Learning progressions describe typical sequences of learning in specific areas . A familiar parallel would be a curriculum that is designed to help a student learn about a particular subject over the course of several years. Our teachers use learning progressions as ‘road maps’ to guide their teaching and the student’s learning.
Using a progression model ensures that we teach Reading, Writing and Maths of the New Zealand Curriculum (NZC) as a progression from Year 1-6. There is a shared understanding of the learning across our kura. Teachers have to know these progressions well. The Rotorua Community of Learning Kahui Ako schools all use progressions.
Please see Otonga School Progressions here:
The above are based on the Curriculum Progress Tools
The Learning Progressions Frameworks (LPFs) provide a big-picture illustration of the typical pathways students take as they make progress in reading, writing, and mathematics.
There are three frameworks: reading, writing, and mathematics. Each framework comprises seven or eight progressions which describe the different aspects of reading, writing, and mathematics that should be considered to get a comprehensive view of students’ progress. Each progression includes the significant signposts that all students are expected to move past as they develop their knowledge and skills and apply them with increasing expertise from school entry to the end of year 10.
The LPFs are the frameworks used in the Progress and Consistency Tool (PaCT).
Teachers locate students on the frameworks as they make judgments in PaCT twice a year. PaCT guides teachers to make best-fit decisions about their students’ achievement in each of the aspects of the reading, writing, and mathematics frameworks.
Teachers at NZ Schools have to teach the NZ Curriculum. This goes from Level 1-5 so Year 1-13. The Learning Progressions Frameworks (LPFs) are used by all teachers at Otonga school to make quite clear what the next steps or goals for students are. These are the goals used in our Progress Plans. Teachers then use the Progress and Consistency Tool PaCT to make teacher judgements on the learning. Data is used to track progress and achievement and to report to parents and the BOT.
At primary school, teachers often ‘integrate’ Reading, Writing and Maths into all other learning areas.
What is an ‘integrated unit’? ‘Integration’ means that content from more than one syllabus is being taught in a single unit – for example, designing, making, writing and illustrating, researching, presenting research, reading, using music and dance. This could involve several learning areas such as English, Science, Technology, Social Sciences and The Arts. Teachers may integrate some outcomes and content from different learning areas around a common issue, idea or theme – for example, ‘How can we look after the places we live in?’, ‘Why and how did New Zealand become a nation?’, ‘What was life like for Māori people before the arrival of the Europeans?’ This approach can deepen students’ understanding and enjoyment of what they are learning. Integration is not undertaken in a classroom at all times during the day. Teachers also explicitly teach to ensure that students develop core skills, understanding and knowledge in all learning areas. Structured Maths and Literacy are prime examples of this.