Manaakitanga Perseverance Integrity Responsibility

Literacy

CURRICULUM VISION

for young people to be confident, connected, actively involved, lifelong LEARNERS

 

LITERACY PROGRAMMES at Tamatea Intermediate will foster the eight CURRICULUM VALUES

excellence

innovation/inquiry/curiosity

diversity

equity

community/participation

ecological sustainability

integrity

respect

 

LITERACY PROGRAMMES at Tamatea Intermediate will embrace the five

KEY COMPETENCIES

managing self

thinking

using language, symbols, and text

relating to others

participating and contributing

 

LITERACY PROGRAMMES at Tamatea Intermediate will embody the eight CURRICULUM PRINCIPLES

high expectations * Treaty of Waitangi * cultural diversity * inclusion * learning to learn * community engagement * coherence * future focus

English is one of the eight Learning Areas in the New Zealand Curriculum. The curriculum states that students will ‘study, use, and enjoy language and literature communicated orally, visually, or in writing’ pg. 17.

 

Our New Zealand English Curriculum is structured around two interconnected strands, each encompassing the oral, written, and visual forms of the language. The strands differentiate between the modes in which students are primarily:

  • Making meaning of ideas or information they receive (Listening, Reading, and Viewing);

  • Creating meaning for themselves or others (Speaking, Writing, and Presenting).

Literacy Goals at Tamatea Intermediate School:

  • to provide high quality, equitable, future-focused teaching and learning opportunities to enable our students to achieve to the best of their ability in literacy

  • to enable all students to develop skills and understandings in reading, writing, listening, speaking, viewing and presenting, for everyday living and as a foundation for life-long learning; including the seamless integration of digital tools.

  • to recognise student diversity, cater for their individual needs through personalised programmes, and raise student achievement in literacy

  • to provide opportunities for learners to connect globally with communities to understand the power of shared construction of knowledge. 

Assessment in Literacy

Writing:

Writing samples are monitored / collected and part of teachers’ ongoing formative assessment with all students throughout Year 7 & 8. It is empowering for learners to be fully involved in monitoring their progress so students are taught how to assess their work through analysis of the surface and deeper features to determine their next steps and what needs reinforcement. Teachers are encouraged to use the ‘single point rubric’ with learners as this encourages detailed feedback from both teacher and learner.

At Tamatea Intermediate School teachers and students use the New Zealand Curriculum levelled criteria (writing matrices), National Exemplars, formative practices such as learning conversations, and written or oral feedback/feed-forward to assess achievement in writing; including the use of PaCT (Progress and Consistency Tool) by teachers. These assessment practices sit under the broader umbrella of the Writing Standards. An overall teacher judgment is made not only about the discrete knowledge and skills a student has learnt, but about what students can do with what they have learnt to successfully meet complex demands across a range of real life situations. The school’s moderation process along with the use of PaCT improves the consistency of judgments through engaging in useful professional learning conversations which enables teachers to develop a shared understanding of the meaning of standards and how to apply them in a range of cases. This involves the teachers and students looking at:

Deeper Features of the writing:

  • Audience / purpose

  • Content / ideas

  • Structure

  • Language

Surface Features of the Writing:

  • Spelling

  • Punctuation

  • Grammar

  • Layout

Writing Process:

  • planning

  • use of dictionaries/thesaurus

  • ability to proof-read/edit

  • actively seek and respond to feedback

 

Spelling:

At Tamatea Intermediate School we use the Supplementary Spelling Assessments (SSpA) which is a standardised test to identify strengths and weaknesses in spelling for students at this level. This test is administered in March and the results can be analysed to identify areas of weakness.

We also administer Joy Alcock’s Pseudoword test to assess students’ knowledge of the consonant and vowel sounds, blends, and digraphs. From these two assessments teachers are able to identify individual needs and set up an individual programme using Spelling Under Scrutiny (S.U.S.) tasks.

Teachers at both year levels monitor student performance in spelling through their written work, ‘word work’ lessons, and completion of S.U.S. tasks. Further assessments can be given throughout the year as the teacher sees fit to identify progress and next steps.

