![]() ![]() The illustrations of rich learning tasks support you to select and develop appropriate and engaging tasks for your own students. In reading and writing, the focus is on how students use their reading and writing to learn in all learning areas and key competencies. In the mathematics framework, the focus is on students using their knowledge and skills to solve mathematical problems. The illustrations show students using their reading and writing knowledge and skills in authentic, purposeful learning tasks across the curriculum. ![]() The LPFs highlight rich teaching and learning activities in everyday classroom programmes. Understanding the breadth and complexity of the frameworks helps you to ensure that your local curriculum is sufficiently comprehensive and challenging, so that students have the opportunity to develop and apply the knowledge and skills they need in reading, writing, and mathematics. They clearly show what students need to know and be able to do if their learning is to be successful. These sets of knowledge and skills are described in documents that should be familiar to New Zealand teachers, in particular the Literacy Learning Progressions and the achievement objectives for mathematics in the NZC. The signposts and illustrations of the frameworks provide rich insights into the comprehensive sets of knowledge and skills that students need in reading, writing, and mathematics. The LPFs help you understand the breadth and complexity of students' knowledge, skills, and attitudes in reading, writing, and mathematics. These illustrations also support a shared understanding of reading, writing, and mathematics that enables effective and efficient communication within and between schools. The illustrations were designed in this way to support a deeper understanding of what students' developing expertise looks like at significant signposts in reading, writing, and mathematics. The illustrations are student work that has been annotated to highlight how a student has used their knowledge and skills to respond to a specific task or problem. The level of student expertise at each signpost is clearly described using sets of illustrations. The LPFs support a shared understanding of progress in reading, writing, and mathematics. This big-picture view of progress puts you in a stronger position to support students' growth, and gives you the knowledge you need to talk confidently to parents and whānau about how their child is progressing. The signposts in each progression represent the conceptually distinct bundles of knowledge and skills that students are expected to develop and apply with increasing expertise from school entry to the end of year 10. The LPFs give you a big-picture view of progress in reading, writing, and mathematics through the New Zealand Curriculum (NZC). Find out their exact meaning and use them wisely.How can the Learning Progression Frameworks help me? Additionally, be careful with words like 'portrays' and 'conveys'. Never use a verb like 'proves' if that person did not actually prove something. Verbs like 'shows' or 'demonstrates' give the impression that you are endorsing a scholar's viewpoint, whereas verbs like 'asserts' or 'claims' indicate that you might be about to challenge their perspective. ![]() These can act as signposts to the reader in terms of how you feel about the theories or ideas you are discussing. When introducing quotes or referring to other people's work, think about the verbs you can use. The conclusion should remind your reader of the line of reasoning you have guided them through, and how your essay has answered the original question. In your conclusion, you could use the same verbs but in the past tense. In your introduction, these will probably have been used in the future tense. Look at the verbs you have used in your introduction (eg, suggest, discuss, argue). Small scale signposts are individual words or short phrases which help to signal direction, such as: ![]() 'Having discussed the arguments in favour of the Third Way, it is also necessary to consider its limitations'.Ģ. Large Scale signposting tells the reader specifics about what is to come or what has gone before, for example: Throughout an essay you will probably use two types of signposting: small and large scale.ġ. Quantify your aims or the content of your essay ('This essay will discuss three approaches to the issue of.').Justify why you have chosen to focus on certain aspects of a topic ('For this reason.what ideas or factors will be discussed and in what order ('Firstly.what is the overall aim of your essay ('This essay intends to.').The signposts in your introduction should indicate: ![]()
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