Waituna English Curriculum Statement
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    Waituna English Curriculum Statement Waituna English Curriculum Statement Presentation Transcript

    • WAITUNA CREEK SCHOOLEnglish  Curriculum   Statement  2012
    • EnglishIn English our students enjoy the study and use of language and literature, communicated orally, visually or in writing.Strand One Making MeaningListening, Reading, Viewing • Use processes and strategies necessary to access meaning • Access information and ideas and make meaning • Question and critically examine information and ideas • Engage with language and literature for purpose and for pleasureStrand Two Creating MeaningSpeaking, Writing, Presenting • Communicate effectively in ways that have meaning for self and others • Use a range of styles suited to purpose, audience and occasion • Use conventions and formats for expressing and presenting ideasCompetency in English is the key to all further learning and should be enjoyable and meaningful to all students.Therefore is given priority in the Waituna Creek School Curriculum.Teachers will explicitly teach the necessary skills for students to develop independence in effectivecommunication. Integration across the curriculum will provide the genre and context for learning, whenappropriate. English programmes will be increasingly sophisticated and challenging, building on prior learning.Teachers will provide opportunities to practice, consolidate and extend all learners on a daily basis. 2
    • TimetablingA minimum requirement of four morning sessions each week for the duration of an hour.PlanningThe New Zealand Curriculum Document will be used as a key resource for planning to ensure balanced and increasingly sophisticatedand challenging English programmes are developed. Other resources such as: Reading and Writing Standards, Literacy LearningProgressions, the Exemplars, handbooks - Learning Through Talk, Effective Literacy Practice, TKI, English online and various Websitesare used to support teachers in the planning and implementation of their English programmes.English long-term overviews are developed school wide, ensuring natural links are utilised and relevant text types are covered.English text types are selected to align with topic concepts and contexts, curriculum coverage and life events and experience, whereappropriate. Community, national and global events will also guide when specific text type are used.Planning formats will include the following information: • English strand. • Differentiated teaching and grouping information. • Specific learning intentions. • Anecdotal information that could identify issues, achievement, areas of concerns, need for re-grouping, next step learning. • Resources and materials required. • ICT tools and Thinking Skills when appropriate. • Links to other Curriculum areas where appropriate. • School Values/Key Competencies. • Opportunities for self/peer/assessment and reflection. 3
    • School Wide English Curriculum Delivery PlanThis document ensures school-wide coverage of both strands. It requiresteachers to include a particular mode as an achievement objective within aparticular term. However all modes are ongoing throughout the year and arenaturally integrated into many different aspects of planning. Planning shouldreflect the needs of the students.For each learning area students need specific help from their teachers as theylearn; • The specialist vocabulary associated with that area • How to read and understand its texts • How to communicate knowledge and ideas in appropriate ways; • How to listen and read critically, assessing the value of what they hear and readAgreed Values for Literacy LearningWe will: • Plan for literacy experiences across the curriculum • Provide quality-reading experiences, including reading to, with and by. • Model and share examples of best literacy practice. • Write using a range of forms, working towards an end product of quality. • Immerse in rich language experiences within a positive learning environment. • Value each child as an individual. • Provide opportunities for rich oral language experiences. • Differentiate learning programmes. • Engage and motivate students through authentic contexts that allow them to make connections to other learning areas and life situations. • Equip students with life skills in order to effectively communicate. • Ensure students are active in their learning through knowing what they are learning and the purpose of the learning. • Provide quality literacy experiences that build rich vocabulary and assist understanding of new concepts. 4
