Teach Better Now – Assessment 7 of the NZCALNE (Voc)


Teach Better Now – Assessment 6 of the NZCALNE (Voc)


Teach Better Now – Assessment 5 of the NZCALNE (Voc)


Teach Better Now – Assessment 4 of the NZCALNE (Voc)


Teach Better Now – Assessment 3 of the NZCALNE (Voc)


DEMANDS: NZCALNE (Voc) Collection 3 is live on Pathways Awarua


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We’d love it if you stopped by and had a read through the new content for Collection 3 of the new NZCALNE on PathwaysAwarua.

You’ll find a plain-English introduction to the Learning Progressions. This includes a demonstration of how to map the big picture literacy and numeracy demands of your programme, as well as specific samples of your teaching materials.

You’ll need to register as a new tertiary educator, or just log in if you already have an account. Look for the NZCALNE (Voc) pathway.

Mapping literacy and numeracy demands: Some things to think about before we move on


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From here we can move on to the fourth section in the NZCALNE and how to teach better. Up next you’re going to use your knowledge of the literacy and numeracy demands to lay out some broad strategies for embedding literacy and numeracy into your training.

And once you’ve got your strategies in place we can move on to the super practical parts of this course:

  • Collection 5 – BEFORE: Looking at diagnostic assessment and learning plans.
  • Collection 6 – TEACHING: Planning and facilitating embedded activities.
  • Collection 7 – AFTER: Measuring learner progress in literacy and numeracy.

First, though, have a think about your answers to the questions below.

The questions aren’t assessed, so you don’t have to hand in your answers. But talking about what you think with someone, particularly a colleague who already knows how to use the Learning Progressions, will help you engage with this more deeply.

Mapping demands

  • Do you feel confident that you can map and analyse the big picture literacy and numeracy demands of your programme?
  • What about when it comes to mapping and analysing specific samples and tasks from your programme? How confident do you feel about that?
  • Were there any surprises for you when you did your analysis?
  • You’ve just mapped the demands of your training, but have you started thinking about where your learners might sit on the steps and progressions in relation to these demands?