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Writing frameworks such as SEEL and SOLO, subject specific vocabulary and definitions. Breaking down texts into smaller bite sized chunks and exploring meaning, connections and relationships between ideas. 

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Writing frameworks such as SEEL and SOLO, subject specific vocabulary and definitions. Breaking down texts into smaller bite sized chunks and exploring meaning, connections and relationships between ideas. 

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They have the ability to explain to others what the purpose of the task is, expand upon the key concepts and link ideas to actions or extended thinking.

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Scan/skim reading, using headings and subheadings to gain overall concepts. use of highlighter to identify key aspects of text, brainstorm formation including 'trigger words', notes transformed into pictures/graphs if possible, use of flowcharts and spider graphs to link key aspects of a text.

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Using common language in literacy tools across the school (SEEL, SOLO). Using a variety of visual resources to assist students in processing information. Scaffolding information and reflecting on relevance/meaning for the individual.
Junior school using e-asttle to track progress of students and develop common strategies across subject areas.

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Understanding text for purpose, using equations and formula to solve problems, forming explanations, using vocab in context, understanding pattern seeking/fair testing processes, representing/understanding information in tables/graphs, using units to explain relationships, structuring writing for fluency, analysing information for audience/bias/vested interest,

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I like Deans approach to identify where you are at in the process, and the application of an out of context approach that is the transposed into the context that is being taught. A willingness to accept that all learners are at some point in the learning chain, that isn't always where you think of expect them to be at. Know your learners, learn their preferred contexts, be adaptable, flexible and willing to learn while reflecting on practice. 

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I like Deans approach to identify where you are at in the process, and the application of an out of context approach that is the transposed into the context that is being taught. A willingness to accept that all learners are at some point in the learning chain, that isn't always where you think of expect them to be at. Know your learners, learn their preferred contexts, be adaptable, flexible and willing to learn while reflecting on practice. 

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Build frameworks for assessment that are not focussed on a specific style of submission. Change the rubric so that the focus isn't simply on written submission but could include vocal questioning, digital recordings/presentation, speeches etc. allow students some choice and flexibility in assessment style. Develop questioning strategies that can draw out understanding and communicate that understanding in an effective manner. Teaching by students to their peers, self/peer assessment. constantly encourage review and development of thinking skills as well a communication skills..

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Learners are able to summarise the key information. They are able to use specific examples and explanations to support what they have learnt.
Use a variety of information to encourage students to challenge the different perspectives. Give time for reflection on meaning.

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Use localised contexts, and student led examples to engage and focus the learners. Be open to every and all questions, bounce ideas around the class, develop ideas in conjunction with students and encourage contribution. Be open and responsive, encouraging and enthusiastic. Manage student self-doubt and foster an environment that values the students as contributors to the process of learning for all.

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Skimming for relevant information. I find highlighting is effective for me as it becomes a visual. I can then work through the highlighted information at the end to categorise and build further understanding.
I think for students to be able to do this effectively, they need to have initial understanding of what they are looking into and what relevant or important information may look like.

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Embed the numeracy into everyday activities. Use calculations and graphing, statistics, tabled data, averaging, research skills, predictions and patterns, measurement and analysis as part of the overall learning process. Don't flag numeracy activities...just integrate them naturally into the content and context being taught.
Use real life contexts for the skills - fertiliser application rates, fencing material requirements, interpreting market price/supply tables and graphs - make it relevant to the kids.

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Have an understanding of what works best for the students and check in with this regularly. As FR, mentioned they may not be were you think they are. Having this conversation and developing activities which can be done in slightly different ways.
Role modelling strategies initially so they can visually see and applying to different contexts.

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Junior Ako teams - using Asttle and observational data to assess individual student need, then creating differentiated reading and writing programmes that link into and provide skills needed for our integrated project work.  Using Sheena Cameron Writing and Reading Comprehension resources as a guide for developing teaching programmes.

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Students are able to make sense of a wide range of text using pre, close and post reading strategies. Using differentiated 3 level reading guides is a strategy I use

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Tom Chalmers: In Health and PE we develop the use of S.E.E.L writing to encourage a more indepth approach to student literacy. We focus on the understanding and the application in practical situations of key words.

