Differentiation Year 9 English
Kia ora all. As mentioed, I am new to the Secondary setting hence I came to this group. Nga mihi. I have recently picked up 2x Te Kahui cases Year 9 boys, A common pattern across these two cases is the desire to differentiate the 'English Curriculum'. There are 6 teachers involved and none are primary trained. From what I understand, the English 'Department' plans the learning across Year 9 and it is up to the Kaiako to deliver how they see fit as long as boxes are ticked (or not) This past term has seen an increase in negative behaviour, which I believe, has been in response to (1) getting to grips with a rotional system (transition) as well as (2) not having access to that curriculum. Of course there could so many other reasons however, I am going to start at differentiation. Im thinking of collaborating with the teachers to develope a 'differentiation' system which they can apply to the curriculum planning that comes from the English Dept. Your thoughts or advice? and where would we fit in any Structured Literacy teaching? Arohamai - a two pronged question.
Such great pātai Erana. Does the school provide targeted literacy support? Something I'm always interested in is what I loosely call "if not why not?" As in if the ākonga are Year 9 and have low literacy levels what has contributed to that? The response will depend on the answer to that pātai. If they can think at the level pitched in the classroom however can't "decode" and the suspicion is there is a specific learning difference then multiple means of expression and representation/UDL is worth considering.