1. R.T.C. 6
Mathematics
Conceptualise, plan and implement an appropriate learning programme
• Articulate clearly the aims of their teaching, give sound professional reasons
for adopting these aims, and implement them in their practice
• Through their planning and teaching, demonstrate their knowledge and
understanding of relevant content, disciplines and curriculum documents
Cultural Competency for Teachers of Maori Learners:
• AKO – Takes responsibility for their own learning and that of Maori
learners
(Other R.T.Cs my video evidence / other evidence supports are:
R.T.C 2, R.T.C 7, R.T.C 8 and R.T.C 11)

2. Pre-Wiring / Expectations and Learning Progressions
Our class display of the Maths progressions showing ‘Knowledge’ and ‘Strategy’ expectations from Stage 0-1 to
Stage 4-5. We regularly refer to each Stage expectations and what (Knowledge/Strategy) needs to be learnt
and used in order to go to a new stage. Movements into new stages or transitioning are ‘celebrated’.

3. We started using this ‘Appraisal Planner’ for this Target Group in Term 2. This Target Group has:
• Daily work with Whaea Lesa (Class Teacher and daily practice with Whaea Niki (Teacher Aide)
• Whaea Lesa reviews each session with Whaea Niki and discuss the ‘Knowledge/Strategy’ practised and retained by these students
(ie How well have these students retained the Key Idea we are working on?)

4. Pre-Work
• ML has been diagnosed as being
‘globally low’ and is ORs funded
– his ‘teacher caregiver’ and I
are continually finding out what
ML can do!
• These students are still not
consistently ‘counting back from
20 automatically’
• Te Are has almost achieved his
goal of recognizing and
identifying correctly, all numbers
from 1-20 but we are working
on ‘consistent recognition and
identification’
• Students 1 and 3 are able to
conduct Goal 3 independently
• Other goals made after this plan
focused on ‘strategy’ (ie
‘counting on materials to solve
addition and subtraction
problems to 5, then to 10’)

5. Our ‘Knowledge’ focus development is slow (ie counting back from 20 without Teacher prompting/help), but these
students are progressing with ‘calculating’ basic facts by mentally counting equipment, developing their recognition
of small groups of objects and quickly adding or subtracting these groups. This has been accomplished by
consolidation of patterns of objects (subitizing) to 10.

6. Which aspects are evident here?
• Developing ‘imaging’ basic facts of a ‘number’ (6 & 7) to 10
through ‘patterning-subitizing’
**Sorry…my video is too big but follows this power-point
R.T.C. 6 Aspects – Maths
R.T.C Key Indicators
 Articulate clearly the aims of their
teaching, give sound professional
reasons for adopting these aims,
and implement them in their
practice
 Through their planning and
teaching, demonstrate their
knowledge and understanding of
relevant content, disciplines and
curriculum documents
EPS School Key Tasks - Indicators
• Recognise and cater for individual
student’s needs and abilities
• Use the curriculum documents /
progressions to monitor learning
progress and identify learning needs
of all students in the class
• Promote student-led learning
Evidence to Support this:
• I am able to show evidence of
differentiated learning in my planning
• The work of my students (eg in
exercise books) show evidence that I
am planning an effective programme
that is clearly linked to the
curriculum
• I have class student learners / peer
programmes / responsibilities
• I provide opportunity for students to
be the teacher and to take active
roles during group discussions or
activities

7. What are the ‘Next Steps?’
• Developing imaging to consolidate our ‘Basic Facts’ to 10
knowledge
• Recording our basic facts equations (making 8)
*Sorry…my video is too big but it follows
this power-point.
R.T.C. 6 Aspects – Maths
R.T.C Key Indicators
 Articulate clearly the aims of their
teaching, give sound professional
reasons for adopting these aims,
and implement them in their
practice
 Through their planning and
teaching, demonstrate their
knowledge and understanding of
relevant content, disciplines and
curriculum documents
EPS School Key Tasks - Indicators
• Recognise and cater for individual
student’s needs and abilities
• Use the curriculum documents /
progressions to monitor learning
progress and identify learning needs
of all students in the class
• Promote student-led learning
Evidence to Support this:
• I am able to show evidence of
differentiated learning in my planning
• The work of my students (eg in
exercise books) show evidence that I
am planning an effective programme
that is clearly linked to the
curriculum
• I have class student learners / peer
programmes / responsibilities
• I provide opportunity for students to
be the teacher and to take active
roles during group discussions or
activities

8. Teacher - Inquiry Learning
Prepare the
classroom
environment
with displays of
student learning
including
learning goals
Organise
appropriate
independent
activities to
support learning
How can I
accelerate the
progress of my
target
students?
Refer to
learning
intentions
frequently
during lessons
Ensure students
are able to
articulate their
learning
Encourage
students to
discuss
problems and
work together
Our school is participating in School-wide
Professional Development for
Mathematics.
We are unpacking and using Tataiako
and the R.T.C criterions (infused with
Edgecumbe Primary School flavour) to
help teachers action specific learning
outcomes and progress for all learners,
especially our Maori or target student
learners.
Here is an example of inquiry we are
using to target ‘Teacher Actions’ in
terms of uplifting the achievements in
maths. This example can be used
across the other curriculum areas.
Collect a range
of data to
closely monitor
progress and
needs
My first ‘Teacher Actions’ inquiry was to
help my Year 2 students articulate their
learning in their own words.

9. Teacher - Inquiry Learning
My first inquiry for my ‘Teacher Action’ is
to ‘Ensure students are able to articulate
their learning’.
These are the ‘actions’ I am doing to
follow my own ‘recipe’ for helping my
Target Students ‘articulate their learning’.
• Model my learning or strategy I used
to solve problems after my Target
Students had a turn first
• Discuss what some of the words I
was using meant (eg Solve, joined,
added, subtracted, thinking)
• Questions I used were:
- How did you do that?
- How did you know to do that?
- What did you do to solve that
problem?
• Statements I used were:
- I did …
- First I went…
- The strategy I used was …
- I knew … because …
• I modelled the ‘process’ as I ‘talked
about what I did’
I had to brainstorm how I was going to achieve the
learning Teacher Action (in the middle).
I will
‘model’ my
learning or
the strategy
I am using
to get my
answer
Ensure
students are
able to
articulate
their
learning.
What types of
questions will
use to enable
my students to
answer
appropriately
I model the
vocabulary I
want my
Target
Students to
use and
understand
?
I will think again
and find another
way to help my
students say
what they mean
I will tell the
person next to
me what I did
and they will
explain it back
to me
This will be an on-going focus for the rest of the year but I will be
focusing on each of the other aspects at the same time. Time spent
on each ‘aspect’ will be determined by that particular ‘aspect’

10. Sources of Evidence of Planning
• A range of resources are used:
Planning resources, activity ideas,
reading material for professional
development
Inquiry for
learning and
teaching
Strategy and Knowledge
expectations for each maths stage
Numeracy project
booklets and resources
Assessment tools
My Colleagues

11. • What are the ‘gaps’ in the evidence (video/inquiry planning)?
• What might ‘You’ do to address any gaps in evidence?
Gaps in Evidence:
• Are the ‘outcomes’ focused on the ‘students
learning’ or are they focused on the ‘teacher’s
planning’?
• Where am I getting my ‘sources of information’
and resources to help these students ‘uplift their
achievement’?
• How have these students progressed from the
beginning of the year to now?
• What are my next steps?
What Might You Do?: