: Teaching and Learning
Published on: 15 Feb 2016
The Literacy Learning Progressions is 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.
