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Have you been onto the NZMaths website? There are a huge number of resources broken down by strand and levels which could be useful to use in your subject!

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The Ministry is migrating nzmaths content to Tāhurangi. Relevant and up-to-date teaching resources are being moved to Tāhūrangi (tahurangi.education.govt.nz). When all identified resources have been successfully moved, this website will close. We expect this to be in June 2024. e-ako maths, e-ako Pāngarau, and e-ako PLD 360 will continue to be available.

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-Junior School- Ako and CLM focus on SEEL paragraph writing
-e-asttle testing to monitor progress and catch students that need more support
-NCEA L1 Literacy for all students
-Science Classes- trying to encourage proper literacy for all assignments

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CLMs: Research skills- using literacy to inform finding further information
Wider meaning/purpose- how texts/topics relate to our real life
School: 100% literacy goal
Agency in text choices to encourage personal reading/enjoyment and using culturally appropriate texts

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Use of school wide SEEL structure.
Opportunities for students to use literacy skills in research assignments

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Junior school for AKO and CLM research skills to help develop the wide SEEL structure.
NCEA - Literacy using Te Reo Māori

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Research and inquiry skills, writing (creative/formal), Year 11 literacy goal of 100%, reading comprehension skills, e-asttle as a diagnostic, paragraph writing (SEEL)

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Student having comprehensive skills will enable them to be more independent when and be able to summarise information. Helping them develop reading skills and break down and understand readings and topics for others perspective.

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1) Being able to have conversations about the world around them, global citizens, purpose of a text, connecting learning to 'real life' scenarios easily, scanning/summarising/filtering of information for relevance
2) Texts that support above, modules of learning that support above. Intentionality around supporting maori/pasifika students ways of learning. Being aware of unconscious bias and deficit thinking

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Skimming reading through text finding key words and information relative to what I'm researching. Developing the ideas by finding similar readings that connect with your research. Brainstorming with graphs, bullet points, pictures.

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Having a good understanding that your learners will be at different stages, having check in points which can lead to conversations to help develop ways to help learners and use activities be used in different ways.

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Developing a structure in which they have multiply ways to choose what form of assessment they can choose and how to present their research/findings

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Encourage students to fix up spelling and grammatical issues before handing in work.
SEEL Paragraph structure.
Ensure all mediums of literacy are being explored in class, i.e reading, writing, comprehension, speaking.

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Strong comprehension skills mean students can: skim & scan, infer, summarise, draw conclusions, they have good vocab knowledge, they can connect text to self/real world.
Develop skills in students by using scaffolded texts, deliberate teaching of a strategy

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Using real life topics that are happening around NZ/world to gain learners interest.

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In Ako students use SEEL paragraphs to describe their own progress.
Numeracy has a wide variety of new vocabulary, which needs to be specifically taught. Often we compare the words in a mathematical context to what they mean in a language context. For example the word "difference" in Maths usually refers to subtraction.
When students are required to explain their thinking in Numeracy, they are using Literacy skills.

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With strong comprehension skills learners can:
-think critically
-make really world decisions
-understand and participate in discussion
-draw conclusions based on what they have read
I can develop these skills in the classroom by:
-Encouraging reading followed by discussion
-Give them skills to break down pieces of writing
-Have them analyze texts for credibility, accuracy, bias, purpose, and reliability
-Practice summarizing texts and writing important information in their own words

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1. Students will be able have conversations about the material they have just engaged with and will be able to ask further and relevant questions to develop their understanding more.
2. Building modules of work to support reading and writing skills, plus incorporating a range of texts from differing view points.

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Able to understand material that they are engaging with and to effectively pull out relevant information and use this to draw conclusions

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Currently in AKO we are using structure such as SEEL paragraphs to train students to think systematically and think about the 'why' questions in order to add depth to their research or thoughts.
Japanese language portion of my lessons has direct links to literacy and numeracy. So much so that grammar in Japanese is so formulaic (such as parts of math) that it is using those skills to create grammatically correct sentences. Students with higher literacy tend to be able to say what they want in Japanese rather than what they know how to say, due to knowledge of language make up.

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Weights, measures. metrics, calculations, quantities etc

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Currently I am trying to push the importance of literacy skills in PE at all levels and particularly in the junior school.  Traditionally our subject has been seen as practically based and students are coming into the senior school with a fixed mindset on what the subject entails. Therefore
- SEEL paragraphing has become a big focus
- providing exemplars of what work may look like and breaking down each section.
- scaffolding by providing sentence starters.