    • Quality Teaching and Learning in English: We know our teaching has been successful when new knowledge, understanding, skills and attitudes are accommodated by our pupils with success, consolidation, independence and with meaningful results In English the following key indicators describe successful teaching and learning at our school and provide the basis for teacher performance appraisal. Nurturing and positive learning By meeting individual needs and Building confident, willing environment encouraging success for all learners who use knowledge to make a differenceThe Student • be placed in a group at their ability level • know what they are learning and when they • apply new knowledge to real life will: • interact with teacher and peers have succeeded situations • participate in group activities • have student books • use the language of English • know the daily/weekly routines that occur • peer tutor when appropriate • be able to monitor and manage self during Literacy times when working independentlyThe Teacher • provide an inviting, safe and stimulating • have a minimum of 3 GR and 3 instructional • Link learning to students’ prior will: learning environment writing sessions a week knowledge and experiences • engage students in rich conversation • guide lessons around the learning goals they • participate in regular professional about their learning have set and shared development to enhance best practice • ensure relevant materials are available at • give quality feedback/forward • ensure practice and independent all stages of daily literacy rotation • use a range of explicit instructional activities reflect strategies and • model a love for learning approaches including guided, shared and knowledge being taught • Use Deliberate Acts of Teaching in independent instructional practice • use diagnostic/normed tools as evidence to plan next learning opportunities for children • use evidence/children’s needs to support classroom practice • develop knowledge and understanding of expectations through liaising with other schools In the • effective teaching and learning practice • class enjoyment and confidence of literacy • access to literacy materials,Environment • celebration of success, through, praise, • students learning displayed and shared dictionaries, displays and readingyou will see: certificates, wonderwall and assemblies material • literacy timetable for daily rotation • children making links in and with other • ICT tools to enhance motivation and the curriculum areas grasping of key concepts 5
    • Assessment Assessment is ongoing and will take these forms: “The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information 1. Formative: ongoing systematic feedback to inform future learning. that it provides.” This includes children increasingly monitoring their own learning The New Zealand Curriculum Ministry of Education (2007), p.39 through reflection. 2. Summative: formal feedback for collation of school wide data to Assessment and reporting at Waituna Creek School is used to analyse trends and set goals. ensure that each child’s specific learning needs in English are Assessment will be planned to provide evidence for next step progressively met. Assessment information will guide the grouping of learning and accurate information for reporting progress and students and the development of specific-needs based-learning achievement. The types of assessment used will be varied, intentions. appropriate to the purpose and provide meaningful information that will direct future teaching. Types of assessment could include pre Assessment will take place throughout the year as laid out in the and post tests, observation, students’ own recording, discussion, and assessment schedule. Twice a year progress and achievement will be peer and self-assessment. Assessment results will be kept in teacher evaluated and reported in relation to the National Standards in records, Pupil Files and electronically in the future. (This area is mathematics (NAG 2a). Teachers will use a variety of tools such as currently under review). asTTle, PAT, observations, professional judgements, exemplars and student voice. See further assessment information under sub-strand sections.Self ReviewTeachers will evaluate their teaching and their students’ learning. The following questions will be built into the evaluation process ofunits and students of their learning. Teachers will use the sheet provided to feedback to person compiling the report. Example on nexttwo pages. STUDENT ACHIEVEMENT TEACHING CURRICULUMData will be collected in relation to the • What did I do to enable • Is the Waituna Creeklevels(NZC) and will show students who learning? documentation in this areaare: • Did I meet the diverse needs for relevant and reflect our • At of the learners? practice? • Above • What teaching strategies were • Does anything need changing? • Working towards most effective? • What resources do we need? • At risk • What did I do well? • Showing special abilities • What would I change? 6
    • WAITUNA CREEK SCHOOL EN GLI SH S ELF R EV IEW P RO C E SS Teachers to use these forms (part 1 and 2) to evaluate their teaching and students’ learning at the end of a Literacy UnitPart 1 - Student LearningDate: Strand: Area:Specific Learning Outcomes: In relation to National Standards in this strand - Comment on levels of student engagement and numbers of students motivation: At: Below: Above: Teachers evaluation of key competency focus:Key competency: Student/s who are showing particular aptitude in this Strand: How I incorporated Te Reo into my teaching?Assessment types/tools used: Ways we used ICT within this unit? Students at risk of not achieving in this Strand: Suggestions for ICT use next time? 7
    • WAITUNA CREEK SCHOOL EN GLI SH S ELF R EV IEW P RO C E SS Part 2 - Evaluation of delivery of unit of work Evaluation of delivery of unit of work Curriculum Review What did I do to enable best learning in this unit of work? Is the Waituna Creek documentation in this area relevant and reflect our practice? What needs changing? How did I meet the diverse needs of the learners? Are the resources adequate for this topic? What else can be provided? What teaching strategies were most effective? Have we had adequate professional development in this learning area? What might I change next time?These forms will be completed individually or collectively towards the end of each investigation. The Principal will collect and store them, along with any examples of work, exemplars and/or information that captures the students voice, and they will be used for reporting as outlined in two year reporting schedule. 8
    • Key Competencies in English:Pupil competencies are strengthened and developed in our school through our school culture, classroom practices and explicit learning activities.They form an integral aspect of our curriculum, providing a focus for personalised learning experiences and pupil self reflection. Our sharedunderstanding of ‘key competencies’ in English is documented here:The first two competencies can be thought of as ‘learning’ competencies, whilst the remainder are ‘personal’ or ‘social’ competencies. Thedevelopment of these key competencies in our pupils is central to and embedded in our professional practice. The key competencies are an explicitand visible aspect in our curriculum.Key competencies are not formally ‘assessed’ at our school, however, pupils do have the opportunity to reflect upon their own competencies using avariety of tools.Competency: What we understand: What we actually do:Thinking Creative thinking Use visual thinking tools (eg STW, KWL, competency stars.) Critical thinking Self / peer assessment (eg ***W.) Reflective thinking Thinking hats.Thinking keys. Questioning skills Higher order thinking skills. Graphic organizers. School-wide reading ‘strategies’.Using language symbols and texts Interpret and use words, numbers, images, metaphor, Consistent language and symbols throughout our school technologies. School-wide symbols (eg formative assessment, key competencies.) Use ICT to access, modify and communicate ideas. Reading diagrams Investigate personal response and response of others. Letter/Sound recognition/DecodingManaging self Intrinsic motivation. High personal standards. Good School-wide expectations. decision making. Sound work habits. Manages time. Set Daily routines and homework and achieves goals. Independent activities/reading rotation tasksRelating to others Good listeners and talkers. Recognise differing points of SSchool-wide expectations. view. Can compete/cooperate appropriately. Interact Co-operative learning opportunities, Buddy reading successfully with diverse people in a variety of contexts. Group work/activities Good winners / losers.Participating and contributing Members of local, national and global communities. School-wide expectations. Connected. Inclusive. Share and support. Take turns. Assemblies Leadership/membership roles. Joining in. Public Displays 9
    • School Wide English Curriculum Delivery Plan Term 1 Term 2 Term 3 Term 4 Reading Planning Instructional/Integrated/Independent Reading Learning Contexts: Instructional Reading - Guided Reading (across genres), research reading, study skills, shared reading, reciprocal reading, teacher reading Making Meaning aloud, language experience, thematic reading, talking about reading, library skills development, web-based reading Independent Reading - Sustained silent reading, individualised reading, research reading, study skills, shared reading, book discussions, library skills development, reciprocal reading. Key Resources: Effective Literacy Practice, Literacy Learning Progressions, Guided Reading, Lighting the Literacy Fire Strand One Listening Planning Thinking critically, exploring language and processing information Learning Contexts: Teacher and child conversation, class and group discussions, news, current events, talks and speeches by visitors, interviews, prepared speeches, debates, oral book/film/television reviews, structured learning situations and games to promote good listening, formal oral language deliveries, reading aloud stories, non-fiction and poems, plays and performances by students / outside groups, viewing multi-media performances, shared class story book Key Resources: Learning Through Talk, Effective Literacy Practice, Literacy Learning Progressions Viewing Planning Thinking critically, exploring language and processing information Learning Contexts: Film, video, posters, signs, pictures, photos, cartoons, comic, picture books, drama, dance, on-line resources, symbols Key Resources: Effective Literacy Practice, Reading and Writing Standards 10
