TER PROGRAMME MODULES

Module 1 19 June 5th July

Facilitator: Marion

Accessing the New Zealand Curriculum (Compulsory).

The New Zealand Curriculum (NZC) outlines the valued learning
Outcomes for all compulsory schools aged students and the pedagogical
practices expected of teachers to enable student access to the valued
learning described.

This module contributes to TER programme Learning Intention:
Participants will engage knowledge and understanding of the NZ
Curriculum. (NZC)

This module contributes evidence towards GTS 1,2,3,4,5,6

In this module you will explore the resources and key documents
available to support teaching across the curriculum.
There are two parts to this module. Both must be completed.

Part A.
1. Using the format provided
https://drive.google.com/file/d/OB2zuSmHF3mmHWTIJdXhlbWxMdm
c/edit?usp=sharing

Show how the key aspect of NZC can be linked together and understood
as learning progression for at least one achievement objective in one
learning area over at least three levels(check for the specific subject
requirements as some expect interlinked coverage such as NOS in
science).

Use the following documents/webpages to support your development,
along with others you access, particularly those on tki.org.nz.


http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Learning-
areas
http://www.literacyprogression.tki.org.nz/
http://literacyonline.tki.org.nz/literacy-Online/teacher-needs/Writing-
hub/Teaching-writing-in-years-1-8Planning for writing Across the
Curriculum
http://nzmaths.co.nz/nzc-and-standards
http://keycompetencies.tki.org.nz/

http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Principles
http://www.nzcer.org.nz/system/files/nzc-update-principles.pdf

2. The following may be developed while on practicum to fit with the class
focus or can be developed based on a fictitious class. If choosing to
develop a plan to meet the needs of your practicum class please
negotiate a completion date with your TER Tutor.

Profile your class.

Develop a learning plan using a context that will enable you to engage in
your chosen learning area along with a focus on the interlinked aspects
shown in the table you have developed.

Design the plan to include learning intentions and success criteria for the
series of activities and experiences you have developed to meet the
learning outcomes for your profiled class.

Discuss how you will assess the learning for each learning outcome you
have identified in your plan.

http://keycompetencies.tki.org.nz/In-teaching/Discussion-tools/Gathering-
feedback
Module 2: 14th July 1st August
Facilitator: Colleen
Teaching as Inquiry (Compulsory)

This module contributes to TER Programme Learning Outcomes:

Demonstrate effective teaching practice that are evidence based responses
to professional inquiry.
Implement and evaluate teaching inquiry in terms of valued learner
outcomes as define in NZC.

This module contributes evidence towards: GTS

GTS 1c. Have knowledge of the relevant curriculum documents of
Aotearoa New Zealand.
GTS 2b. have knowledge of a range of relevant theories, principles and
purposes of assessment and evaluation.
GTS 2d. Know how to select curriculum content appropriate to the
learners and the learning content.
GTS 3a. Have an understanding of the complex influences that personal,
social and cultural factors may have on teachers and learners.
GTS 4a. Draw upon content knowledge and pedagogical content
knowledge when planning, teaching and evaluating.
GTS 4b. Use and sequence a range of learning experiences to influence
and promote learner achievement.
GTS 4c. Demonstrate high expectations of all learners, focus on learning
and recognise and value diversity.
GTS 5a. Systematically and critically engage with evidence to reflect on
and refine their practice.
GTS 5b. Gather, analyse and use assessment information to improve
learning and inform planning.
GTS 5c. Know how to communicate assessment information
appropriately to learners, their parents/caregivers and staff.

Teaching as Inquiry-Tki

This Module is intended to model the implementation of the teaching
inquiry process. It will scaffold you into developing your own inquiry
during your practicum weeks in schools.

Two e-asttle writing data sets are provided as an evidence base. We will
collaboratively analyse the data through the module forum and discuss
and share ideas on our approach to improving outcomes.

You will select a group of 5 or 6 target students.
Access the NZC, National Standards, Literacy Learning Progressions or
NCEA levels and standards to ascertain expectations and needs for these
students. Secondary teachers will need to think of the literacy demands in
their subject areas.
Investigate also your own learning needs in order to meet the needs of
learners.
In the forum you will be prompted to consider aspects of teaching and
learning as you develop the inquiry.