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Tom Chalmers: In Health and PE we develop the use of S.E.E.L writing to encourage a more indepth approach to student literacy. We focus on the understanding and the application in practical situations of key words.

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Tom Chalmers: There is also the inclusion of Maori words such as Hauora and Te Whare Tapa Wha as well as key Maori terms used in games such as Tapa Wai. We asks students to place key words in context and explain what these key words may look like, feel like and sound like if they were evident; this is to show their comprehension through application to real life examples. Scaffolded responses and instruction, SOLO rubric, sentence starters to support lower litercy levels.

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Learners who have strong comprehension skills are able to access a wide range of texts and use skills such as skimming and scanning to find the detail and explanation they need to complete a task. These learners also have strong vocabulary skills. Exposing our learners to as many different types and genres of texts as possible and explicitly teaching the skills needed e.g. vocab, skimming and scanning is a way of developing these skills.

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Tom Chalmers: Learners are able to apply their understanding of words to a wider context. They are able to expand on thoughts and ideas and critically analyse thoughts, and suggestions. They are able to link their knowledge across different topics. They can offer relevant and constructive opinion, discuss and debate poitns and form reasoned and thought out conclusions.

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Tom Chalmers: Learners are able to apply their understanding of words to a wider context. They are able to expand on thoughts and ideas and critically analyse thoughts, and suggestions. They are able to link their knowledge across different topics. They can offer relevant and constructive opinion, discuss and debate poitns and form reasoned and thought out conclusions.

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when researching making notes through annotation on documents, using jotdot for information summaries from inquiry questions and cornell note taking strategies to summarise knowledge to include headings. Graphic organisers to help consolidate vocab, use SOLO thinking graphic organisers before building infographics to prevent poster making and promote information explaining

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These skills can be perfected through the teaching of key words and terms, how to critically analyse information or challenge opinions, how to form constructive arguments and debate and discuss view points supported by research and fact. It is also supported by teaching how to lay out their thoughts onto paper, break down information and use their knowledge to form a structured response.

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I am definitely a note writer. I find that writing down key ideas under sub headings is the best way to record and understand information. I prefer to write on paper rather than type into a doc - it just works for me. I have note books that I record all of this in. I can then go back and highlight key information in my notes. I can then turn this into a diagram, flow chart or other type of visual if I need to present information to others.

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Give students lots of opportunity to experience what they are learning in a practical sense. Give them opportunity to discuss this with each other and how they each understand the concepts. Scaffold for support and offer sentence starters when appropriate. Opportunity for open discussion around learning (student to student) and ongoing feedback for students.

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Tom Chalmers: I will often make mind maps after my initial read through with subheadings of potential paragraph topics being identified. I like to read the text in full first highlighting key words and noting key facts. I then use this information and visual cue to identify further information as I construct a draft of how I will lay this information out in written format. This is then further built upon through my first draft of whatever I am responding too where I will begin to add any thoughts, analysis or supporting evidence of the information I have read

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Tom Chalmers: I will often make mind maps after my initial read through with subheadings of potential paragraph topics being identified. I like to read the text in full first highlighting key words and noting key facts. I then use this information and visual cue to identify further information as I construct a draft of how I will lay this information out in written format. This is then further built upon through my first draft of whatever I am responding too where I will begin to add any thoughts, analysis or supporting evidence of the information I have read

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Using a range of relevant and/or practical contexts for students to be able to connect learning to.
Using school wide tools for literacy like SEEL/SOLO and adapt to the subject to ensure common language.
Offering opportunities throughout learning activities for different forms of literacy skills/techniques/strategies. Explaining the purpose for this and role modelling use/strategies.

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Working through strategies with students means verbalising your thinking as you go so that students see the strategies fully modelled.

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Making learning outcomes explicit enough to identify skills/concepts needing developed/shown and then negotiating ways of engagement, representation, action and expression.

