Introduction
What is the overall purpose of the video we showed you?
To introduce the updated English learning area of the New Zealand Curriculum
In Phases 1 and 2, what are the first two "KNOW" categories?
Oral language and written language.
What are some of the elements covered in the teaching guidance for all phases?
Elements of the science of learning, inclusive design, explicit teaching principles, elements of structured literacy approaches, selecting and working with texts, promoting positive relationships with oral language, reading, and writing.
What do progress outcomes describe for each phase of learning? (Choose 3)
What students should Understand (the big ideas), Know (the content and concepts), and Do (the practices) at each phase of learning.
How are the strands organised within the Teaching sequence?
The strands are organized into sub-strands.
What is the name of the framework used to structure the learning content?
Understand, Know, Do (UKD)
How do the "DOs" connect to the teaching sequences?
The "DOs" align with the strands that are unpacked in the Teaching Sequences.
When planning literacy teaching, what should teachers consider according to the Planning guidance section for Phases 1 and 2?
Planning for an hour a day, designing lessons that respond to students' unique strengths, needs, experiences, and interests, planning for assessment, flexible grouping practices.
How do progress outcomes benefit both teachers and students?
They support teachers and students to view learning as a cumulative process that builds on what's gone before, and they provide clarity about what's expected for each phase, in terms of both learning and the teaching focus.
What do sequence statements describe?
What should be taught each year to progress the student's development of a concept.
How many phases does the new curriculum cover?
Easy to use, evidence-informed, internationally comparable, underpinned by the science of learning.
What is the critical focus for Phase 1?
Thriving in environments rich in literacy and numeracy.
What is the connection between formative assessment and teaching decisions, according to the video?
Formative assessment information can be used to plan an entry point for each unit or each new piece of learning that all students can access.
How are the "DOs" grouped in the Progress outcome section?
The "DOs" are grouped into the strands of oral language, reading, and writing.
How do the English processes ("DOs") connect with each other within a sub-strand?
The sequence shows how the English processes weave together within each particular sub-strand.
Besides being knowledge-rich, what are some other aims of the new curriculum?
Easy to use, evidence-informed, internationally comparable, underpinned by the science of learning.
How is the new curriculum sequence different from the previous one using curriculum levels?
The new sequence is year-by-year and describes what should be taught in each year of the phase, rather than an achievement level.
What is the recommendation on grouping practices in the Planning guidance section?
Flexible grouping, rather than fixed long-term ability grouping.
How should teachers approach teaching the year-by-year sequence?
Teachers should plan to teach every sequence statement to every student for their year level.
What does "Kia pai tō rā" mean at the end of the video?
Have a good day.
What does the year-by-year sequence describe?
What should be taught in each year of the phase.
How can teachers use the teaching guidance to plan a year's program?
By taking a look at the progress outcome for the phase they're teaching, using the sequence to map out a coherent year's program, and considering the teaching guidance for each phase.
What does the inclusion of "Examples of teaching methods" aim to achieve?
The inclusion of "Examples of teaching methods" aims to support teachers with delivering the year-by-year teaching sequence content.