RTC 6

Criterion 6: Professional Knowledge - Curriculum Knowledge, Understanding and Planning Conceptualise, plan and implement an appropriate learning programme Cultural competency: Ako-demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
Key Indicators	Reflective Questions			Possible Evidence at Pukete
i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents Pukete School Key Indicators 1, Plans to, and does explicitly teach reading, writing, and maths at least 4 times per week. 2, Uses “Teaching Expectations” to plan teaching. 3, Uses achievement data to plan to meet children’s needs. 4, Plans to and uses electronic devices as part of classroom programme	How do I access and use appropriate data to ensure my programmes of learning are effective and meet the needs of individual ākonga?   From the analysis of formal and informal assessment data, what are the priorities for my ākonga?   How is my inquiry informing my practice (i.e. planning, teaching and outcomes for ākonga)? What do my ākonga already know? What do they need to know and be able to do?   What will be the most effective resources that can I use to promote learning in this particular area?   What will be the most effective teaching strategies can I use?  I s my knowledge of content up-to-date and accurate?   Do I have the pedagogical content knowledge to effectively support ākonga learning in this area?   Can I make real world connections to my programme/unit of work?  Who else can advise me with content knowledge and planning? How can I ensure that I meet the wide range of learning strengths/needs/interests in my class?   How are my ākonga’ best likely to engage with and learn what I have planned for them?  What do I need to take do when planning programmes of work for groups/individuals?			Planning is available either in an electronic or paper form, and shows; Use of achievement data to identify needs Long term plan Explicit planning for reading, writing and maths Use of acceleration strategies Use of devices

My Evidence	Reflection/Notes	Appraiser Feedback/Feedforward
Weekly Plan	I teach reading, writing and maths explicitly 4 times a week with weekly plans I have made the week before. I use a variety of teaching strategies such as using and building on a student's prior knowledge and expertise, scaffolding, questioning, collaboration, and relevant and fun lessons.Planning is based on the curriculum, formal assessment data such as JAM or running records, and also observations I have made about that child. My individual education plans for my targeted learners and has helped give these specific students more focus with a breakdown of their needs. Students are only ability grouped for one on one teacher time but mixed group for activities such as problem solving and inquiry based learning. Devices are used to reinforce learning and as a tool in each area. I ask for support from colleagues or online when I feel I need more content knowledge or resources in an area. Goals: Continue to grow my teacher knowledge and resources. Look at ways to accelerate my students already at the standards.	You have specific planning in all areas of the curriculum and reading, writing and maths and they are all taught regularly. You integrate digital resources and devices throughout your programme.You are catering well for your low and middle learners. You may want to consider in your planning how you can include and introduce ideas beyond the immediate learning to allow for acceleration.
Reading Plan
Maths  and    Problem Solving
Writing Plan Topic/Inquiry Plan  Use achievement data to plan to meet the children’s learning needs. In my room I base my groups on summative assessment like running records and Jamtesting alongside my overall teacher judgement (written in modelling books) and work done in class.  My children were also been tested using the 5 year 6 month observational  study which helps inform my groups and programme.  My groups change to accommodate  learning progressions. Learning goals are made based on individual and group needs,  at their level. For reading I set up a WALTS folder so children at each level are working  on a specific intention for the week, I have noted down as a need.               Modelling Books: Noting down my OTJ's in a modelling book as I work with groups, has been a goal of mine and will continue to be with time restraints. Having clear learning intentions and success criteria are important, as is being organised with dates and names written in. Individual Learners I have a vast variety of learners in my room with varying abilities.  My biggest challenge was to  cater for these individual learners with 21 of them.   I attempt to do this by: -Getting students to think about their thinking (WALT's, discussions, inquiries) -Thinking aloud, discussions, collaboration -Explicit teacher modeling of a concept IEP's for Room 2: Individual education programmes/ Priority Learners were set up early in the year to monitor and support students that need it. Through the year meetings are held and these IEP's have been updated as progress has been made. Room 2's inquiry learning is focused around Wondering, Acquiring and Inspiring: Language experiences to grow oral language and create rich language for writing:  Ribbons  Butterflies Treasure Chest  Students teaching others as experts: Guided Group reading Devices used by students to create pic collages for our inquiry inspiration: