Waituna English Curriculum Statement

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Transcript of Waituna English Curriculum Statement

  • 1.WAITUNA CREEK SCHOOLEnglish Curriculum Statement 2012

2. EnglishIn English our students enjoy the study and use of language and literature, communicated orally, visually or in writing.Strand One Making MeaningListening, Reading, Viewing Use processes and strategies necessary to access meaning Access information and ideas and make meaning Question and critically examine information and ideas Engage with language and literature for purpose and for pleasureStrand Two Creating MeaningSpeaking, Writing, Presenting Communicate effectively in ways that have meaning for self and others Use a range of styles suited to purpose, audience and occasion Use conventions and formats for expressing and presenting ideasCompetency in English is the key to all further learning and should be enjoyable and meaningful to all students.Therefore is given priority in the Waituna Creek School Curriculum.Teachers will explicitly teach the necessary skills for students to develop independence in effectivecommunication. Integration across the curriculum will provide the genre and context for learning, whenappropriate. English programmes will be increasingly sophisticated and challenging, building on prior learning.Teachers will provide opportunities to practice, consolidate and extend all learners on a daily basis. 2 3. TimetablingA minimum requirement of four morning sessions each week for the duration of an hour.PlanningThe New Zealand Curriculum Document will be used as a key resource for planning to ensure balanced and increasingly sophisticatedand challenging English programmes are developed. Other resources such as: Reading and Writing Standards, Literacy LearningProgressions, the Exemplars, handbooks - Learning Through Talk, Effective Literacy Practice, TKI, English online and various Websitesare used to support teachers in the planning and implementation of their English programmes.English long-term overviews are developed school wide, ensuring natural links are utilised and relevant text types are covered.English text types are selected to align with topic concepts and contexts, curriculum coverage and life events and experience, whereappropriate. Community, national and global events will also guide when specic text type are used.Planning formats will include the following information: English strand. Differentiated teaching and grouping information. Specic learning intentions. Anecdotal information that could identify issues, achievement, areas of concerns, need for re-grouping, next step learning. Resources and materials required. ICT tools and Thinking Skills when appropriate. Links to other Curriculum areas where appropriate. School Values/Key Competencies. Opportunities for self/peer/assessment and reection. 3 4. School Wide English Curriculum Delivery PlanThis document ensures school-wide coverage of both strands. It requiresteachers to include a particular mode as an achievement objective within aparticular term. However all modes are ongoing throughout the year and arenaturally integrated into many different aspects of planning. Planning shouldreect the needs of the students.For each learning area students need specic help from their teachers as theylearn; The specialist vocabulary associated with that area How to read and understand its texts How to communicate knowledge and ideas in appropriate ways; How to listen and read critically, assessing the value of what they hear and readAgreed Values for Literacy LearningWe will: Plan for literacy experiences across the curriculum Provide quality-reading experiences, including reading to, with and by. Model and share examples of best literacy practice. Write using a range of forms, working towards an end product of quality. Immerse in rich language experiences within a positive learning environment. Value each child as an individual. Provide opportunities for rich oral language experiences. Differentiate learning programmes. Engage and motivate students through authentic contexts that allow them to make connections to other learning areas and life situations. Equip students with life skills in order to effectively communicate. Ensure students are active in their learning through knowing what they are learning and the purpose of the learning. Provide quality literacy experiences that build rich vocabulary and assist understanding of new concepts.4 5. Quality Teaching and Learning in English: We know our teaching has been successful when new knowledge, understanding, skills and attitudes are accommodated by our pupils with success, consolidation, independence and with meaningful results In English the following key indicators describe successful teaching and learning at our school and provide the basis for teacher performance appraisal. Nurturing and positive learningBy meeting individual needs andBuilding condent, willing environment encouraging success for alllearners who use knowledge to make a differenceThe Student be placed in a group at their ability level know what they are learning and when they apply new knowledge to real lifewill: interact with teacher and peers have succeededsituations participate in group activities have student books use the language of English know the daily/weekly routines that occur peer tutor when appropriate be able to monitor and manage self during Literacy times when working independentlyThe Teacher provide an inviting, safe and stimulating have a minimum of 3 GR and 3 instructional Link learning to students priorwill:learning environmentwriting sessions a week knowledge and experiences engage students in rich conversation guide lessons around the learning goals they participate in regular professional about their learninghave set and shared development to enhance best practice ensure relevant materials are available at give quality feedback/forward ensure practice and independent all stages of daily literacy rotation use a range of explicit instructional activities reect strategies and model a love for learning approaches including guided, shared and knowledge being taught Use Deliberate Acts of Teaching in independent instructional practice use diagnostic/normed tools as evidence to plan next learning opportunities for children use evidence/childrens needs to support classroom practice develop knowledge and understanding of expectations through liaising with other schools In the effective teaching and learning practice class enjoyment and condence of literacy access to literacy materials,Environment celebration of success, through, praise, students learning displayed and shareddictionaries, displays and readingyou will see:certicates, wonderwall and assembliesmaterialliteracy timetable for daily rotation children making links in and with otherICT tools to enhance motivation and the curriculum areas grasping of key concepts 5 6. Assessment Assessment is ongoing and will take these forms:The primary purpose of assessment is to improve students learning andteachers teaching as both student and teacher respond to the information1. Formative: ongoing systematic feedback to inform future learning.that it provides. This includes children increasingly monitoring their own learningThe New Zealand Curriculum Ministry of Education (2007), p.39through reection. 2. Summative: formal feedback for collation of school wide data to Assessment and reporting at Waituna Creek School is used to analyse trends and set goals. ensure that each childs specic learning needs in English areAssessment will be planned to provide evidence for next step progressively met. Assessment information will guide the grouping oflearning and accurate information for reporting progress and students and the development of specic-needs based-learningachievement. The types of assessment used will be varied, intentions. appropriate to the purpose and provide meaningful information that will direct future teaching. Types of assessment could include pre Assessment will take place throughout the year as laid out in the and post tests, observation, students own recording, discussion, and assessment schedule. Twice a year progress and achievement will bepeer and self-assessment. Assessment results will be kept in teacher evaluated and reported in relation to the National Standards in records, Pupil Files and electronically in the future. (This area is mathematics (NAG 2a). Teachers will use a variety of tools such ascurrently under review). asTTle, PAT, observations, professional judgements, exemplars and student voice.See further assessment information under sub-strand sections.Self ReviewTeachers will evaluate their teaching and their students learning. The following questions will be built into the evaluation process ofunits and students of their learning. Teachers will use the sheet provided to feedback to person compiling the report. Example on nexttwo pages. STUDENT ACHIEVEMENTTEACHINGCURRICULUMData will be collected in relation to theWhat did I do to enable Is the Waituna Creeklevels(NZC) and will show students wholearning?documentation in this areaare: Did I meet the diverse needs for relevant and reect our Atof the learners? practice? AboveWhat teaching strategies were Does anything need changing? Working towards most effective? What resources do we need? At riskWhat did I do well? Showing special abilitiesWhat would I change?6 7. WAITUNA CREEK SCHOOL EN GLI SH S ELF R EV IEW P RO C E SS Teachers to use these forms (part 1 and 2) to evaluate their teaching and students learning at the end of a Literacy UnitPart 1 - Student LearningDate:Strand:Area:Specic Learning Outcomes: In relation to National Standards in this strand - Comment on levels of student engagement and numbers of studentsmotivation: At: Below: Above:Teachers evaluation of key competency focus:Key competency:Student/s who are showing particular aptitude in this Strand:How I incorporated Te Reo into my teaching?Assessment types/tools used:Ways we