Planning and programming
Effective teaching begins by determining what students know and can do. From there teachers will identify what has to be taught next and go through a process of selecting and sequencing effective classroom strategies that will build on that student knowledge base to support the achievement of Syllabus outcomes.
The Content Overview for Stage 2 (PDF), pages 56 - 59 of the English K-6 Syllabus, provides information about the learning opportunities students need as they
- learn to talk and listen
- learn about talking and listening
- learn to read
- learn about reading
- learn to write
- learn about writing
Take some time to explore these resources.
Modelled, guided and independent teaching and learning strategies will all play a part in effective student literacy learning.
Planning will reflect a balance of teaching activities that develop students' skills, knowledge and understandings about talking and listening, reading and writing in an explicit and systematic way.
Points to consider when planning and programming for classroom:
Literacy online - Stage 2 provides example proformas for each literacy strand that can be used when planning and programming. The proformas can be found in modules 2, 3 and 4.
Online Discussion
- Reflect on which documents have already in the past, or those you think will have, the most impact on your teaching and why.
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Reflect on which of the teaching and learning strategies (if any) you consider to be a strong feature of your teaching and which strategy (if any) you feel you need to develop further.