Criteria Six: Conceptualise, plan and implement an appropriate learning programme
Key Indicators:
- 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.
Reflections:
- 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.
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