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It is beneficial for school leaders to take a proactive stance and to have a range of processes in place in order for students and families to be welcomed and supported effectively. As you self-review your current processes and procedures consider some of the aspects below:
General information to guide the development of procedures can be found in the NESB: A Handbook for Schools refer to Chapter 3, page 28: School Policy and Procedures.
It is worthwhile considering explicit indicators related to:
Downloads
An example of a primary school procedure policy document (PDF 120KB)
An example of a secondary school procedure policy document (PDF 251KB)
What literacy knowledge and skills do my students have in Social Sciences?
Use multiple sources of information to determine the focus of your inquiry – student voice, assessment information, diagnostic tasks.
What literacy knowledge and skills need to be developed?
The Ministry worked with literacy experts to develop an evidence-based literacy package to support learners in their first few years of schooling. It’s designed so all children can access the right supports at the right time.
There are three parts:
In order to become effective readers, students need to be able to:
The existing Ready to Read Colour Wheel books focus on making meaning and thinking critically and less on the code. The Ready to Read Phonics Plus books explicitly support students to learn to crack the code.
The books will be distributed to all schools with children in years 1–3, providing equitable access to free resources and guidance.
The Better Start Literacy Approach | Te Ara Reo Matatini (BSLA) professional support will be delivered by the University of Canterbury during 2023. The Ministry is providing this professional support to literacy specialists, alongside new entrant and year 1 teachers, initially.
The professional support focuses on the link between spoken and written language forms, systematically supporting children’s early literacy learning including the use of the Ready to Read Phonics Plus books.
From 2021 Reading Recovery will be known as Reading Recovery and Early Literacy Support. Reading Recovery Teachers will contribute to schools' literacy strategies. This will include working with class teachers, providing targeted group support and teaching individual children.
Studies including the Progress in International Reading Literacy Study (PIRLS, 2016), Programme for International Student Assessment (PISA 2018) and the National Monitoring Study of Student Achievement (NMSSA 2019) indicated a need to look closely at how New Zealand teachers are approaching literacy learning.
The Massey University Early Literacy Research Project (August 2019) provided a series of training workshops emphasising explicit instruction and the use of associated materials to assist teachers to identify and respond to the specific literacy needs of children. Teacher workshops provided the knowledge and skills required to adopt explicit and systematic word-level decoding teaching strategies in their literacy instruction. The project showed that being taught effective word decoding skills are a necessary requirement for success in learning to read.
Education Gazette: Meeting the need – An enhanced approach to early literacyChanges to support early literacy means a literacy approach that offers structured resources for learners in their first few years of schooling.
Responding to the needs and strengths of all students is one of the foundations of an inclusive classroom. In an English classroom, that may be as much about physical aids, such as digital technologies or extra personnel, as it is about differentiated pedagogy. The successful participation of special needs learners in English, involves a team response to individual needs – and participating at a suitable level often means academic success.
Suggestions for supporting students with special education needs in English include:
From Supporting students in English with special education needs, NSW Education Standards Authority
There are a range of resources and readings to help us begin to understand and use appropriate pedagogies that will enhance learning for students with special needs, and all learners, when engaging with the English Learning area in The New Zealand Curriculum.
English HOD reflection – choicesAn English teacher reflects on the impact online writing and collaborative tools have made to students' achievement in writing.
English HoD reflection – overviewThe impact of one-to-one technologies on differentiation.
An inclusive learning environment supported by technology Renée Patete uses braille to read and write. In this video, Renee describes the difference technology makes to her learning by providing access to the curriculum and enabling ease of communication.
The Ministry of Education offers information about support for learners with special education needs.
The online dictionary of New Zealand Sign LanguageA multimedia, multilingual reference tool. You can search by: English/Māori word, visual features of the sign and more.
Success for All – Every school, Every child (PDF)This Ministry of Education strategy has been developed to support the vision of a fully inclusive education system.
Inclusive education: Guides for schoolsThis site contains a series of guides that provide New Zealand educators with practical strategies, suggestions, and resources to support learners with diverse needs.
These guides may be particularly useful:
Twice-exceptional (or 2E students) are sometimes also referred to as double labelled, or having dual exceptionality. These are gifted students whose performance is impaired, or whose high potential is masked, by a specific learning disability, physical impairment, disorder or condition. They may experience extreme difficulty in developing their giftedness into talent.
Gifted students with disabilities are at risk as their educational and social/emotional needs often go undetected. Educators often incorrectly believe twice-exceptional students are not putting in adequate effort within the classroom. They are often described as "lazy" and "unmotivated". Hidden disabilities may prevent students with advanced cognitive abilities from achieving high academic results. 2E students perform inconsistently across the curriculum. The frustrations related to unidentified strengths and disabilities can result in behavioural and social/emotional issues.
The Twice-multi exceptional learners section on the Gifted Learners site will help you to understand the particular strengths and needs of twice/multi exceptional learners.
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