    • School Wide English Curriculum Delivery Plan Term 1 Term 2 Term 3 Term 4 Writing Planning Level 1 Ongoing recounts, descriptions, information reports and narratives (retellings), poetry Level 2 Ongoing recounts, descriptions, information reports, narratives (retellings), poetry, procedures and expositions Level 3 Creating Meaning Ongoing recounts, descriptions, information reports, narratives, poetry, procedures, expositions, explanations and discussions Coverage of these is annually and their order is decided in relation to Cross Curricular Investigation themes. Spelling Planning Spell Write, Essential Spelling Lists,Yolanda Sorrell, Joy Alcock’s Spelling Under Scrutiny and Switch Onto Spelling,You Can Spell, Peter De’Ath (Under Review) Strand Two Learning Contexts: Thematic writing, writing to inform, describe, record feelings and observations, maintain relationships, diary, journal, logs, invitations, thank-you letters, emails, reviews, arguments, poems, plays, stories including myths, fairy tales, science-fiction, adventures, characterisations. Key Resources: PM Writing Exemplars: Levels 1, 2, 3, Literacy Learning Progressions, Reading and Writing Standards, Oral Assessments, Lighting the Literacy Fire Speaking Planning Thinking critically, exploring language and processing information Learning Contexts: Speaking experiences linked to school activities, e.g. speeches, debating, learning celebrations, class discussions, class presentations, speeches, votes of thanks, debates, drama / plays, interviews, book reviews, informal situations such as buzz groups, small group discussions, show and tell, one-to-one conversations with teacher, impromptu speaking, oral language groups, talking about books in close reading situations, justifying opinions, talking about current events, speeches, role plays, shared reading aloud, choral speaking, celebrations of learning, multi- media and ICT Key Resources: Learning Through Talk, Oral Assessments Presenting Planning Thinking critically, exploring language and processing information Handwriting Planning Copywrite Learning Contexts: Diagrams, graphic organisers, mind maps, freeze frames, dioramas, posters, ICT, visual images and multimedia presentations, web publishing (blogs, wikis, class web sites, knowledgeNet) Key Resources: NZ Handwriting Syllabus 1985, Copywrite 11
    • Oral LanguageThe relationship between oral language and literacy learning is reciprocal. Children draw on their oral (or signed) language when they learn to read andwrite and in turn their progress in literacy learning enriches and expands their oral language.Learning through Talk (MOE 2009): available from Down the Back of the Chair.Oral Language is crucial to developing the key competencies of the curriculum.Although the New Zealand Curriculum has separated the functions of listening and speaking within each level of achievement, in reality the classroom focuswill often include the two functions together and be integrated within your full curriculum programme.Oral language underpins written language; and cannot be separated from either written or visual language. The three are closely interrelated. Learningopportunities in the classroom should include language experience, discussion, shared reading and writing and listening to stories read aloud.Through this discussion the focus should be on ideas found in reading and writing; expressing these ideas, expanding vocabulary, thinking critically andmaking meaning.Statements drawn from the Ministry of Education’s oral language handbooks, Learning through Talk: Oral Language in Years 1-3: Oral Language in Years 4-8, arethreaded thoughout the progressions as prompts for teachers to make connections to their literacy practice.- Learning through Talk: Oral Language in Years 1-3: Chpt 3:- Knowledge of the Learner Pages 42-44.- Learning through Talk: Oral Language in Years 4-8: Chpt 3:-Knowledge of the Learner Pages 42-43.The English Oral Language Matrix is also helpful, teachers should use the Oral Language Matrix to help them decide what stage a learner has reached alongthe learning pathway, an online copy can be found at TKI Exemplars: English: Oral Language: Matrices of Progress Indicators.Key ResourcesClassroom conversations (pp 94–95) and Conferences, interviews and conversations (pp 55–58) from Effective Literacy Practice in Years1-4, 5-8: available fromDown the Back of the Chair. It provides guidance on how to engage students in focused discussion around text.Oral language exemplarsExpanding Oral Language in the ClassroomLearning Through Talk: Oral Language in Years 1-3, and 4-8: available from Down the Back of the Chair. Resources to help teachers understand the central role oforal language in supporting students’ learning.Lighting The Literacy Fire is also an excellent resource. 12
