Teaching in a way that is responsive to the diversity in our classrooms has the most profound effect on our learners. Strong school–whānau relationships, culturally responsive classrooms, and the deliberate use of effective teaching strategies can help Māori learners succeed as Māori.
The English Language Learning Progressions (ELLP) are key documents for the assessment, planning and teaching of English language learners. They help teachers to choose content, vocabulary, and tasks that are appropriate to each learner's age, stage, and language-learning needs. This may include learners for whom English is a first language but who would benefit from additional language support.
The Literacy Learning Progressions 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.
Teaching literacy in a way that is responsive to the diversity in our classrooms has the most profound effect on our learners. Strong school–whānau relationships, culturally responsive classrooms, and the deliberate use of effective teaching strategies can help Pasifika learners achieve success.
Responding to the needs and strengths of all students, is one of the foundations of an inclusive classroom. The successful participation of special needs learners in literacy tasks across the curriculum, involves a team response to individual needs – and participating at a suitable level often means academic success.
Published on: 06 Apr 2018