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Students will be able to take responsibility for their learning. This will mean that they will be able to learn about what interests them and will not have to rely on teacher knowledge, which at this stage limits them and limits the amount of "buy-in" we have from students.
It is important that students see the "why" in their own learning. We need to build on their motivation.

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Use of statistics, displaying graphs and how they relate to sports. For CLM dive deep into how stats work within the learners chosen sport and how it may work in a game type setting, +/- and shooting % in basketball/netball

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Essay writing skills, transactional writing involving critical thinking

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How are we ensuring that literacy needs specific and specialised to individual subject areas (Disciplinary Literacy) is being developed by students in order to deepen their knowledge and increase their level of literacy resilience?

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Students have different responsibilities and priorities that can easily override in-school learning so acknowledging this and using what they do know as a jumping off point.
Leading them to grasp 'the why' for themselves so the knowledge feels real, connected, and implicit for them too.

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Students who have strong comprehension skills are more likely to be able to skim and scan for relevant information.  They are able to see language as a means to finding out more about the world, instead of something that they just have to complete.

I can implement this into my classroom by giving them the skills to break language down. (skimming and scanning), continuing to identify grammar structures learnt in Japanese, highlight language already covered. Also through in Japanese lessons, writing sentences that incorrect on the board and getting them to find the mistakes. Showing those low students that they already have some foundation to literacy and building their confidence.

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Learners will have the skill to engage with what they are reading. They will be able to challenge assumptions and connect with  the text on a variety of levels.
They will be able to have thoughtful and meaningful conversations with their peers about what they are reading and give a summary of their key ideas and thoughts.
I will develop these skills in my classroom by ensuring that students are having more opportunities in PE to discuss and read a range of literacy work that relates to the practical component our subject.

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I am a very visual learner, so do maps and flow charts. I like to know what and how things are connected.   I know that some students are like that as well.

I use my Japanese skills to take notes when listening in both languages as note taking is faster. When it comes to reading chunks of text, using highlighters to indicated key words or passages, break the passage into paragraphs, identify words they know and don't know. Find verbs at the end which give meaning to the sentences in Japanese.

When doing inquiry work - always thinking of the 'why' question. Why I think that, or questioning research I have gathered. Being naturally inquisitive.

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During planning sessions, specifically for CLMs we are identifying what disciplinary literacy needs to be expressly taught e.g. Who Dunnit? Has a specific reporting style for different scientific methods. Students therefore need to be expressly taught the language for each experiment and report templates need to be modelled and explained so students can both read them and complete their own for their own investigations.
Reflection of asTTle and writing results also help us identify skills that need further support for students to improve both basic literacy and disciplinary literacy. E.g. Yr10 students in general have shown they need to learn better strategies for finding implied meaning in texts. We therefore plan for more explicit teaching around implied meaning within a novel study, using 'show, not tell' writing.
Senior students:
The style of assessment at senior levels becomes much more disciplinary. Again reflection of past results and current study habits of the cohort show that a lot more pre teaching needs to happen with more practice on how to write the specific literary essay that is expected. Students have SEEL as their base but by senior levels need to move further from it. This has to be explicitly taught using discussion, modelling and on-going feedback.

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Calculating, percentages, Budgeting, Personal Finance units

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Are you aware of the "brown book" - Effective Literacy Strategies in Year 9-13? This was the foundation of the literacy programme and has a huge number of literacy strategies which can be used.

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Effective Literacy Strategies in Years 9 to 13 is a professional learning programme that includes a guide for the programme facilitator, a guide for the literacy team within a school, and a guide for teachers. This book, Effective Literacy Strategies in Years 9 to 13: A Guide for Teachers, is intended to be used by teachers taking part in the programme.

The focus of the programme is on effective literacy strategies - what secondary school teachers and students can do when engaging with texts in order to understand and create meaning in any subject area. Although texts can be used and created in written, visual, and oral language, this book and the professional learning programme that it is part of are concerned primarily with literacy in written English, that is, in reading and writing.
Literacy is the ability to understand, respond to, and use those forms of written language that are required by society and valued by individuals and communities.
Ministry of Education, 2003a, page 19

No chapter under this module.

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Effective Literacy Strategies in Years 9-13 / Planning for my students' needs / Literacy Online / English - ESOL - Literacy Online website - English - ESOL - Literacy Online

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Effective Literacy Strategies in Years 9 to 13 is a professional learning programme that includes a guide for the programme facilitator, a guide for the literacy team within a school, and a guide for teachers. This book, Effective Literacy Strategies in Years 9 to 13: A Guide for Teachers, is intended to be used by teachers taking part in the programme.

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Key ideas as subheadings and then billet point notes with explanation
/examples.
Prefer to write in my own words as I feel this helps build my understanding and helps my recall when going back to the notes

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Personal Finance, research and comparisons

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Allowing students wherever they are at in their literacy journey, to feel comfortable and that they have a base.  Then putting practical activities in place to pull our skills out.

When reading a text in Japanese or English I identify, the purpose of the text, who is the intended audience, what is the main point the writer is to get a cross. ( glossing over the text) . Then read for depth, grammar structure, specific language used, opinions etc. Knowing this, I can allow my students to work through this with Japanese and English reading passages.

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Etu Literacy, what do they know. Student choice on what they write about.

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I make notes by summarizing important information after reading and skimming, I simplify and put information into my own words.

I model this in class. In my notes and in answering questions I put questions and subheadings to give an example for students with bullet points or answers divided into steps underneath.

I often use flow charts and mindmaps to start off a topic or review important ideas.

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Breaking down the questions into smaller more direct chunks to make it easier to find information.
I first skim to make sure the article is useful to the question.
I then highlight all the relevant and specific information that relates to the question.
I collate all the relevant info under certain sub questions and from there, start building an argument.

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Student choice. Allowing students to select their topic that they are producing written or oral work lets them use their knowledge and to expand their knowledge base through research. Easstle data collected in junior school to track progress

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-Variety of ways to assess and be assessed
-Different ways to confirm students have embedded/learned something new or continued some learning
- A question I will ponder more is is my/our PKE strong enough that the jumping off point for students is appropriate. How can I know for sure- feedback during term potentially?

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I like to have a printed version so I can highlight key words and sentences and add my own notes as I go through the text.
I like to inquire about what other perspectives there might be or is this actually correct what I am reading. No only what I believe or think but also what others may be thinking.
I also like to see a visual representation if it is a word that I am not sure about I may also search the image not just the definition. I also like to plan with mind maps and key words/sentences before writing.

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Evidence based learning. Multiple approaches to individual learners.

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Depending on the class, a series of check points is used to ensure all are understanding. This also gives me time to have conversations and develop students understandings further. Asking the why questions too to get them thinking.

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Know your learners. Communicate with them, find their interests and use what they already know to build their learning

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By reflecting on my own method, and how I learnt I can break down my intuitive knowledge into simple steps. I have to remind myself although it now seems intuitive, I am the one helping these student develop this sort of intuition for the fututre.

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The Junior School we have targeted objectives - different forms of writing (letters, descriptive paragraphs, essay structures, SEEL paragraphs, speech writing and creative) Assessments: - e-Asttle testing helps to see where they are at beforehand. Also, we go through various forms of reading - guided / group, silent individual. In CLMs some focus on different forms of literacy and de-coding - Maori and Japanese elements are there - also, we have various texts across the curricula that students engage with - some texts will be suited to students interests. (For success in the e-Asttle tests we need to cover some of the literary terms in order for the students to achieve a higher degree of success as they may not be informed about a literary word such as alliteration, for example).

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Different ways of assessing knowledge of students across subjects, classes and topics.
Using pre assessment tolls and formative assessment tools to provide direction for learners

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-Assessments (informal and formal) almost always have opportunities for students to show what they know and can do in terms of literacy
-I teach not just science but also literacy strategies for answering questions
-I try to include different ways of researching thing, rewording work, and answering questions
-I have formed relationships in the class so I know how to better assist specific akonga
-Going forward I will try to intentionally plan specifically to teach this literacy (especially in Y10 where a lot of student seem to be struggling to write complete sentences that make sense)

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This response if for both criteria:

Classroom - Wide range of strategies focused on reading and writing throughout all classes. Ranges from using structures to support writing like SEEL and essay structure to reading sources for research purposes and how to identify specific points, facts and perspectives.

Kura - SEEL structure, tracking and monitoring through use of e-AsTTle,, focus on literacy in Year 11 , building courses towards Level Two UE literacy in English and Social Sciences.

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Greater comprehension leads to a greater imagination.

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By making sure that we teach students a range of strategies as one box does not fit all and that everyone reads and learns at a different pace. Therefore we need to teach the students to understand how they learn best.

