PTC 6 Learning Programme

Criteria: Conceptualise, plan and implement an appropriate learning programme

Reflective question: What do I take into account when planning programmes of work for groups and individuals?

Key Indicators:

  • Articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice.
  • Through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
Link to the New Zealand Curriculum:
  • The curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people (p.9)
  • Students are at the centre of teaching and learning. They should experience a curriculum that engages and challenges them, is forward-looking and inclusive, and affirms NZ’s unique identity
  • The learning programme needs to offer integrated opportunities to build the key competencies of Thinking, Using Language Symbols and Texts, Managing Self, Relating to Others and Participating and Contributing (pp12,13)
  • The teacher should be conversant with the curriculum levels and the achievement objectives of their subject area and use these in planning and implementing
RTC 6 & e-learning – guiding question:

How can e-learning support and extend what I am trying to achieve when planning programmes of work for groups and individuals?

Questions I have asked myself:
  • What are the aims of my unit/programme?
  • How do my aims link to learning outcomes and the NZ Curriculum?
  • What resources can I use?
  • What teaching strategies can I use?
  • Do I need to check/update my knowledge of content?
  • Can I make real world connections to my unit of work?
  • Who can best advise me on content knowledge and planning?
  • How can I ensure that I meet the wide range of learning needs in my class? (How do my students’ best learn?)
  • What do my students already know?
  • How do I access and use appropriate data to ensure my programmes are effective?
  • What do I take into account when planning programmes of work for groups and individuals?
Strategies that have helped me:
  • Classroom observations focussing on implementing a new unit
  • Classroom visits to observe other teachers’ use of resources and strategies; including other schools if possible
  • Involvement in professional development – individual, staff
  • Actively seeking feedback on planning and implementing lessons
  • Use of performance data to develop new learning programme(s)
  • Discussions with Mentor Teacher
  • Linking to curriculum documents
  • Establish an outcome for every lesson and share this with the students
  • How have my students responded to this learning programme?
  • What might I do to improve my teaching?
  • How will I know when/if my planning and delivery of lessons is improving?
Evidence that might support this:
  • Professional development undertaken
  • Notes and reflections made by classroom observers
  • Notes made during discussions with colleagues and during visits
  • Unit plans and examples of changes made to planning based on classroom observations and visits and discussions with Mentor Teacher, student work, student feedback