The indicators have been written for the guidance of teachers. This means that if they are being used with students their meaning must be interpreted within the focus context. They can then serve as learning outcomes and provide a sound basis for planning, teaching, and assessment. Teacher guidance: Provide, guide, and support Each set of indicators is accompanied by a teacher guidance section that suggests appropriate ways teachers can support student learning. The deliberate use of provide, guide, and support in the teacher guidance sections signals that as students' capacity for self-management increases, teachers can progressively reduce the level of scaffolding provided.
- Provide – the teacher should take full responsibility for introducing and explicitly teaching new knowledge, skills or practices.
- Guide – the students have a level of understanding and competency on which they can draw but the teacher remains primarily responsible for continuing to develop these.
- Support – the students take primary responsibility for their own learning, drawing on all their previous experiences to consolidate and extend their understanding. The teacher is supportive rather than directive.
Indicators for the specialist areas of technologyIn the senior school years learning objectives for the specialist areas can be used in conjunction with NZC achievement objectives or instead of them. Teachers are encouraged to use both. |