Good news… I know you’ve seen it here in draft form, but Collection 4 of the NZCALNE (Voc) is now live in Pathways Awarua.
Collection 4 on Pathways Awarua covers a couple of key things before we dive into the teaching and assessing components and related project work over Collections 5, 6, and 7.
Here’s what’s inside… What you need to know about:
- Developing and focusing on some broad strategies for embedding literacy and numeracy at the “big picture” programme level.
- Structuring and writing specific learning outcomes for embedding literacy and numeracy into your teaching sessions.
There’s a pattern going on here that some of you will have noticed…
- GENERAL ==> Specific
This is intentional. It’s less obvious with the first few Collections but it should be obvious when you get to the assessment task for Collection 4. This pattern is woven through all of Collections 1 to 4. And continues through 5 as well. The pa
This pattern is woven through all of Collections 1 to 5 as well. But the pattern changes in Collection 6 which is all specific application. This practical application of knowledge and skills is what the course is building towards.
Finally, the pattern reverses in Collection 7 as we want to zoom out from the specifics to the general again.
If you’re curious:
| From the general | To the specific |
| 1. Understanding definitions, Frameworks, Factors | Describing how these to your own teaching context, content, and learners |
| 2. Understanding approaches and concepts from ALNE, Te Ao Māori, and adult teaching | Describing how these to your own teaching context, content, and learners |
| 3. Using the Learning Progressions to analyse “big picture” literacy and numeracy programme demands in terms of broad strands and progressions | Using the Learning Progressions to analyse specific literacy and numeracy demands from samples of teaching resources in terms of specific steps from key progressions. |
| 4. Building on 1 to 3 to develop “big picture” strategies for embedding literacy and numeracy at programme level. | Building on 1 to 3 to develop specific learning outcomes for embedding literacy and numeracy into teaching sessions. |
| 5. Using the Assessment Tool to get “broad brush strokes” diagnostic information about learners | Developing and using contextualised literacy and numeracy assessments to get specific diagnostic information about learners; developing individual learning plans |
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==> |
6. Planning and facilitating teaching sessions designed to embed specific aspects of literacy and numeracy; Applying key aspects of relevant frameworks, approaches, and concepts to specific teaching sessions |
| To the general | From the specific |
| 7. Assessing specific literacy and numeracy progress. | Reviewing the whole project with a view to changes, improvements, implications, future goals. |