 

All teachers at Tamatea Intermediate use Joy Alcock’s Spelling Under Scrutiny programme to select appropriate lessons for students. Teachers are also encouraged to provide a more ‘problem-solving’ approach to spelling by setting a problem/question whereby students are encouraged to ‘find out’ the answer. The Literacy Team also encourage teachers to call lessons about spelling ‘WORD WORK’. This is an attempt to eliminate negative feelings towards this as a learning area.

Reading:

At Tamatea Intermediate School teachers and students use the New Zealand Curriculum levelled criteria (reading matrices), National Exemplars, formative practices such as learning conversations, and written or oral feedback/feed-forward to assess achievement in reading; including the use of PaCT (Progress and Consistency Tool) by teachers. This assessment sits under the broader umbrella of the Reading Standards. An overall teacher judgment is made not only about the discrete knowledge and skills a student has learnt, but about what students can do with what they have learnt to successfully meet complex demands across a range of real life situations. The school’s moderation process and the use of PaCT improves the consistency of judgments through engaging in useful professional learning conversations which enables teachers to develop a shared understanding of the meaning of standards and how to apply them in a range of cases.

 

Standardised Reading Assessment Tools:

Year 7 / 8

Progressive Achievement Tests (PAT)

These are standardised tests developed specifically for use in New Zealand schools. We administer these tests each year.

  • PAT Reading Comprehension:

Estimates a student’s current performance in the comprehension of prose material.

 

  • STAR Supplementary Test of Achievement in Reading

At Tamatea Intermediate School students are tested on STAR twice a year, Term 1 & 4.

STAR helps teachers to:

• identify those needing extra help

• diagnose areas of difficulty

• evaluate programmes

• group children by ability and needs if required

Four subtests of STAR:

• word recognition

• sentence comprehension

• paragraph comprehension

• vocabulary range

 

PROBE Prose Reading Observation Behaviour and Evaluation of Comprehension:

PROBE determines the reading accuracy and comprehension of students and is used to identify specific needs in more low achieving students.

Formative Assessment Suggestions:

  • Read Aloud Notebook ‘notes’

  • learning conversations / conferences

  • Literacy circles discussion / written responses

  • observations

  • class tasks / assignments

  • participation / contribution to online learning platforms

  • video / digital presentations

  • online tools such as https://goformative.com/    http://web.seesaw.me/

WRITING

Students at Tamatea Intermediate School will leave being able to:

  • Write for a specific purpose

  • Plan their writing carefully

  • Create a variety of texts which includes detail and elaborates on the main points

  • Revise and edit for grammar and spelling

  • Proof read to check the writing meets the purpose and engages the reader

  • Actively seek and respond to feedback and feed-forward

They will do this through knowing how to:

  • Sequence logically to suit the purpose (sometimes being innovative)

  • Use language that is appropriate to the topic, audience, and purpose AND discussing these language choices

  • Deliberately use written and visual language features to engage the audience and / or convey meaning

  • Correctly spell most words (including words of many syllables)

  • Organise their writing into paragraphs which are appropriately linked

  • Use a variety of sentences, which are grammatically correct, for effect

  • Use basic punctuation correctly and be attempting some complex punctuation like colons, semi-colons, and parentheses

READING

Students at Tamatea Intermediate School will leave being able to:

  • Use appropriate skills and technologies to locate and use a range of texts for specific purposes

  • Use a range of comprehension strategies, habitually, at the right time to ensure they understand the text they are reading

  • Apply some criteria when evaluating texts (is it accurate? Is it one-sided? Should I believe it?)

They will do this through knowing how to:

  • Decode texts fluently, including being able to skim and scan

  • Work out more irregular, complex, and/ or ambiguous words

  • Recognise and understand the features of a wide variety of continuous and non-continuous text types and forms (maps, advertisements, poems, narratives, explanations etc.)

  • Recognise and understand cause and effect / compare and contrast

  • Interpret metaphor, analogy, and connotative language (associations that certain words or phrases have in a reader’s mind which affect the way they interpret the text)

Y7 Reading National Standards

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Y8 Reading National Standards

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Y7 Writing National Standards

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Y8 Writing National Standards

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