Kia ora and welcome to Collection 6

If you’re reading this then you are up to Assessment 6 in the new and improved NZCALNE (Voc).

Good work…! This next part is heart of the programme. The focus is on planning and teaching embedded literacy and numeracy as part of what you do.

Like the other content, it will be live on Pathways Awarua as soon as possible. And as always, you can find on Graeme’s blog first.

If you do stop by the blog, we always like it if you leave the odd comment. This is a useful way of telling us what’s useful and what’s not, especially while this material is in draft form.

We’ve taken the best parts of the teaching practice part from the old qualification and beefed them up for this new qualification. This work is now worth a bunch more credits overall, which is the way we think it should be.

The focus here is on doing the teaching. Everything that you’ve thought about, brainstormed and worked on to date, should inform your planning and teaching here.

There are three sections in Collection 6:

6.1 Planning

6.2 Just do it: Teaching

6.3 Supporting evidence

You already know most of what you need to know, to go and do this work. Probably, you’re already doing it.

If you find that you already know what you’re doing for a particular part of this collection, then feel free to skip ahead to the next relevant section.

Or start with the assessment template and dip into this material as you need to. Email us if you don’t already have the template and checklist.

Follow the links below

All that said, here’s the new and revised content for Assessment 6.

• Welcome and Overview of Collection 6

6.1 Planning

In this module, we look at everything you need to plan your embedded literacy and numeracy teaching.

This includes revisiting in more depth a couple of things we covered earlier including learning outcomes.

• How do I plan my embedded literacy and numeracy teaching?
• How do I know whether I need to change my learning outcomes?
• Embedded literacy and numeracy learning outcomes revisited in more depth:
  • Vocabulary.
  • Reading.
  • Writing.
  • Listening.
  • Speaking.
  • Number.
  • Location.
  • Units & estimation.
  • Area & Volume.
  • Conversions.
• Teaching Strategies
  • What are teaching strategies?
  • Using teaching strategies.
  • What does it look like when you use teaching strategies in context?
• Activities
  • How should I plan my teaching sessions and activities?
  • Can I see an example of some planning for a literacy activity?
  • Can I see an example of some planning for a numeracy activity?
  • Planning your teaching sessions (and recording your planning).
  • I have my own ideas for literacy and numeracy activities… What should I do?
  • What are some guidelines for adapting someone else’s literacy and numeracy activities?
• Cheat Sheets for Learning Progressions Activities
  • Reading activities.
  • Starting Points and ESOL activities.
  • Writing activities.
  • Number strategies activities.
  • Number knowledge activities.
• Sample Literacy Resources
  • What about resources for embedding literacy and numeracy?
  • Word and definition matching cards.
  • Types of questions you can ask for reading comprehension activities.
• Sample Numeracy Resources
  • A4 Place value chart
  • A4 Hundreds grid.
• Planning your resources.
• Joining the dots – approaches, assessments, evaluation.

6.2 Just do it: Teaching

Here the focus is on your teaching and what you need to do to document it for this programme and qualification.

• Just do it: Teaching – an overview of what we need.
• Session 1 in review.
• Session 2 in review.
• Session 3 in review.

6.3 Supporting Evidence

Last we have a look at some of the different kinds of evidence that you might provide as a way of supporting your work for this part of the qualification.

• What’s your supporting evidence?

If you’re stuck, please get in touch with us by email here: assess@alec.ac.nz or by texting or calling Graeme on 0800-ALEC-1-2