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To judge the impact of teaching and learning, a range of assessment tools and procedures may be used.
Also: Assessment Online on TKI
Standardised tools
These tools have standardised procedures around their administration and many are norm referenced.
Dr Jane Davison's presentation covers interpretation of progress data from e-asTTle, using:
Observation-based procedures
These assessment processes/procedures are more flexible and variable assessment strategies designed to improve literacy teaching and learning. Such processes are part of the ongoing interaction between teaching and learning. Examples include informal and planned observation, teacher–student conferences, interviews and conversations.
This page provides a range of professional readings designed to support literacy development.
Guidelines for integrating readymade commercial packages into teaching programmes: An evidence-based approach: These guidelines are based on research published in An evaluation of the use and integration of readymade commercial literacy packages into classroom programmes.
Lifelong Literacy: The Integration of Key Competencies and Reading: This NZCER report details research that explored how the key competencies might be integrated with the teaching of reading in the middle years of primary (years 3–6).
Learning from the Quality Teaching Research and Development Programme (QTR&D) – Findings of the External Evaluation
Thinking About How Language Works: This resource from the New Zealand Council for Educational Research (NZCER) provides teachers with additional information about language that will help them to analyse student responses to Assessment Resource Bank (ARB) items.
Motivating Literacy Learners in Today's World provides insights into a broad spectrum of children's literacy learning. Motivation is the key theme and the authors show how this can be achieved through reading for pleasure; in writing activities at a number of levels; and through oral language development.
Lifelong Literacy: The integration of key competencies and reading: This report presents the findings of a research project which explored how the key competencies described in The New Zealand Curriculum might be integrated with the teaching of reading in the middle years of primary school (years 3–6). The project involved researchers supporting teachers to conceptualise key competencies more deeply and design and implement reading programmes which integrate the competencies.
Should Transliteracy Replace Language Arts? Two viewpoints are shared by Patricia Russac and Jody Lambert. One in favour of the need to move literacy into the technology age to prepare our students for their future, and the other arguing that students must first learn to read and write effectively before they can interact transliterally. Both make very valid points in this five minute read.
Planting Seeds: Embedding critical literacy into your classroom programme, Susan Sandretto, NZCER Press: Literacy once meant reading and writing words on paper. Today’s students need to be able to understand, use and critically analyse many different text types for different purposes in diverse contexts.
Teaching and leadership strategies proven to enhance accelerated progress for priority learners in literacy. Paul Grundy, Lucknow School. Sabbatical report, 2015
If "Daily Five" and "Cafe" reading has the potential to support diversity, connectedness and coherence in a New Zealand integrated curriculum and improve learning outcomes for all. Sue Allomes, Terrace End School. Sabbatical report, 2015
Ways in which the progress of children who are achieving below what is expected of children in their cohort in writing can be accelerated. Andrew Watson, Lumsden School. Sabbatical report 2014
PIRLS 2021: COVID-19 Preliminary findings from the implementation of PIRLS in 2020 (published April 2022)New Zealand took part in the fifth cycle of the Progress in International Reading Literacy Study, ‘PIRLS 2021’ in Term 4, 2020. PIRLS provides information on Year 5 students’ reading literacy/comprehension every five years.
Teachers as readers in New Zealand primary and intermediate schools (published 2021)This exploratory study was carried out in 2021 by the New Zealand Council for Educational Research (NZCER) for the National Library of New Zealand Te Puna Mātauranga o Aotearoa. The project is part of a wider suite of six studies commissioned by the National Library as part of their Communities of Readers initiative.
PISA 2018: Reading in New Zealand – Reading achievement and experiences of 15-year-olds (December 2019)This report summarises the PISA 2018 reading achievement story in NZ and explores major contributors to student success in reading literacy, such as students’ reading habits and reading strategies, instructional methods and opportunities students are given to develop as readers, as well as digital reading practices.
He Whakaaro: How can teachers and whānau effectively teach and support reading? (December 2019)This report is mainly based on major meta-analyses that have been conducted on how to teach reading, as well as some literature reviews and individual studies.
Curriculum integration: What is happening in New Zealand schools? (2019)This report presents the findings from a research project on curriculum integration in New Zealand schools, carried out by NZCER in 2018–19. The purpose of the research was to explore teachers’ rationales for curriculum integration, the approaches and practices used to integrate curriculum, and the learning opportunities such approaches provide for students.
How does New Zealand's education system compare? OECD's Education at a Glance 2019 (published September 2019)This summary report is an annual Ministry of Education publication designed to complement the release of the 2019 EAG. It contextualises and examines how New Zealand’s education system compares, noting areas where it performed above or below OECD averages.
Reading literacy instruction in English-language countries: similarities and differences (published August 2019)Using data from PIRLS 2016, this paper presents a comparison of the instructional practices used by teachers in English-language countries and jurisdictions when teaching reading comprehension, drawing attention to the similarities and differences across them.
Keeping children engaged and achieving in writing (published June 2019)This report shares some of the strategies and approaches used by schools who had focused on improving achievement in writing. It also shares some simple strategies used in classrooms where achievement in writing had been accelerated.
PIRLS 2016: Schools and School Climate for Learning (published May 2019)PIRLS is an international research study designed to measure trends in the reading literacy achievement of middle primary school students every five years. PIRLS 2016 was the fourth cycle and was implemented in late 2015 and early 2016.
Exploring literacy: How six schools lifted achievement (published 2019)How can schools support students to make progress in reading and writing? The project identified schools that have sustained positive achievement in literacy over five years, and asked what they did to achieve this.
