Design for learning- Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.
Key indicators - Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
Gather, analyse and use appropriate assessment information, identifying progress an d needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
Informed by national policies and priorities.
What do I take into account when planning programmes of work for groups and individuals?
How does my teaching reflect that I understand the main influences on how my akonga learn?
How do I gather and use assessment information in ways that advance the learning of my àkonga?
AKO: Takes responsibility for their own leaning and that of Māori learners
WÃNANGA: Participates with learners and communities in robust dialogue for the benefit of Màori learners.
Detailed reading, writing and
maths planning including taking anecdotal notes.
Due to covid we adapted plans to take into account learners needs. including zones of regulation and high interest learning eg. caines arcade, music, construction, art learning.
Using SOPS for reflection of teaching practise and tracking of learners.
Changing my practise and in class strategies as a result of my IYT Training
PAT testing to help triangulate data for creating OTJS
Using running records/prose testing to track student progress and move them around groups based on this and OTJS
What is your evidence?
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