P & P No: 1.4
Important Note: This document is currently being reworked extensively, please see the Curriculum Leader for more information.
The intention is to work together as a staff to make clear, robust links between teacher actions, school documentation and Ministry of Education requirements in such a way as to embed the key steps of “Teaching as Inquiry” into the culture and operations of the school.
This has become necessary as a response to the advent of the NZC, National Standards and benchmarking, and Narrative Assessment. The process will involve work loosely indicated by the lists below.
Teaching as Inquiry
- Focusing inquiry:
- What is important (and therefore worth spending time on) given where my students are at?
- Student success: what the student knows that can be built on to generate new skills, knowledge or attitudes
- This info also sets the direction for the next steps learning.
- History, baseline and direction Data
- Expanded Pathways
- Teaching Inquiry:
- What strategies (evidence based) are most likely to help my students learn this? A
- Learning intention is set and next steps that build the students knowledge, skills and attitudes
- Teaching and learning
- Monitoring the process
- Learning Inquiry:
- What happened as a result of the teaching, and what are the implications for future teaching?
- Progress is summarised analysed and reported on in a formative clear and succinct manner. Info used in the next round of focusing inquiry
- Analyse and report
- Summarising the process and analysing the impact of the teaching and learning on the student
Review schedule: Within 3 years