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I think modelling the processes we go through ourselves is really important, and actually showing the kids - this is how I do it - but are there other ways? Do you do this differently? Using modelling books (like a big scrapbook) and working through examples in small groups - then kids can refer back to the modelling book.

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Tom Chalmers: Knowing what they are aiming for and what this looks like

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Tom Chalmers: Knowing what they are aiming for and what this looks like

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Being able to experience learning through different contexts and apply their learning to relevnat and practical contexts. To see the thoery applied in settings outside of school. To find ways in which the assessment can be varied and relevant for them personally. Providing the opportunity for relflection and an ongoing dialogue between students and staff and students.

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Working to link numeracy into context which the students can relate to as a class and individuals. Offering explanation of the purpose of it being used in that context and discussing how else it can be used in different situations outside of school/education.
Use of numeracy in practical situations and incorporating problem solving with it. For example, when looking at the Planets. Using measurement and scaling to look into the distance between planets on the back field.

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- Really great at SEEL and CER paragraph style, next area for development is building strategies for extended report writing.
School currently uses asttle data as a 2 point data capture although previously this has been used across subjects for a wider capture of skills (procedure and explanation writing in science)

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Applying the learning to relevant or real world context is important for me in my practice to ensure they see purpose. Checking in with them afterwards and seeing if they can find an example of where else they can apply the learning has worked to check how they picked it up.
I want to continue to build on ensuring that all activities are at the relevant level for the individual. This means creating activities to have different levels for learners to extend. This for me would ideally be a practical activity which then requires them to take the information they have gathered and use numeracy to reach an outcome. They can then work with others to see what was similar/different in their process.

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In year 9 Ako we are using connection to our local area as a context across both our integrated project and through explicit teaching in reading/writing workshops. Students are able to choose contexts within our area that are relevant to their interest or experiences.

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I think that the context is key and the more relevance they can see to things in the real world the more buy in there will be to work and assessment. The use of external parties gives more weighting to the message and allows students to ask experts in varied field questions they want to know the answer too.

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Tool currently used at junior level - Asttle testing for reading, and assessing writing using our own SOLO rubric which is based on the Asttle writing rubric. This happens 3x per year. Test data is analysed to identify specific skills that groups of students are lacking, then used to group students to provide both explicit teaching and appropriately leveled resources. Also using Schonell Spelling testing at Yr7&8.

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Continue to use scenarios/practical examples (That students can relate to) to base a numeracy problem that allows them to see purpose or how it will work in a real life sense. Then have a problem that requires them to have an experience/gain information, then use numeracy strategies to reach an answer. Having group discussion around the context first would be beneficial to add to build deeper understanding of the starting place and then encouraging reflection afterwards and discussion student to student to reflect on how they got to their answer and what the sense that it make to them.

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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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Using contexts which are either relevant to the current time or to the individual can help to motivate/get student buy-in to the numeracy activity.
Linking to real world situations or encouraging students to link to a real world situation can help for them to be able to transfer their learning.
I am aiming to encourage students to have more discussion with one another after they have completed numeracy activities to have conversation about the strategies they used, why they used it and how it makes sense to use that strategies. Encourage them to consider the different perspectives and see if it changes the result of their task.

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Making sure the numeracy used is robust enough to develop skills, understanding SA:V ratios, % change, calculating gradient of lines, understanding formula equations and units to show relationship of ideas in a numerical way, representing data that is both linear and non linear. Using appropriate graphing for purpose, pattern seeking vs fair testing. Using numeracy for spatial points e.g. finding epicenters of earthquakes.
Modelling how creativity and problem solving is used in numeracy to help solve problems.
Allowing situations where growth mindset/GRIT learning can be developed and rewarded.

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Technology isn't viable without numeracy. Numeracy is ingrained, you can't make a product without at least basic linear measurement, addition, subtraction & division in materials or volume & weight in food. And often numeracy becomes the teaching moment, when a problem surfaces, a student might estimate / fudge / B-S the answer, like needing to know how long a piece of steel needs to be to wrap around a cylinder.  Grabbing that moment to work with Pi as well as the definitions of Radius, Diameter and Circumference. However timing is important as if it isn't relevant at that moment, it won't sink in.

