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What literacy knowledge and skills do my students have in Technology?
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?
Listening to the aspirations of the families in your school community will help you to gain an understanding of their needs. This may mean taking advantage of a translation and interpreter service in your area to help support effective communication. This audit tool can help you gain an understanding of different community strengths, check where your school is at now, and help identify any gaps that need to be filled. Further guidance and suggestions can be found on the NZC Online Community engagement page.
Your school can use multilingual notices to communicate with the families of English language learners.
The notices include:
Languages available:
There is also information about NCEA in the above languages.
Booklets for parents - "Supporting your child’s learning" is available in 14 languages and "How well is my child doing?" is available in 16 languages.
Massey High School is a large mid-decile, co-educational school in West Auckland, with a high Māori and Pacific Island population. The school incorporates over 50 different ethnicities and approximately 20% of students speak their native language at home.
The English department have had a focus on differentiation, led by the Head of Department, for several years. A key aspect of this focus has been the priority for teachers to know the learning needs and strengths of the students in their classes. By using ongoing qualitative and quantitative evidence, teachers adapt the teaching and learning programme to best meet the individual and collective needs of their classes by planning appropriate differentiated tasks.
Teachers are encouraged to build on students’ prior knowledge and strengths from other curriculum areas in their teaching programme. There is a strong emphasis on:
Massey High School has used the Collins Writing Programme to teach writing skills. This is a cross curricular writing programme designed to give teachers processes to teach subject specific writing skills. It focuses on ensuring that specific skills are taught and assessed and builds on basic gathering of information - Type 1 - to a fully structured, edited and developed piece of writing - Type 5. Both lessons seen in this clip are focused on Types 2 and 3 of the writing process. Students focus only on those aspects of writing that have been taught immediately prior to the writing. Summative writing assessments are marked against a rubric which has been developed using the key skills in the curriculum document, translated into language students are more likely to understand.
Students read self selected [and teacher approved] extended texts, then plan and write about responses to ideas, issues or themes within their texts.
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
(What do my students need to learn)
Processes and strategies
Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas:
Ideas
Select, develop, and communicate connected ideas on a range of topics.
Language features
Select and use a range of language features appropriately for a variety of effects.
Structure
Organise texts, using a range of appropriate, effective structures.
1.5 Produce formal writing
1.1 Show understanding of specified aspect(s) of studied written text(s), using supporting evidence
(What do I need to know and do?)
Effective Practices in Teaching Writing in NZ Secondary Schools [available from February 2011]
Planning using Inquiry
English Teaching and Learning Guide [available from February 2011]
Assessment and Examination Rules and Procedures
Learning task 1
Learning intention(s)
Building understandings of how topics are structured
KCs:
Thinking – examining topic structure
Considering possible topics
Learning task 2
Exploring and selecting texts
KCs: Thinking – explore texts
Relate to others – peer discussion
Selecting an extended text
Deciding on your text
Learning task 3
Reading between and beyond the lines
Thinking – think critically; apply diverse thinking strategies
'Bookmarking' as you read your text
Developing a three level guide based on your text
Writing 'beyond the text'
Learning task 4
Drafting and polishing writing.
Use language, symbols and texts – structure and express understandings about texts
Building a case: developing a piece of formal writing
Preparing for the external standard 1.1
(What is the impact of my teaching and learning?)
Provision for identifying next learning steps for students who need:
This piece of writing should be an integrated part of the year’s writing programme. Refer to
English Teaching and Learning Guide
Conditions of Assessment Guidelines for formal writing
Effective Practices in Teaching Writing in NZ Secondary Schools
Tools or ideas which, for example might be used to evaluate:
leading to :
If you are not able to access the zipped files, please download the following individual files.
TEACHER Anne Girven
YEAR
LEVEL
DURATION
Achievement Objective Being Assessed
Learning Outcomes
Processes
Make available a good selection of myths and legends.
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
In this unit students will undertake the following:
Students will brainstorm, draft their story, edit and proof read, teacher conference and publish their story.
Students will use the information they have gathered from their retrieval chart and their reading log. These charts should demonstrate awareness of origins, differences and similarities of myths and legends.
The written text will demonstrate an understanding of the structure and the special features of myths and legends and the use of language used to convey a message.
You can also use the ARBs or the NZ Exemplars to assess students' writing.
Close Reading Level 3
See the retrieval2 (JPG 84KB)
WHY CATS AND RATS ARE ENEMIES
Long ago Cats and Rats were really good friends, they treated each other like they were brothers/sisters. One day the Emporer of the heavens announced "There will be a big race and whoever wins will be knowm worldwide, be famous and be rich" "Where will it be and when will the big race begin?" asked the Dragon impatiently. "The race will be held at the fields of farmer Ka's. The race will start in the afternoon." And with that the Emporer disappeared before any other questions could be asked. Cat and Rat were very excited and trotted home hand in hand..When Cat and Rat reached home they just flopped into bed and fell asleep straight away
The day had come for the big race and Cat decided to take a nap just before the race. Before Cat went to have a nap he said to Rat "Could you please wake me up before the race begins?" "I will Cat," answered Rat. Rat was busy getting dressed when suddenly he heard a big, loud announcement. "The race will begin in two minutes so get in place." As soon as Rat heard this, he ran out of his house and to Farmer Ka's field and into place, Rat forgot all about Cat.
There were twelve animals in the race including Rat. The animals were Dragon, Sheep, Dog, Monkey, Rooster, Bear, Tiger,Ox, Horse, Snake and Rabbit. The race started. Rat wasn't a fast runner so he had an idea. He jumped on Rabbit's back and jumped onto Monkey then with a great big jump passed the finish line. Rat had won the race.
Soon Cat woke up and when he heard that Rat had won, the race was over, he was furious.
From that day Cats and Rats were enemies.Cat would never forget that day and will never forgive Rat.
An Original Story Year 5 Student
Commentary: The best fit for Sarah's completed work is level 3:
This student will continue to work within level 3. The focus for the teacher will be to encourage both oral and written development of language, the choice of words and phrases to describe feelings and perceptions.
Need to continue to focus and develop skill(s):
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