Explain the theory or learnings you have come across that inform your
plan.
It is not expected that for this module you will measure the impact of the
inquiry.

However during your practicum you will develop a real inquiry using
students data.
A template for this inquiry is provided on Moodle. Template click...go to
file...download...as Word Doc to create your own so that you can drop it
into the drop box later.

Data Sets: Primary/Secondary
Module 3: 4 August 5th September
Facilitator: Colleen
Effective Classroom Practice

This module contributes to TER programme Learning Outcomes:
Engage in professional inquiry into personal professional practice.

This module contributes evidence towards: GTS
GTS 1a. Have content knowledge appropriate to the learners and
learning areas of their programme
GTS 1b. Have pedagogical content knowledge appropriate to the learners
and learning areas of their programme.
GTS 1d. Know how to select curriculum content appropriate to the
learners and the learning content.
GTS 2c. Know how to develop metacognitive strategies of diverse
learners.
GTS 2d. Know how to select curriculum content appropriate to the
learners and the learning context.

GTS 4a. Draw upon content and pedagogical content knowledge when
planning, teaching and evaluating.
GTS 4b. Use and sequence a range of learning experiences to influence
and promote learning achievement.
GTS 4c. Demonstrate high expectation of all learners, focus on learning
and recognise and value diversity.
GTS 4d. Demonstrate proficiency in oral and written language(Maori
and/or English), in numeracy and in ICT relevant to their professional
role.
GTS 4e. Use te reo Maori me nga tikanga a-iwi appropriately in their
practice.
GTS 4f. Demonstrate commitment to and strategies for promoting and
nurturing the physical and emotional safety of learners.



Effective Classroom Practice: Practicum Experience

During practicum you will use knowledge from Modules 1 and 2 to
inform planning and inquiry.
Practicum Outcomes and Success Criteria from the Auckland University
Practicum Handbook will be used to assess your practicum experience.
Use the review tools available on Moodle in Module 3 to reflect on and
inform next steps in teacher practice and student learning.
Tasks will be:
Plan for learning
Establish an inquiry with a focus on a small group of students.
Reflect on personal practice.
Create a portfolio of evidence.

Investigate the following terms providing evidence of your understanding
with reference to readings and in relation to your practice.

Formative and summative assessment
Optimal Learning
Deliberate acts of teaching (DATs)
Clarity of Learning
Student centred learning

Your portfolio should provide evidence (i.e. planning, data, teaching
inquiry, video, audio, student artefacts, reflections, journals, readings. etc.)
with reference to the Graduating Teacher Standards. (Coded 1b, 3c etc.)

You may want to use the Practicum Outcomes and Success Criteria sheet
on Moodle to track this.

Module 4
Facilitator: Marion
8
th
September- 10
th
October
Assessment Rationale and Practices
This module contribute to TER Programme Learning Outcome:
Analyse the rationale and the assessment practices underpinning National
/standards/NCEA/the National Qualifications Framework, and outlined in
the NZC.

This module contributes evidence towards:
GTS 2b
GTS 4a, 4c
GTS 5a, 5b, 5c
GTS 6a, 6d
GTS 7b


ASSESSMENT RATIONAL AND PRACTICES

Present the following understanding using diagrams, flowcharts, text or
other to meet the requirements.

Access and bookmark these pages on you computer
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/

http://www.nzqas\.govt.nz/qualifications-
standards/qualifications/ncea/understanding-ncea/the-facts/

http:/ncea.tki.org.nz/

http://seniorsecondary.tki.org.nz


1. Discuss the reasons for the introduction of NCEA as a system of
qualifications assessment. (200 words)

2. 2. Outline the procedure for establishing a programme of learning in
your learning area that could be assessed using NCEA.
- identify the steps in the procedure
- justify the steps in your procedure
- reference your thinking
- make reference to the following as relevant:
Literacy within a programme/standard
Assessing NZC learning using NCEA. Alignment of standards
Context based learning. Formative assessment within programme.
MNA
Pathways- designing programme to suit student pathways
Subject specific literacy backward mapping

Subject specific literacy backward mapping mapping

Culturally responsive practice links to wider policy goals, engaging
parents.
http://www.nzqa.govt.nz/qualifications-
standards/qualifications/ncea/understanding-ncea/how-ncea-works

3. Justify the moderation process for NCEA internal assessment. (no
more than 500 words or two pages).
- in school
- using exemplars
- national moderation processes

Checklist

https://drive.google.com/file/d/OB2zuSmHVWxnbVhNMG95Q


Module 5 (Optional Primary)
Facilitator: Marion
8
th
September -10
th
October
Acknowledging and catering for diverse learners
Select this module if your inquiry is related to either culturally
responsive pedagogy and practice or teaching priority learners (Maori,
Pasifika, special education needs.)

This module contributes to TER programme Learning Outcomes:
Participants will demonstrate an understanding of diverse learners
(Maori, Pasifika, students with special Education needs) and pedagogies,
including assessment, that engage and motivate students to learn.
This module contributes evidence towards: GTS

GTS 1a. Have content knowledge appropriate to the learners and
learning areas of their programme.
GTS 2a. Have knowledge of a range of relevant theories and
research of pedagogy, human development and learning.

GTS 2c. Know how to develop metacognitive strategies of diverse
learners.

GTS 3. Have understanding of the complex influence that personal,
social and cultural factors may have on teachers and learners.

GTS 3b. Have knowledge of tikanga and te reo Maori to work
effectively within the bicultural contexts of Aotearoa New Zealand.

GTS 3c. Have an understanding of education within the bicultural,
multicultural, social, political, economic and historic contexts of
Aotearoa New Zealand.

Module 5 (Optional Primary)
Facilitator: Marion
8
th
September 10
th
October

ACKNOWLEDGING and CATERING for
DIVERSE LEARNERS
Select this module if your inquiry is related to either culturally responsive
pedagogy and practice or teaching priority learners(Maori, Pasifika,
Special Education Needs)

This module contributes to TER programme Learning Outcomes:
Participants will demonstrate an understanding of diverse learners(Maori,
Pasifika, students with Special Education needs) and pedagogies, including
assessment, that engage and motivate students to learn.



This module contributes evidence towards:

GTS 1a. Have content knowledge appropriate to the learners and
learning areas of their programme.
GTS 2a. Have knowledge of a range of relevant theories and research
of pedagogy, human development and learning.
GTS 2c. Know how to develop metacognitive strategies of diverse
learners.
GTS 3. Have understanding of the complex influences that personal,
social and cultural factors may have on teachers and learners.
GTS 3b. Have knowledge of tikanga and te reo Maori to work
effectively within the bicultural contexts of Aotearoa New Zealand.
GTS 3c. Have an understanding of education within the bicultural,
multicultural, social, political, economic and historic contexts of
Aotearoa New Zealand.
ACKNOWLEDGING AND CATERING FOR DIVERSE LEARNERS

Part A.
Download, read and make specific reference to the following
documents/pages and others from your wider reading in the following
tasks. You may present your findings and discussion in any format that
allows your thinking to be clearly understood by others and can be
accessed via the assignment dropbox eg. Diagrams, table, mindmaps, and
written discussions.

- Identify the main ideas expressed in each document
- Explain how these ideas contribute to teachers understanding and
practice particularly in relation to NZC.
- Explain why a teacher might have use for these documents.

Ka Hikitia Accelerating Success 20113-2017
http://www.minedu.govt.nz/the Ministry /PolicyandStrategy/Ka Hikitia.aspx

Tatiako: Cultural competence for teachers and Maori learners
http://www.teacherscouncil.govt.nz/required/tatiako.stm

Including Students with High Needs
http://www.ero.govt.nz/National-Reports/Including-Students-with-High-Needs-June-
2010/Appenedix-3-Evaluation-Indicators

Succes for All
http:www.minedu.govt.NZEducation/Education Policies/SpecialEducation/Our
WorkProgramme/SuccessFor all.aspx

Through different eyes
http://www.through differenteyes.org.nz

Pasifika Education Plan 2013-2017
http://wwwminedu.govt.nz/NZEducation/EducationPolicies/PasifikaEducation/Pasifik
aEducationPlan2013.aspx
Part B
Use knowledge gained from Part A to apply in your
practicum planning and interactions with priority learners.