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Technology isn't viable without numeracy. Numeracy is ingrained, you can't make a product without at least basic linear measurement, addition, subtraction & division in materials or volume & weight in food. And often numeracy becomes the teaching moment, when a problem surfaces, a student might estimate / fudge / B-S the answer, like needing to know how long a piece of steel needs to be to wrap around a cylinder.  Grabbing that moment to work with Pi as well as the definitions of Radius, Diameter and Circumference. However timing is important as if it isn't relevant at that moment, it won't sink in.

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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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I know I`m possibly okay with the pattern seeking/statistical side of things.
I worry that when I set up situations for numeracy development I am accidently teaching them a misconception that might need fixed later down the track. Using subject specialists to help build my knowledge is my go to for support as the are the most informed and always willing to collaborate.

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Practical use of numeracy is key. I find most students often have the basic numeracy skills required in tech, but they are not practiced at it - they need reminding and to use it in real situations. With seniors machining components to a +/-0.1mm tolerance is sometimes a struggle when they can't comprehend something smaller than a CM. Using a Vernier scale and adding & subtracting at this level. Setting a machine to take off 0.1mm when they get CM and MM mixed up. Some sort of graphic / poster showing the difference might help. 

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Practical use of numeracy is key. I find most students often have the basic numeracy skills required in tech, but they are not practiced at it - they need reminding and to use it in real situations. With seniors machining components to a +/-0.1mm tolerance is sometimes a struggle when they can't comprehend something smaller than a CM. Using a Vernier scale and adding & subtracting at this level. Setting a machine to take off 0.1mm when they get CM and MM mixed up. Some sort of graphic / poster showing the difference might help. 

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Di- I have a business language dictionary I have made up for my subject and I fully incorporate Maori Business concepts into the Business framework. As different historical and business contexts arise, I add these terms to allow all students to meet the standards using appropriate Business terminology. I also teach some English structures for paragraphing, referencing and report style writing to enable higher grades.

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Different methods of reading - group, peer, own, following with audio or teacher read. Comprehension activities differentiated. Teaching structures - sentence, paragraph and essay. Parts of speech. Vocabulary.

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I use numeracy in accounting practices with Year 10 and 11 classes and incorporate numeracy terms within standard Business lessons. 

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I use numeracy in accounting practices with Year 10 and 11 classes and incorporate numeracy terms within standard Business lessons. 

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Some science concepts are explained through numerical reasoning so allowing students the ability to develop understanding of both empowers their ability to explain ideas. Problem solving issues (WickED) prompts to use a range of skills to solve something relevant to their life or to improve the life of others e.g. lever length and arm prosthetics, speed limits and stopping distances, neutralisation points and medicine.

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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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Comprehension - understanding and processing the text.  Need to understand the meaning of everyday works, in addition to subject specific vocab and instructional words. (MT)

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Di- Students are able to decode, fluently ideas and concepts within a text. They can connect ideas within and between sentences to create new meanings and link to wider world concepts. 

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Di- Students are able to decode, fluently ideas and concepts within a text. They can connect ideas within and between sentences to create new meanings and link to wider world concepts. 

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Tech = Project based learning, so if the numeracy isn't relevant to the project it won't be covered.  Often calculations are made with chalk on the floor,  on a whiteboard marker on the window next to the machine, on a scrap of wood, even on the back of a hand = on the fly. Often the capable students support the less able. Sometimes it is good for a student to make a mistake and have to deal with it, especially if they made the mistake by copying someone else's answer and not made an effort to calculate answer themselves.

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Tech = Project based learning, so if the numeracy isn't relevant to the project it won't be covered.  Often calculations are made with chalk on the floor,  on a whiteboard marker on the window next to the machine, on a scrap of wood, even on the back of a hand = on the fly. Often the capable students support the less able. Sometimes it is good for a student to make a mistake and have to deal with it, especially if they made the mistake by copying someone else's answer and not made an effort to calculate answer themselves.