    • Assessment of Oral Language Teachers gather assessment information, analyse and interpret it, and use it for planning instruction. For Teachers, the assessment process involves: - Gathering information – classroom activities and contexts, discussions with previous teachers and families, teacher-student conferences. - Observing Students - informal observation is sufficient to inform teaching decisions. - structured (formal) observation, in addition to informal teachers may plan for more focussed/formal observations. Self Assessment and Peer Assessment Students can share the responsibility for setting goals and evaluating their own and their peers oral language development. It is essential to have a supportive classroom environment and that they model to their students how to give good feedback. Students learn to ask questions of themselves and others, for example: • Am I being an active listener? • Are my questions getting me the information I need? • What’s the best way of explaining this issue to this audience?Assessment of WritingStaff meetings will be held to moderate writing samples throughout the year. These will be moderated against eAsTTle Writing Rubrics andExemplars. At least Two moderated writing samples will be included in the Pupil Files each year and results will be entered into ETap (starting in2013) in Terms 1, 2 and 4 for school wide data collection. Moderation with other rural schools will happen at least once a year.National Standards Within At Curriculum Towards At Curriculum Towards At Curriculum Towards At Curriculum Curriculum Level 1 Curriculum Level 2 Curriculum Level 3 Curriculum Level 4 Level 1 Level 2 Level 3 Level 4 13
    • Assessment of Reading Student Progression Teachers will maintain consistent practices across the school as Prior to child moving to the next reading level the child should have outlined in Ministry of Education, Using Running Records. It is demonstrated: recommended that classroom teachers administer assessment • 95% accuracy. tools. Both Fiction and Non-fiction selections will be used for fluent • Accurate retelling using teacher judgement. readers as required. • 75% comprehension - including inferential questions. Teachers will collate their own students’ results considering the Determining Level of Achievement following: For summative (formal) assessment purposes and school wide • Use of M V S. records, a seen text will be used. Unseen text will be used for • Self-correction technique. determining next step learning. • Retelling. • Comprehension. For summative (formal) assessment purposes and school wide • Prediction. records, teachers will bring together a range of evidence in order to • Inference. form an overall teacher judgement (OTJ). • Vocabulary. • Expression. Definitions of Broad Categories of Student Achievement • Fluency. • Well below - two years or more below their chronological age. Reading results will be entered into ETap (starting in 2013) in Terms • Below- one year below their chronological age. 1, 2 and 4 for school wide data collection. • At - reading within one year of chronological age. Running Records will being taken • Above - reading two years or more above chronological age. • 2 per term in the first 2 years of school • Once every 4 weeks for those below or those who present themselves of interest • Termly with a minimum of twice per year for Year5/6/7/8National Standards At Green At Turquoise At Gold At Curriculum Towards At Curriculum Towards At Curriculum Level 2 Curriculum Level 3 Curriculum Level 4 Level 3 Level 4 14
    • Spelling How Spelling runs at Waituna Creek School:Spelling is a technical skill used to communicate clearly where - Children are tested and grouped according to results at thestudents rely on both their visual memory of a word and their beginning of the year (only 6yrs+)phonological processing skills. All students will be encouraged to be - Every Monday children are tested on the previous week’sself-monitoring spellers. Students will be provided with teaching or words. They are then tested on their new list of words forreinforcement of phonemic awareness, knowledge of the the week.relationships between sounds and spelling patterns, how words are - Children ONLY take home incorrectly spelt words from theconstructed, common rules and conventions, strategies for proof- testreading/self monitoring and spelling unfamiliar words and strategies - Children also take home an activity sheet that accompaniesto help them memorise words visually. the book number and list. This activity reinforces spelling patterns, how to learn words, and various other vocabularyStudents will be taught dictionary skills and encouraged to make based tasks. For example: using words in sentences, poemsindependent use of the word lists, dictionaries and thesauri when and finding out what words