Criteria: Conceptualise, plan and implement an appropriate learning programme
Reflective question: What do I take into account when planning programmes of work for groups and individuals?
- Articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice.
- Through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
Link to the New Zealand Curriculum:
- The curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people (p.9)
- Students are at the centre of teaching and learning. They should experience a curriculum that engages and challenges them, is forward-looking and inclusive, and affirms NZ’s unique identity
- The learning programme needs to offer integrated opportunities to build the key competencies of Thinking, Using Language Symbols and Texts, Managing Self, Relating to Others and Participating and Contributing (pp12,13)
- The teacher should be conversant with the curriculum levels and the achievement objectives of their subject area and use these in planning and implementing
RTC 6 & e-learning – guiding question:
How can e-learning support and extend what I am trying to achieve when planning programmes of work for groups and individuals?
Questions I have asked myself:
- What are the aims of my unit/programme?
- How do my aims link to learning outcomes and the NZ Curriculum?
- What resources can I use?
- What teaching strategies can I use?
- Do I need to check/update my knowledge of content?
- Can I make real world connections to my unit of work?
- Who can best advise me on content knowledge and planning?
- How can I ensure that I meet the wide range of learning needs in my class? (How do my students’ best learn?)
- What do my students already know?
- How do I access and use appropriate data to ensure my programmes are effective?
- What do I take into account when planning programmes of work for groups and individuals?
Strategies that have helped me:
- Classroom observations focussing on implementing a new unit
- Classroom visits to observe other teachers’ use of resources and strategies; including other schools if possible
- Involvement in professional development – individual, staff
- Actively seeking feedback on planning and implementing lessons
- Use of performance data to develop new learning programme(s)
- Discussions with Mentor Teacher
- Linking to curriculum documents
- Establish an outcome for every lesson and share this with the students
- How have my students responded to this learning programme?
- What might I do to improve my teaching?
- How will I know when/if my planning and delivery of lessons is improving?
Evidence that might support this:
- Professional development undertaken
- Notes and reflections made by classroom observers
- Notes made during discussions with colleagues and during visits
- Unit plans and examples of changes made to planning based on classroom observations and visits and discussions with Mentor Teacher, student work, student feedback