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Using groups to help share strategies/encouragement/team work when solving issues.
I tend to use the functions within google sheets when managing data gathered.
I feel like I understand the components of literacy and strategies to use better than numeracy. I am unsure about what numeracy looks like at L4/5

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DI- A way I do this is by teaching Write that Essay from Dr Ian Hunter to get higher grades and show how to write an essay and complete a report. I model and explicitly teach referencing and report style Formal Writing with Cover pages, footnotes, headers and in text referencing. I teach basic accounting to trial balance as it occurs and basic Economic principles through Year 10 including Insurance and Banking. I also teach Stanford Business Schools Think Fast Talk Smart communication for Business Students giving clear structures students can adapt to varying situations. I do What? So What? Now What? and Problem? Solutions? And best solution and why? This answers questions for Economics, Business, English but can be adapted for oral submissions and speeches.

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Learners should be comfortable discussing ideas that they have read, particularly within the safety of peer groups, as well as writing down their understanding. This enables more readers to contribute without the constraints of written work. Strong comprehension skills enable them to participate in discussions. More emphasis on different ways of showing their understanding will build their comprehension skills, especially supported by other learners.

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I'd love to know if other subjects use millimeters regularly and if not, could they more?  Interestingly we find many students can't tell the difference and don't seem to know how to convert from cm to mm.  Cm just don't cut it when making anything.  Generally numeracy is ingrained in tech / dvc outcomes. It could be more explicit at times, but relevance to the outcome is important.

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When discussing or listening to information I make notes as I go - usually bullet points. When scanning written documents, I identify key words. Usually I highlight these, whether in print or onscreen, and colour code according to ideas or importance. I make subheadings for key questions or topics when transferring information and sometimes use page halves for comparative information. I use both mind maps and flow charts, depending on what I am making notes on and the purpose e.g. mind maps for generalised thinking and flow charts for essays. I model all of these techniques for students, both on the whiteboard and on projected documents.

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With relevance to numeracy elements within learning assessment - To talk to the students; discuss barriers and enablers to their learning and access of assessment. To be have context and relevance which are taught through a range of methods including practial work and application of skills and knowledge. To create opportunities to work independently and collaboratively to solve and respond to problems. To provide the students the options of a particular direction and focus during assessment e.g. how an specific assessment task will be approached or the different ways in which the akonga will meet the criteria. To use the students to mentor and help their peers. To incorporate the use of traditinal and modern pedagogical practices and resources to support their leearning and engagement in a variety of ways. Involvement of Student prefect for given areas in department meetings and meetings with staff to develop collaborative work and strengthen the understanding between student and staff perceptions re relevance and importance of numeracy to assignments.

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I take notes as a student by listening and writing everything that is said with text headings and drawings and coded symbols such as triangles to represent delta for change. I take the key words and then make up an acronym word of the first letters to remember the key terms. I use these in class on the board to help students to revise and learn key terms. I also draw different terms out visually to aid retention. I get students to model this and we look up research for assessments with key word searches. Students often put in lots of unnecessary words that stop them gaining valid, quality lines of inquiry to inform their work so I teach this to ensure they can do this effectively. They don't like it and often see as boring but I have had students years later say it was a godsend at Uni as they knew how to take notes and reference effectively,

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In Junior school the use of SEEL paragraphs helps to form structuring of written work as well as writing for a purpose.
In Mathematics I encourage my students to explain all steps of their work to explain their purpose and show deep understanding of processes. When taking notes students are encouraged to rephrase into their own terms.

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They will be able to read and summarise a text into their own terminology. They will be able to clearly understand the purpose of a text and its implications. May also be able to make connections between the text and other resources due to their deeper understanding.
Breaking down a text with students and discussing it as a class can be beneficial. allowing students to share their ideas and get a wider perspective outside their own,

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In mathematics I always try to make notes that cater to a range of preferences, including diagrams and examples wherever possible to cater to those who learn visually and kinesthetically.
Where possible I will always break down notes into simple steps and bullet points so that information is not confused or difficult to comprehend.

