These expectations should be stated in ways that help teachers, students, and parents to recognise, measure, discuss, and chart progress.A school’s curriculum is likely to be well designed when:Curriculum design and practice should begin with the premise that all students can learn and succeed (see the The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides. The annotations include comments about vocabulary.
Many new words are encountered during deliberate instruction.
As children develop their vocabulary they may use new words incorrectly. As they develop the competencies, successful learners are also motivated to use them, recognising when and how to do so and why.Opportunities to develop the competencies occur in social contexts. The broader and more complex an objective, the more significant it is likely to be for a student’s learning.It is important for both planning and teaching purposes that schools provide clear statements of learning expectations that apply to particular levels or across a number of levels. e-asTTle writing and the New Zealand Curriculum.
Communities include family, whānau, and school and those based, for example, on a common interest or culture. When developing personal experience writing, students will: become aware that they have a wealth of personal experience worth recording; be able to recall a personal experience, write independently to recount that experience, and revise and edit the writing for sense, meaning, and effect.
It also means that when curriculum coverage and student understanding are in competition, the teacher may decide to cover less but cover it in greater depth. Languages and symbols are systems for representing and communicating information, experiences, and ideas. But it is a framework rather than a detailed plan. Effective teachers stimulate the curiosity of their students, require them to search for relevant information and ideas, and challenge them to use or apply what they discover in new contexts or in new ways.
They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Like any language, it is capable of communicating an infinite number of ideas.
Vocabulary-rich talk in the classroom helps students to develop their curiosity about words and to enjoy discovering and using them.Words carry most of the meaning in texts.
It is important to help children develop their oral vocabularies, which includes using correct subject specific vocabulary.In their reading and writing, students draw on what they understand and use in listening and speaking. Monitor the impact of your teaching by noticing how students are using and recognising new vocabulary in their reading and writing and explaining their processes.Use assessment information to develop shared learning goals, for example, "Use knowledge of prefixes to work out meanings of new words in reading or writing". Schools can design their curriculum so that students find the transitions positive and have a clear sense of continuity and direction.The transition from early childhood education to school is supported when the school:This new stage in children’s learning builds upon and makes connections with early childhood learning and experiences. They will also need to clarify the conditions that will help or hinder the development of the competencies, the extent to which they are being demonstrated, and how the school will evaluate the effectiveness of approaches intended to strengthen them.With appropriate teacher guidance and feedback, all students should develop strategies for self-monitoring and collaborative evaluation of their performance in relation to suitable criteria.
Much of this evidence is “of the moment”.
Teachers encourage such thinking when they design tasks and opportunities that require students to critically evaluate the material they use and consider the purposes for which it was originally created.Students learn most effectively when they understand what they are learning, why they are learning it, and how they will be able to use their new learning. Such activities provide meaningful contexts for learning and self-assessment.In practice, the key competencies are most often used in combination.
This stops boxing students in to one vertical level. We have many schools using the various matrix around Hawkes Bay.
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nz curriculum writing: matrix