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The personal Finance unit supports addition numeracy, beneficial in setting students up for adulthood. It covers many numeracy skill seta as well as developing research and comparisons.

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Teach current numeracy standards, and encourage students to find the answers to problems themselves either through their own knowledege or using that knowledge to research next steps

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I read and often note down in my own words phrases or bullet points to help plan or remember. I will usually use sub headings and/or a title to help bring everything back to my 'why'. I enjoy feedback and to talk through my decision making with someone else.

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Effective instruction allows you to be flexible accounting to each students needs. In a perfect world instruction would be presented through visual, audio, touch, feeling etc.  Break instructions down, use practices such as find the mistake, gap fills, allowing students to present in different forms etc

Knowing vocabulary is the make or break for Japanese learning. We use this as a foundation to build meaning. Vocab is taught through, absorption, or rote learning of it at home. The more a student can pull vocab / recognize vocab the higher their ability to express themselves becomes in Japanese at least.

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Student choice to ensure interest and relevance.
Using real-world topics and events and knowing nothing is neutral/context free
Implemented a compulsory 'research seminar' for year the 9 CLM I am a part of as a response to feedback and reflection from term 1.

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Adaptive courses at year 11 that students have choice around what they would like to learn

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I definitely think students should be given options with how they want to go about being assessed. Each option must equally as effective to gain the higher grades as each other and the support for each option must be the same.

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In Japanese and AKO I am currently doing that, buy creating mind maps, SEEL paragraphs or for Japanese SEXY paragraphs. Continues skimming and scanning for info.

Build a base foundation of words

If there was more time, then practices I would like to build on are  thinking of more cultural aspects and peoples thoughts and feelings in Japanese through English and Japanese median text.

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Tasks that are focused on real life situations. Build on previous knowledge of all in the class/groups/individual. Understanding that not all learning will understand the a concept the same way that I do.

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Ability to ascertain meaning and evidence used to support statements. Students with strong comprehension can read for meaning and be able to explain perspectives and meanings with specific evidence. Applies to all subject areas.

See comment made in criteria one for strategies used by Pr.

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Assessment that allows students to demonstrate knowledge at multiple levels. Ensure that they are showing how they completed a problem to understand their think an rational. Use context that is relevant and learners can relate to.

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Students with good comprehension skills can decode well. They can read quickly so that the text flows. They can remember what they have read and recall it and discuss it. They can perhaps make some sophisticated inferences and can 'read between the lines'.

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Giving the students option in the course material, but also giving them a wide range of culturally respectful material, not just from Aotearoa, but other indigenous people too.
Having student feedback opportunities throughout the course.
building on the transactional nature of literacy (real life context)

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I am terrible with paper copies of things and prefer to use electronic so that I file effectively and not lose the paper that I have been given.

When taking notes I respond to what is in the text with my interpretation, then check other sources of information to ensure that I am correct. Especially when reading explanatory notes for Achievement Standards that I am unfamiliar with.

I use subheadings and bullet points all the time? I need things to be sequential and methodical. I tell my students that I have 'man brain' so that I have to do things in sequence or I will forget where I am up to. Leads to some good discussions on cognitive development in teenagers and evolution.

I use infographics and graphics organizers a lot. Especially if I need to understand a process or how something fits into a wider picture.

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Agree with all of the above comments.
Through the many conversations with teachers and students across the school you can tell literacy is actively being taught.
Students who have strong comprehension skills understand the why across subjects, those who struggle need it explained usually in several different ways.

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Personally, I write a lot so I have my own style - I tend to organise my thoughts through a mind map. Mostly, I just think of a few ideas and make an order and then talk about/write about the main points in paragraphs. For teaching writing, I will find a picture that suits the mood I am trying to create. For, music I may imagine a room, mood or feeling and then the poetry and melody will come to me. To teach that I will play songs with good visual lyrics and discuss the feel of a song. Subheadings will come from keywords that come from my mind-map.

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Analyzing graphs and basic stats.

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Students are required to take notes in Maths. I write steps in bullet form and encourage students to write notes in their own words to ensure there is comprehension.
Mathematics relies heavily on modeling and diagrams to aid comprehension.
Students are encouraged to draw pictures when reading a problem, so that they can better understand what is being asked.

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As a teacher one of my main mantras is KISS: Keep it Simple Stupid. This means that I rely on simple instructions for my students and supporting my students to build up literacy skills and strategies by scaffolded experience-based improvements rather than expecting them to keep up with me.