mean.proofreading. Testing will be in accordance with the school wide - The worksheet and spelling notebook are taken home onprogrammes. Monday and returned the following Monday. - Children are encouraged to focus on the ‘hard spots’ toProgram we use: learn more complicated words.Whole school Now You Can Spell series from New Entrant - Once children have successfully completed a whole book ofthrough to Year 8. Ranging from first 100 words to challenging topic words, they then move to the next number in the series.based words. Children below 6 are given an alphabet/sound worksheet toSeparate program used for target groups: complete at spelling time and at home. These sheets are to coverLetter land linked with high frequency words, word families and every letter in the alphabet and include letters before/after, writingsounds/blends daily. This includes reading tasks, one on one teaching and word activities too.and daily alphabet work in the Junior Room. Assessment:Spelling at home: When a book is completed, the children are tested on 30 randomTeacher models strategy at school which is (write, cover, spell out words from the book. If they correctly spell most of these wordsloud) and a note is sent home at the beginning of the year to they can then progress to the next level.inform parents of this process and the expectations of the spellingprogram. 15
    • HandwritingWe believe that each child should write legibly, fluently and with sufficient speed forall practical purposes.We do this through: • Regular practice. • Teacher role model. • Following the NZ Guidelines as outlined for example in Teaching Handwriting, regarding correct letter formation, space, size, slope, joining ligatures and line usage. • Regular monitoring and teacher reinforcement.Expectations of Student AchievementNew Entrants and Year 1 Crayon/Pencil/Pen Focus on correct letter formation – Whiteboard and marker initially lower case then upper caseYear 2 Pencil / Whiteboard and Focus on correct letter formation and marker sizeYear 3 Pencil Focus on correct letter formation, shape, sizeYear 4 Pencil/Pen Focus on correct letter and beginning to ! join ligatures. Consistency of size and slopeYear 5 Pencil/Pen Joining ligaturesYear 6 Pencil/Pen Linking 16
    • Waituna  Creek  School  Writing  Target  2012 Strategic  Goal  1: Annual  Aims 2012Target All students will achieve at or above, or Four students in the below will make more make significant progress towards, the 1a) To increase the number of students than a years progress and achieve at least at National Standard relevant to their age achieving at the National Standard for Writing their standard and stage in Reading, Writing and Four students well below will make more than Mathematics and Statistics. a years progress and achieve at least below or at their standard Baseline  Data Analysis  of  school-­‐wide  writing  data  (OTJ”S  against  National  Standards)  in  December  2011  identiBied  some  concerns  across  all  cohorts.    School-­‐wide  data  shows   that  all  year  groups  have  a  number  of  students  below  and  well  below  standard  in  their  writing YR  GP AB At B WB T Overall School-wide Analysis of Writing Data at Start of 2012 Y1 0 2 0 0 2 33% of all students are below or well below standard in writing. Y2 1 3 1 0 5 Y3 1 2 0 1 4 100% of Maori students are writing at standard Y4 0 2 1 0 3 38% of boys are writing below or well below standard Y5 1 1 1 1 4 22% of girls are writing below or well below standard. Y6 2 2 0 2 6 Y7 0 0 1 0 1Actions to achieve targets Led by Budget Timeframe 1. Review assessment data with staff and determine the particular learning needs of 1-9 $1000 allocated for Literacy February to November but all students. Principal 2. Monthly meetings to discuss progress all students progress. E learning budget increased to is reviewed throughout the 3. Plan a revised programme to meet the learning needs of the all students. 10 and 12 assist with up skilling in year. 4. Work with parents, families and whanau around ways to support students’ Students and teachers knowledgeNet learning. 5. Targeted learning groups set up to give students below expectations a boost 11 6. School-wide professional development given to teachers on teaching writing and Principal, (website/ ICT Contract PD days will have different learning styles. newsletter) teachers a literacy focus so teachers are 7. Process put in place for teachers to reflect on and improve practice. gaining best practice ideas 8. Professional readings and quality professional development put in place to 13 support and guide teachers professional practice. Principal 9. Moderation with other small schools developed so that there is consistency of OTJ’s across the year levels 10. Student voice considered in writing topics and genres 11. Excellent examples of writing shared with students and community. 12. Students given time and motivation to write. 13. Analyse year-end data to inform progress and planning for the following year. 17