NZATE Workshop Resources

“Just what I need, just in time”:
how the English, Literacy and ESOL
Online websites can support your
planning for the NZ Curriculum

Karen Melhuish
karen.melhuish@learningmedia.co.nz

English Online
http://englishonline.tki.org.nz

Karen Melhuish, Team Leader: Online Communities & English Online
Facilitator
Karen Melhuish (2009) Team Leader: Online Communities. Learning Media Ltd. 1
Karen.melhuish@learningmedia.co.nz

I am the facilitator of English Online and the Team Leader: Online Professional
Communities at Learning Media, working closely with the English community and
the Ministry of Education. I specialise in AtoL/Literacy/English teaching and
professional development at Years 7-13. I contribute regularly to the NZATE
Journal ‘ E nglish in Aotearoa ’ , as well as developing English resources and
advising on a range of English national/international projects. I was a researcher
for ‘ I NSTEP Consolidation Phase: Online Communities of Practice ’ (2008) and
can be found twittering away in various online social networks.

The three sites – English, Literacy and ESOL Online – were launched in
February 2009. The sites seek to build on the legacy of their previous versions
and support teachers to actively plan to support our students while giving effect
to the new curriculum. But how much time have you had to explore the sites, or
consider, ‘What’s in them for me?’

This session will clarify purpose, vision and scope of the sites, and model / share
practical ways to use the sites’ resources to support your lesson/unit planning
and unpack key aspects of the NZC from a pragmatic point of view.

Aimed at : any primary / secondary teacher / HoD interested in using the
websites and in critiquing their planning in relation to the NZC.

Key Ideas:
- to clarify purpose, vision and scope of English- Literacy- ESOL
Online
- to understand how the sites’ resources can support teacher
planning.

Success criteria:
What will this look like? How will we know when been successful
here?
eg
• To recognise how the website is supporting teachers as they give effect to the
curriculum
• To use key ideas from the site/Curriculum to critique a current teaching unit.


Teaching as Inquiry: What do these steps in the inquiry cycle mean
to you?

Teaching Inquiry

Focusing Inquiry Learning Inquiry


This is the key
feature of the
Home page of
English/ Literacy /
ESOL online.

http://englishonline
.tki.org.nz

Focusing Inquiry Teaching Inquiry Learning Inquiry

What do my What do I need to What is the
students need to know and do? impact of the
learn? teaching and
learning?
Content Pedagog
y
In our own
words…


Template: Upload a Teaching and Learning
Sequence/Unit
It may be useful for you to understand how sequences/units are
structured before you complete this template. For examples, please
refer to current sequences/units on Literacy/English/ESOL Online.

Please complete the template below.
* indicates required information

1. OVERVIEW

*Title:

*Author(s) (name/institution):

*Year level(s):

*One sentence describing the context and learning intentions of the
sequence/unit:


Focusing Inquiry

2. WHAT DO STUDENTS NEED TO LEARN?

Indicate how the unit relates to the New Zealand
Curriculum (2007)

*Principles:

*Values:
*Key competencies:

*Learning area(s):

*Curriculum levels:

Key links to support assessment/information gathering

*Achievement Objectives:

*Literacy - National Standards/LLP [Years 1-10:

ESOL - ELLPs:

NCEA:


What are my students’ current strengths and learning
needs?
Briefly explain how teachers might find out the strengths/needs that
need to be addressed in this sequence/unit.

Summary: The intended learning outcome(s)/key concept(s) in this
sequence/unit is/are:


Teaching Inquiry

3. WHAT DO I NEED TO KNOW AND DO?
Intro:
(We recommend using the standard intro: Select from and adapt the
teaching and learning tasks below to meet your students’ identified
learning needs. You could use the ‘learning needs’ questions to help
you adapt the sequence to these needs. Some students may need
scaffolding through multiple opportunities for using the language.)

1. *Learning Task 1: (one phrase to define the focus)
2. *Expected time frame: (number of lessons)
3. *This task involves…(one sentence)

Dimension of Learning What the teacher
effective practice tasks/activities might notice

*Identify which *Describe what the *Suggest key
aspect(s) are relevant teachers and question(s) that
students will be doing teachers might ask
and learning. themselves.


Learning Inquiry

4. WHAT IS THE IMPACT OF THE TEACHING AND
LEARNING?
Teachers should use a range of assessment processes to investigate
the success of the teaching.

*How will the learning be assessed? [there may be more than one
way]

*How can the next steps for learning be shared?

*How might this inform your future teaching?

Image sources:
Focusing Inquiry: www.growabrain.typepad.com
Teaching Inquiry: www.blog.dyknow.com
Learning inquiry: www.duckscrossing.org


Reflection : 3-2-1-Out

Key ideas:
 to clarify purpose, vision and scope of English-Literacy-ESOL Online
 to understand how the sites’ resources can support teacher planning.

3 things you learned about how English/Literacy/ESOL Online can
help you with your planning.

2 ‘next steps’ to take back to your school.

1 task that you will do for yourself

Have you read the July newsletter yet? Check it out
– link from the English-Literacy-ESOL home pages…


Home Page

http://englishonline.tki.org.nz


Content: English

http://englishonline.tki.org.nz/English-Online/What-do-you-need-to-know-and-do/
English-content-knowledge


Pedagogy : how to teach

http://englishonline.tki.org.nz/English-Online/What-do-you-need-to-know-and-do/
Knowledge-of-effective-pedagogy


Community page

http://englishonline.tki.org.nz/English-Online/Community


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