Teaching inquiry: Programme content and outcomes
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.
Knowing what I do about my students:
- what themes/contexts/texts will connect with their lives, experiences and prior knowledge, including their prior cultural knowledge?
- what learning outcomes are important and relevant for them?
- what period of time will they need to meet these outcomes?
- How have we integrated the making meaning and creating meaning strands into our programme?
- Have we created sufficient opportunities for students to develop key competencies and explore selected values, as well as increase their competence in English?
- Will the tasks and texts selected engage and challenge our diverse groups of students?
Brief case studies summarising the planning inquiry in three secondary English departments:
Published on: 13 Oct 2015