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Learning about my students' needsWhat is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
Each board of trustees, through the principal and staff, is required to develop and implement a curriculum for students in years 1-13 that is underpinned by and consistent with the principles; in which the values are encouraged and modelled and are explored by students; and that supports students to develop the key competencies. (NZC p44).
Planning needs to align with and be informed by school and department goals and targets (for example, the targets to achieve success for Māori as listed in Ka Hikitia — Ka Hāpaitia). Also consider what priorities may have been set (for example, to focus on inquiry as a way of learning).
Your school’s:
Planning for my students' needs What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
Programme outcomes
Knowing what I do about my students:
Programme content
Brief case studies summarising the planning inquiry in three secondary English departments:
These stories provide examples of ideas and approaches some schools are using in their English programmes.
Learning to learn in EnglishThorsten Harms from Wellington College discusses some of the strategies he uses in his English classes to help students to learn how to learn.
Curriculum design and reviewNatalie Cowie, head of English at Katikati College, takes us through the process her department used to develop a vision for teaching and learning.
Aligning the standards in EnglishJudy Maw, from St Hilda's Collegiate in Dunedin, explains that taking the time to unpack the new curriculum and the aligned standards is essential.
Students first in English Iain McGilchrist, head of English at John McGlashan College in Dunedin, discusses how student voice helps plan the content of what they are going to teach. Iain also discusses how student voice guides assessment opportunities.
Putting students first in EnglishHamish Chalmers, from Albany Senior High School, provides examples of how his students are at the forefront when designing English courses. He says the important thing to remember is that it is all about the students' own learning, their engagement, and ownership of that learning.
Big curriculum concepts in English Hamish Chalmers, from Albany Senior High School, discusses the construction of a course to provide students with access to a depth of learning. He explained how links were made across standards, and across units of work, as well as links to the outside world and other authentic contexts.
Smart planning for NCEAIain McGilchrist, Head of English at John McGlashan College, discusses planning for NCEA. After investigation, his team decided to design their programmes so that the external assessment preparations fed into the internal assessments.
Theme courses in EnglishHamish Chalmers, from Albany Senior High School, discusses the introduction of theme-based English courses in years 11-13. He outlines the benefits for both students and teachers.
Two approaches to differentiation
Two secondary schools were invited to demonstrate their approaches to differentiation in junior English classes. Massey High School and Tamaki College share their approaches.
Stories that inspire ideas, and promote discussion.
Empowering Students Through Multimedia StorytellingBy telling their stories through multimedia, students develop skills in critical thinking, writing, research, and collaboration, as well as owning their learning and effecting change.
The Flipped Mobile Classroom: Learning "Upside Down"Beth Holland of EdTechTeacher considers the mechanics and benefits of flipping both an English and a science class, and suggests a variation on the flipped model for younger or less connected students.
Features of text formsTeaching about text forms can help students understand how text is structured and why. Teachers need to be careful, however, to be flexible about the features in a text form. Authentic text forms are often mixed and text forms evolve and change.
Teaching about text forms can help students understand how text is structured and why. Teachers need to be careful, however, to be flexible about the features in a text form. Authentic text forms are often mixed and text forms evolve and change.
Information, tools and resources are available for the following text forms:
Descriptions
Explanations
Instructions
Narrative
Persuasion
Recounts
Reports
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