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.
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:
6.2 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.
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:
- Teaching Strategies
- 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
- Sample Literacy Resources
- Sample Numeracy Resources
- 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.
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
Right-O…! To finish this off, you need to provide evidence that supports the teaching that you’ve done.
We’d prefer it if you provided scans or digital images of your learners’ work. And where possible, we’d like it if you included pictures of your learners doing the work (as well as the actual work that they did).
You’ll need to upload this electronic evidence to Pathways Awarua when you submit this assessment. Or you can email it to us directly.
You’ll also need to get your supervisor to sign off on the whole thing. If this is a problem, please talk to us.
Here are the final parts of Assessment 6. These are all in the template. Answering the questions below just gives us a “heads up” as to what you’re providing as supporting evidence
What learner work did you collect?
I can provide the following completed learner work as supporting evidence for my teaching sessions (give us a list).
What resources did you create or use?
I can provide the following resources that I used (again a list please):
What else can you provide? Any digital photos or video?
I can provide the following (we love lists):
Who is your supervisor (or someone who can verify the training took place)
My supervisor is:
What’s their contact email?
Their email is:
What’s their contact phone number?
Contact phone number is:
As well as details of where and when your third session took place, here are the questions you should respond to again. Use the sentence starters if you like. Otherwise, ignore.
There’s a PDF version here that you can print and write on. Also, as before, remember that these same questions are in your assessment template.
What went well today?
Overall, here’s what I think went well …
How has your teaching responded to some of the needs that you identified earlier?
I think that …
What has worked best to really engage your learners in these sessions?
My learners have responded best to …
They were really engaged when …
What has worked best in terms of making your teaching more learner centred?
One approach that worked well was …
Another was …
What about the different frameworks? How have they informed your teaching over these sessions?
In terms of a Māori framework, I think that …
As far as the Literacy Progressions, I …
With regards to the Numeracy Progressions, …
As well as details of where and when your second session took place, here are the questions you should respond to. As before, use the sentence starters if they’re helpful. Otherwise, you can ignore them.
There’s a PDF version here you can print and write on if you need it. Also as before, remember that these same questions are in your assessment template.
What went well this time?
Here’s what I think went well in this session. First, …
What about how you managed the delivery of today’s session? How was that?
I think that …
What kind of feedback did you get from your learners today?
It was …
Did you feel that your learning outcomes were on target?
The learning outcome for literacy …
The numeracy outcome …
Any thoughts on what you could improve for next time or future sessions?
One thing is …