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Tom Chalmers: Context and relevance are key when including numeracy in elements of assignments and assessment. The ability to see how numeracy is used in the real worl relating to our subject. The use of data and statistics to support their statements in their write up

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Tom Chalmers: Context and relevance are key when including numeracy in elements of assignments and assessment. The ability to see how numeracy is used in the real worl relating to our subject. The use of data and statistics to support their statements in their write up

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Tom Chalmers: To purchase modern digital packeges to support analysis. To develop and strengthen the relationship with the UCC Biomechanics lab to provide real life insight, novel experiences and aspiration to develop the use of numeracy and statistical ananlysis in their work.

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A big part of this in Mathematics is structure. As Mathematics teachers, it is implicit for us to structure and lay out our work in a methodical and logical way and it is easy to forget that this is a learned skill that takes time to develop. I am trying to become more intentional about explaining the WHY as I lay out work in a certain way, to help students understand the benefits to improving this as a skill.

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Specific vocab, both key word understanding and words to instruct (E.g. Evaluate, solve, etc) need constant reinforcement within Mathematics context.  Within Mathematics the writing of passages longer than a sentence or two tends to be at more extended abstract level of Year 7-9, with increasing amounts of writing increasing as students progress particularly through the Statistics strand  due to carrying out Statistical Investigations and developing Statistical Literacy (reading and evaluating other's investigation) (MT)

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Is a wero an infectious disease? I feel I might be coming down with it. 

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Is a wero an infectious disease? I feel I might be coming down with it. 

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I try and model my own thinking and learning strategies for the students, particularly when I am trying out new ideas. That way they can see that I am a learner too and how I deal with new ideas and learning styles. I tend to use either the whiteboard or projected documents for this with student input.

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I try and model my own thinking and learning strategies for the students, particularly when I am trying out new ideas. That way they can see that I am a learner too and how I deal with new ideas and learning styles. I tend to use either the whiteboard or projected documents for this with student input.

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DI- I model effective note taking every time we attend a YES PD as they are running sessions consistently now. I brought back notes to share with all students from Mondays session at Ara and have students attending next Thursdays PD sessions for them to take notes and model this and bring back to benefit the groups. This forms an integral part of my practice

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DI- I model effective note taking every time we attend a YES PD as they are running sessions consistently now. I brought back notes to share with all students from Mondays session at Ara and have students attending next Thursdays PD sessions for them to take notes and model this and bring back to benefit the groups. This forms an integral part of my practice

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Deliberate development of tasks that require structured writing and the description, explanation and connection of ideas. Exposing students to a range of media to encourage familiarisation with a larger vocabulary. Questioning the purpose of a piece of writing and if there is any bias attached to it. Developing overall report structure so that it is in a logical sequence with supporting information followed by 7ideas/conclusion developed from this information.

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I have lots of opportunities for students to first of all answer questions in class using random selection techniques to identify students along the lines of Black. This ensures good students develop as they are not only answering what they know, but are also challenged to answer things they do not know. This in turn helps others, less confident in class, to try to answer. Failure is a problem for good kids. I use real world examples of students with part time jobs and with employers and parents as examples of the working environment. Talking to students and building relationships where you know some of their experiences to draw on later as examples is key to my practice. I find this particularly difficult at Ellesmere as I miss opportunities to talk to my parents, at parent teacher interviews, to build relationships that I can then use to benefit students. There is a disconnect between students, whanau and direct teachers. Planning for Akonga needs parents to meet individual teachers to discuss upcoming work and how whanau and teachers can bridge gaps and support students.

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Opportunities need to be given throughout classes for students to show their understanding in a supportive and authentic way e.g. classroom and group discussions. This allows observation of students to hear their thinking without it being in front of the class. Assessments can be delivered in different ways - diagrams, written, spoken, group, recorded - where possible in order to meet students strengths.

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Within Mathematics, trying to connect to real life and other subjects as much as possible. We are recording an increasing number of contexts through our SOW, with Arts, Tech, Business, PE, Science, Life etc to help teachers who may not be aware of some of the connections (MT)

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Ensuring that we select resources and assessment that are relevant to their time and place as stated above. Culturally responsive pedagogy will allow students to feel more ownership and connection to the work they are doing and the skill they are learning which will result in hopefully better buy in, retention, and engagement of students in the learning process.