- Profile 4 students from at least two of the priority
groups(cultural background, interests, experiences, goals,
IEP, academic achievement)
- Discuss how you have applied the principles identified in
Part A to plan for and meet the identified learners needs.
Make specific reference to the key ideas you identified in
Part A and the valued learning outcomes described in
NZC.
Checklist
https://drive.google.com/file/d/OB2suSmHF3mmHTXNRG
k4bdZaW8/edit?usp=sharing
Module 6 (Optional Primary)
Facilitator: Colleen
8
th
September 10
th
October
ENGAGING IN THE USE OF TECHNOLOGY
TO ENHANCE TEACHING AND LEARNING
This module contributes to TER programme Learning Outcomes:

This module contributes evidence towards GTS:
GTS 1b. Have pedagogical content knowledge appropriate to the
learners and learning areas of their programme.
GTS 1c. Have knowledge of the relevant curriculum documents of
Aotearoa New Zealand.
GTS 4d. Demonstrate proficiency in oral and written
language(Maori and/or English), in numeracy and in ICT relevant to
their professional role.
ENGAGING IN THE USE OF TECHNOLOGY TO ENHANCE
TEACHING AND LEARNING

The evidence tells us that students learn best when teachers
Create a supportive learning environment
Encourage reflective thought and action
Enhance the relevance of new learning
Facilitates shared learning
Make connections to prior learning and experience
Provide sufficient opportunities to learn
Inquire into the teaching-learning relationship

In relation to the components of effective pedagogy outlined on page
34 NZC, create examples of how you could use technology to enhance
student learning with reference to each of these areas of effective
pedagogy.
The following link summarises some of the research that supports the
impact of ICT on learning.
http://www.oten.info/conference/jukes/ResearchSummary.pdf
With reference to t least 3 other readings write your own summary of
how technology may impact on student learning and what actions you
will need to take to ensure that you can be effective.
REFERENCES

Michael Absolum. Clarity in the Classroom, Using Formative Assessment
Hodder Education, 2007.

Effective Literacy Strategies in Yrs. 9-13. A Guide for teachers, A
Professional Learning Programme. Ministry of Education., 2004.

The Literacy Learning Progression
Ministry of Education, 2010

The New Zealand Curriculum
Ministry of Education, 2007

Reading and Writing Standards for Yrs. 1-8
Ministry of Education, 2009


E-asTTle Writing Marking Rubric

Writing at the Standard What does it mean?
New Zealand Gazette, 8/November 2010

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/

http://www.nzqas\.govt.nz/qualifications-
standards/qualifications/ncea/understanding-ncea/the-facts/

http:/ncea.tki.org.nz/

http://seniorsecondary.tki.org.nz



http://www.minedu.govt.nz/the Ministry /PolicyandStrategy/Ka Hikitia.aspx

Tatiako: Cultural competence for teachers and Maori learners
http://www.teacherscouncil.govt.nz/required/tatiako.stm

Including Students with High Needs
http://www.ero.govt.nz/National-Reports/Including-Students-with-High-Needs-
June-2010/Appenedix-3-Evaluation-Indicators

Succes for All
http:www.minedu.govt.NZEducation/Education Policies/SpecialEducation/Our
WorkProgramme/SuccessFor all.aspx

Through different eyes
http://www.through differenteyes.org.nz

Pasifika Education Plan 2013-2017
http://wwwminedu.govt.nz/NZEducation/EducationPolicies/PasifikaEducation/Pa
sifikaEducationPlan2013.aspx
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Learning-areas
http://www.literacyprogression.tki.org.nz/
http://literacyonline.tki.org.nz/literacy-Online/teacher-needs/Writing-
hub/Teaching-writing-in-years-1-8Planning for writing Across the
Curriculum
http://nzmaths.co.nz/nzc-and-standards
http://keycompetencies.tki.org.nz/

http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Principles
http://www.nzcer.org.nz/system/files/nzc-update-principles.pdf