NZCALNE (voc) Assessment 4 – New Content
Kia ora ano and welcome back once again to TEACH BETTER NOW
You’re up to the fourth assessment task in the new and improved NZCALNE (Voc). Excellent work…!
We’re working hard to get all new content for this and other modules live on Pathways Awarua, but until then you can find the first draft on here on the blog as always.
Feel free to leave a comment and tell us what’s useful or if something is confusing. Your comments help us to make the content better.
The new Assessment 4 is an entirely new section that wasn’t in the expired NCALNE (Voc). This is a look at strategies for embedding literacy and numeracy into your programme.
There are four sections to complete:
- 4.1 What’s your context?
- 4.2 What are your opportunities and constraints?
- 4.3 What are your broad strategies for literacy and numeracy?
- 4.4 What are some specific learning outcomes?
What’s it all about?
The idea with this task is to start looking at your own teaching context and then come up with some broad strategies for embedding literacy and numeracy. And then take a couple of smaller slices of these, and narrow them down to specific learning outcomes.
You’ll use these learning outcomes in the last three assessments to guide you through the process of creating and using diagnostic assessments, planning and delivering your teaching, and measuring learners’ progress.
Follow the links below
If you already know what you’re doing, please skip ahead to the assessment template. You can always come back and dip into these resources as you need to. Email us directly if you don’t already have the template and checklist.
Otherwise, as this is new content for you (like some of it was for us) it might be quite good to skim through the material that we’ve put together.
This is the fourth of seven collections covering the knowledge and skills you need to teach better by embedding literacy and numeracy into your training.
By the end of this fourth section, you will have covered:
- What you need to know to develop broad strategies for embedding literacy and numeracy into your programme.
- How to structure specific learning outcomes for embedding literacy and numeracy into your teaching sessions.
This next content area breaks down into four modules. Here’s what’s ahead:
1. What’s your context?
Here you’ll need to reflect on what kind of teaching or training you do, what kind of learners you have, and what your main objectives are. These objectives might be formal, like achieving unit standards. Or they might be more informal, like understanding health and safety requirements or being able to fill out a form.
2. What are your opportunities and constraints?
You’ll need to identify some of the opportunities where you could contextualise literacy and numeracy in your teaching. But also, you’ll need to look at what some of the constraints or barriers to implementing this approach in your work.
3. What are your broad strategies for literacy and numeracy?
In this module, you’ll design a couple of broad strategies for embedding literacy and numeracy into your programme.
Read more about literacy strategies:
- Intro: What are your broad strategies?
- How do you write a literacy strategy?
- What are some examples of literacy strategies?
- How to write your own strategy for embedding reading
- How to write your own strategy for embedding writing
- Thinking more deeply about your literacy strategy
Read more about numeracy strategies
- How do you write a numeracy strategy?
- How to write your own strategy for embedding number skills into your programme
- How to write your own strategy for embedding measurement into your programme
- What are some examples of numeracy strategies?
- Thinking more deeply about your numeracy strategy
Read more about learner centred teaching
4. What are your specific learning outcomes?
Once you’ve got an idea about the broad strategies you want, you’ll learn how to focus on some specific parts of these. You’ll do this by learning how to write learning outcomes for embedded literacy and numeracy teaching.
We’ll focus on learning outcomes here so that in the next stage, you’ll be able to develop your own specific assessments and teaching activities that relate to these.
Just to sum up, this stage takes us from the more general, big picture strategies which apply across your programme, down to specific learning outcomes for particular aspects of literacy and numeracy that you want to embed into your teaching sessions with learners.
Introducing learning outcomes:
- What are learning outcomes?
- What do learning outcomes for embedded literacy and numeracy look like?
- How do I write a learning outcome?
- What are some examples of learning outcomes for literacy and numeracy?
Read more about how to write specific kinds of learning outcomes
- How to write your own learning outcomes for embedding Reading
- How to write your own learning outcome for embedding writing
- How to write your own learning outcomes for embedding number
- How to write your own learning outcomes for embedding measurement
Strategies and learning outcomes:
If you’re stuck, please get in touch with us by email here: firstname.lastname@example.org or by texting or calling Graeme on 0800-ALEC-1-2