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-Continuing to form professional relationship with students
-Teacher some literacy skills throughout related to tasks required
-I aim to strengthen specifically teaching literacy, giving students strategies, and ensuring work is in proper sentences that make sense and flow
-We use e-asttle, I have used PaCT in the past

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How I organise can be shown on any of the sites I have made across classes this year.
A range of strategies as indicated in comments above.

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See comment for previous criteria.

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If I teach a student from Years 9 through to 12 or 13 they should pretty much transition through a process that starts with reading for meaning by building vocab, on to being able to identify specific evidence, on to identifying perspectives and then being able to explain and evaluate them and finally onto analysis and forming judgements based on the idea of validity.

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I make notes using headings & subheadings, with bullet points. Will always handwrite notes because this helps retain information rather than typing. Prefer flow charts to mind maps.

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In the classroom we often cover financial literacy and statistics. In science we learn a lot about graphing, looking at trends, and performing simple algebra to solve equations. In ako we take time to specifically teach numeracy, and simple numeric basics such as place value, integers and arithmetic.

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By having a clear assessments criteria that students can see and follow.
Concentrating on the why/purpose and the learning outcomes.
As mentioned above a range of ways to assess but often I find it difficult for students to achieve extended abstract or excellences if they don't fall into the essay type style of writing.

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Have basically used explanations that Mt gave us as a result of her Kahui Ako inquiry in 2019. I try to plan learning that enables students to use numeracy to explain, and find solutions for problems in Social Science topics.

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Predominantly through learning conversations. General skill set or process is out on G.Classroom/board and students have the step by step. As this is there it is more important to go around and have the individual conversations with the learners about how they are using the prompts, some will function with them fine, others will struggle and then you can question them through what works for them and assure them that their way of getting through a task is fine. Based on these conversations you can offer guidance on how to make their processes more efficient or improve for deeper learning.

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Knowing my students and building relationships is crucial, so that I can better understand where they are at in these skills. They need to feel supported and free to make mistakes in order to learn. I need to be flexible and able to pick up on a direction initiated by the student.

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-Effective strategies include going over examples of how to work through problems and making sure to assess to check for understanding
-I would like to work on understanding strategies to break down simple problems better and explain how to work it out for students who do not understand intuitively. Continued discussion with members of the math department will help.

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Previous strategies already discussed.

Need to pick a context to really 'sink my teeth' into using numeracy in my teaching. Possibly a future CLM or involvement as part of an Ako team?

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Question :(Literacy Stage 6 slide (The Importance of Words) Does that mean that the Tear 1, tear 2 and tear 3 words for vocabulary are something that students could study for the literacy and numeracy external test?

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My teaching world is literacy. It is the foundation of all of my teaching. Knowing and understanding the students is also the main way work actually gets completed. Using the data to create goals, lesson plans and drive conversations with students also ensures appropriate next steps are completed.
The main focus to help improve is looking more at students skill set to keep them engage in class. Can they genuinely self manage? Do they know what this means?

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Making students understand that literacy and numeracy is everywhere.  We use it everyday of our lives and it is important in what ever career path they take.
I am currently making this more visible in HPE by in Yr 9 and 10 constantly talking about and producing work related to the basic SEEL paragraph, looking at their vocab and expanding on and discussing words and definitions that they aren't sure of. Our subject is great for them to be able to experience and participate and then discuss and write about that experience first hand.

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Build relationships first. Model note taking and thought processes on the board, use 'think aloud' to help students begin to feel confident in their own abilities.

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In regard to explicit teaching.. very little. At present it would be as far as asking them what page number they are on and making them figure out how quickly they could read the novel using the timeframe I've given and pages in their text.
Most common numeracy used it making students figure out how much longer they have in a lesson.
Always speak positively about numeracy to encourage them to think positively about it.

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Success criteria must be extremely clear. Rubrics must be explicitly explained before the assessment takes place.
Choice should be given to students on how they would like to evidence their knowledge and skils.

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I don't teach numeracy explicitly but I do facilitate it in a couple of CLMs with co-teachers.
I feel it is important to remain positive about numeracy (really, all other parts of the curriculum) to ensure students are not receiving conflicting or unhelpful information.

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-assessment (formal and informal) that covers multiple levels so all students can show what they know
-continue teaching numeracy strategies in ako and in science classes when opportunity is there
-check with math department for further strategies that I may not have thought of
-discuss with student how they are going and get them to record how they work through problems not just the answers
-plan specifically to teach numeracy