Planning Cycle From Mim Document

Te Reo Màori in the New Zealand Curriculum: Levels 1–8 A suggested programme planning cycle To create successful Màori language programmes, teachers should use a planning cycle made up of a series of logical steps.

3 Report on student achievement.

9

10

Set the programme’s overall parameters in relation to school/ department policy, timetabling, the sequencing of achievement objectives, preparation for national assessment, crosscurricular integration, and possible links with te reo Màori programmes in other schools.

Evaluate the programme in relation to overall goals, anticipated student outcomes, and actual student outcomes. Make necessary adjustments to the programme. Return to step 1 - begin the cycle again.

Identify curriculum achievement objectives appropriate to the students’ needs and set clear, achievable goals with students.

2

4

Assess the students’ learning against the planned outcomes. Adapt the planned tasks/ activities to accommodate the students’ learning and their changing needs and interests. Provide the students with highquality feedback.

Identify suitable sociocultural themes, topics, text types, structures, and vocabulary that relate to the selected achievement objectives.

1 Identify the students’ needs, interests, and prior experience in te reo Màori and tikanga Màori.

8

5 Plan specific learning outcomes or goals based on the selected achievement objectives. Consider how learning will be assessed.

Implement the teaching and learning programme.

7

Plan communicative tasks and activities. Plan for extension, especially for those students with prior knowledge.

6

E kore au e ngaro; te kàkano i ruia mai i Rangiàtea I shall never be lost; the seed which was sown from Rangiàtea18 18 Mead and Grove (2001), pages 30–31.

32

33