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I do all this in my classes as previously discussed with business dictionaries, Maori terminology and definitions of key Business terms along with cohesive markers to use to strengthen points made in reports. I do communication strategies and lean heavily on current research in Business to develop strong teams. 

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I do all this in my classes as previously discussed with business dictionaries, Maori terminology and definitions of key Business terms along with cohesive markers to use to strengthen points made in reports. I do communication strategies and lean heavily on current research in Business to develop strong teams. 

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Solo and Easttle are currently used to collect literacy and numeracy data by the school. Keeping the students worlds at the centre of teaching and planning means developing a relationship with whanau and knowing what is important to them. I use a wide variety of literacy strategies and aim to increase these to enable students to use their strengths and have more choice in the delivery of their understandings.

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Students are able to gather information from a variety of sources and condense it down to notes sufficient to study from or combine into a meaningful and reasoned description of how a concept has developed. They can present evidence (own or researched) and develop conclusions from that.
To develop these ideas we start small and gradually increase complexity.

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Lots of fantastic ideas for real life context teaching - very much agree. Connections to YouCubed (which is Growth Mindset based), we've already got lessons set up for this, having used with year 9 previously. There is the need to have students 'know' things before able to apply in practice, in groups or problem solve. Evidence indicates students do need explicit teaching (not rote learning) to learn some concepts and move their learning/knowledge from working to long term memory. This then allows them to have some skills to apply within practical contexts and problems solving situations. (MT)

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As a classroom teacher, I can use accountancy and trial balance information for basic percentages and addition and subtraction. I use percentages to reinforce statistical evidence in support of arguments in research and Business assessments. 

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As a classroom teacher, I can use accountancy and trial balance information for basic percentages and addition and subtraction. I use percentages to reinforce statistical evidence in support of arguments in research and Business assessments. 

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Encourage the understanding of statistics and mathematical ideas when they are in written articles. In CLMs developing student awareness of measurement, geometrical shapes and space.

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Current whole school assessment of "Numeracy" is easttle, which is a solely Number strand based online task. It maybe surprising for colleagues to know that based on the start of year easttle we have approx 34 students at Year 7 and approx 21 student at Year 8 working at National Curriculum Level 2 (yes you did read that right!). This has implications not only for their long term progress but mathematical skills and knowledge you maybe expecting to bring to context and problem solve. I would like the Learning Progression Framework to be introduced to allow all teachers (ako and clm) to see the skill progression, rather than curriculum level progression to be used to monitor progress, particularly of our weakest students - that need to come upto level 4/5 for this new Numeracy Unit Standard. Students seeing this progression can help their emotional response to learning maths and doing numeracy, and supports growth mindset (MT)

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DI- I do not teach numeracy explicitly but will delve into accountancy practice, economics and statistics to support student learning as the need arises. I answer all questions students have, whether grammar, spelling or numeracy related to support their wider world understanding. This is effective as everyone knows that I will find the answer if I do not know and this practice shows I am not the font or all knowledge but we will look up together if we do not know. 

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DI- I do not teach numeracy explicitly but will delve into accountancy practice, economics and statistics to support student learning as the need arises. I answer all questions students have, whether grammar, spelling or numeracy related to support their wider world understanding. This is effective as everyone knows that I will find the answer if I do not know and this practice shows I am not the font or all knowledge but we will look up together if we do not know. 

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I do not teach numeracy explicitly in my subject area, although I include some discussion of statistics in literature that is very general and some basic maths skills in my CLMs. I could ask maths department to help me improve .

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When I am reviewing a complex question I try to breakdown my own thought process. How do I develop my answer? As I do this I am usually asking questions of the students so that they are supplying the necessary information. I hope to demonstrate the complex ideas can be broken down to simpler steps and that they have the knowledge themselves already. We finish off by combining the small answers into a more complex response

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DI- I do not teach numeracy explicitly but will delve into accountancy practice, economics and statistics to support student learning as the need arises. I answer all questions students have, whether grammar, spelling or numeracy related to support their wider world understanding. This is effective as everyone knows that I will find the answer if I do not know and this practice shows I am not the font or all knowledge but we will look up together if we do not know. 

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DI- I do not teach numeracy explicitly but will delve into accountancy practice, economics and statistics to support student learning as the need arises. I answer all questions students have, whether grammar, spelling or numeracy related to support their wider world understanding. This is effective as everyone knows that I will find the answer if I do not know and this practice shows I am not the font or all knowledge but we will look up together if we do not know. 

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Allow students to learn material from the level they currently are now - this is will require some acceleration of learning to move from L2 to L4/5 over 2-3yrs, when getting to L2 has taken 8yrs already.  This will require specific, targeted teaching using evidence based approaches relevant to their age level now, compared with NZ curriculum level (e.g. Level 2 maths is often targeted at Year 2/3, and the contexts are relevant to that age).  This will require teachers with relevant pedagogical and subject knowledge.
Allow students to use knowledge in problem solving / inquiry / context situations.
Monitor progress using Learning Progression Framework (Yr7-10, can extend down to primary schools, but this is more long term).  The LPF will allow skills to be acknowledged without a computer based assessment (which ties into students having a range of ways to share their knowledge and strategies).  The LPF then feeds into the PaCT, which can then pop out a NC level, and identify if students are ready for the Numeracy assessment (MT)

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The Curriculum Progression Tools include the Learning Progression Frameworks (LPF) and the Progress and Consistency Tool (PaCT). The Learning Progression Frameworks illustrate the significant steps that learners take as they develop their expertise in reading, writing, and mathematics from years 1 to 10. The frameworks underpin the Progress and Consistency Tool (PaCT) to enable those working with students to understand, track and respond to individual student progress and achievement against the New Zealand Curriculum.

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I do not teach numeracy explicitly in my subject area, although I include some discussion of statistics in literature that is very general and some  basic maths skills in my CLMs. I could ask the maths department to provide me with different skills and strategies to improve the numeracy of my students and help me to develop relevance to areas of my teaching.

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Naturally occurring evidence as part of normal classroom practice. This connects to many of the comments above around having multiple methods and contexts of demonstrating the necessary skills. It connects to the building of skills over time as long as students can identify that there are similar skills involved in the tasks. It allows for forward planning that allows for the range of experience the students bring to the classroom.

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DI- As previously stated, I do answer all questions holistically as they arise. I do my best to find out mathematical concepts I do not know. I use statistics as a matter of course within Business Studies to inform the decision making process. My plan is to not teach numeracy as a standalone subject as I do not feel I am competent to do this, nor do I want to. It is not my strength. I am a Social Studies/ Business/ Psychology/ Media/ English teacher and this is where I have the expertise and knowledge and passion. If you are passionate you will convey the information easier and students will benefit.

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I use the students current numeracy knowledge in some aspects of my teaching, however I do not feel that this is an area of strength for me and it is not always easily incorporated into English. In CLMs; basic geometry, measurement, statistics and space are used to some degree.

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E Asstle. SOLO rubrics are also developed based on curriculum levels that can measure the ability to express and connect ideas.
Knowing our learning is essential to being able to engage them in learning. Using relevant contexts (interests, location, future) as part of the teaching programme supports all learners.
To support literacy we use SEEL and CER paragraph structures and go further to break down these components and demonstrate how to build a complex sentence. Next steps are around the development of extended report writing - logical order to support and argument or conclusion.

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Use numeracy as a normal part of everyday teaching. Show that it is relevant in a wide range of contexts and demonstrate how the basic numeracy skills assist with the solving of more complex problem.
Demonstrate the relevancy.

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When working through numeracy based work all attempts are made to connect it to a context so the students know there is a reason behind the activity. Often this will build a familiarity with different units. Could look at a wider range of contexts that draw on student interest/experience and reinforce some of the foundation skills that I sometimes assume students have. Identification of where learners are now and being able to backtrack to find any disconnects that are preventing them from moving forward.