Massey University Early Literacy Research Project (published February 2018)The purpose of this longitudinal research project was to improve the literacy outcomes of new entrant children during, and beyond, their first year of school.
Keeping children engaged and achieving through rich curriculum inquiries (published 2018)This Education Review Office (ERO) report is one of a series of reports on teaching strategies that work. We asked leaders in each school what they saw as the reasons for their school's positive achievement trajectory and then investigated the teaching strategies that had been implemented, and the outcomes. This report shares some of the strategies and approaches used by schools that had focused on improving achievement through rich curriculum inquiries. It also shares some of the simple strategies used in classrooms where the inquiries had positively contributed to raising achievement in literacy and/or mathematics.
What drives learning in the senior secondary school? (published 2018)This evaluation studies effective practice in schools’ senior curriculum. It contributes to the review being undertaken by the Ministry of Education (the Ministry) of the National Certificate of Educational Achievement (NCEA). The Ministry-led review focuses on the implementation of NCEA as the national assessment system for the senior years of secondary schooling.
Teaching strategies that work – Reading (published 2018)This resource is the third in a series of reports derived from a national study of teaching approaches and strategies used in schools where there has been a significant increase in the number of students at or above the expected level in the upper primary school years (Years 5 to 8).
The importance of parents and caregivers (published 2018)TIMSS assesses Year 5 maths and science skills and knowledge, and brings together background information from students, parents/caregivers, teachers and school leaders.
Understanding student attainment and progress (published 2018)This paper describes why it is important for educators to understand and respond to both progress and achievement to enable children to maximise their potential. It summarises results from a new research dataset compiled by the Ministry of Education to illustrate the different insights that can be gained when looking at achievement relative to progress.
Achievement and progress in mathematics, reading and writing in primary schooling (published 2018)Analysis of e-asTTle assessment data, 2011 to 2016. In order to support student learning it is important to continually improve our understanding of student achievement and progress. This project makes use of existing data to contribute to our current knowledge of student achievement and progress.
Evaluation of the Teacher-Led Innovation Fund: Final Report (published 2018)The purpose of this evaluation was to provide timely and relevant information to: Inform continuous improvement of TLIF’s design, implementation and monitoring; Complement monitoring and review information sources to provide information about how the fund is operating; Expand the knowledge base about the nature of innovative teaching practice, collaborative inquiry, and mobilisation of new knowledge.
Responding to Language Diversity in Auckland (published 2018)Auckland is New Zealand’s most culturally diverse city, with over 100 ethnicities and more than 150 languages spoken on a daily basis. This publication is based on the question, How are schools and early learning services in Auckland responding to this increasing cultural and language diversity?
Pasifika students, Pasifika cultural activities, and engagement with Pasifika families (published 2017)This evaluation examines findings from the NZCER national survey of primary and intermediate schools 2016, which included a number of questions that asked specifically about matters related to Pasifika students, Pasifika families, or Pasifika cultural activities at school.
Teaching approaches and strategies that work (published 2017)This evaluation looks at teaching approaches and strategies used in schools where there has been a significant increase in the number of students at or above National Standards in the upper primary school years (Years 5 to 8).
What does an effective teacher of writing do that makes a difference to student achievement? (published 2017)This article, based on an 18-month study of effective writing instruction amongst Year 5 to 8 students, concludes that effective implementation of three dimensions of effective practice (learning tasks; direct instruction; self regulation) are probable key levers in generating greater than expected learner gains in writing.
Digital Technologies for learning: Findings from the NZCER national survey of primary and intermediate schools (published 2016)This report looks at the role of digital technologies for learning in primary and intermediate schools. It draws on data from the NZCER National Survey of Primary and Intermediate Schools, which was conducted in late August and early September 2016. The survey asked how digital technology is being used, how it could be used, and what it means for teaching and learning.
Literacy research that matters. A review of the school sector and ECE literacy projects (published 2015)This is the second report in the Teaching and Learning Research Initiative (TLRI) Project Plus series. It looks at the 18 literacy-related projects in the early childhood and schools sector funded by the TLRI between 2003 and 2014. It considers what the community of researchers see as important in literacy teaching and learning, the problems to be tackled, the approaches taken and the new knowledge that has been built.
Annual monitoring of reading recovery (published most recently 2016)As part of the continuing evaluation of the implementation of Reading Recovery, schools with Reading Recovery are asked to provide information for the Ministry of Education on an annual basis. This information is used to examine trends in the delivery of Reading Recovery and the progress of students, and to assist the Ministry in developing policies regarding literacy.
Raising achievement in primary schools: ALiM and ALL (published 2014)This national report is a companion report to Raising achievement in primary schools. It presents further findings of how some of the primary schools were using the Ministry-funded support projects – Accelerated Learning in Mathematics (ALiM) and Accelerated Learning in Literacy (ALL) to accelerate progress and raise achievement.
Deliberate design: An analysis of the 2010–11 School Journals and Teacher Support Materials (published 2012)This summary report was carried out by NZCER for Learning Media Ltd.
Research evidence on reading for pleasure (published 2012)The first section of this UK research highlights research evidence on reading for pleasure from domestic and international literature; exploring evidence on the trends and benefits of independent reading amongst both primary and secondary-aged children, as well as why children read. The second section covers the evidence on what works in promoting reading for pleasure.
Literacy learning in elearning contexts: Mining the New Zealand action research evidence (published 2012)Academic researchers and teachers from early childhood education (ECE) centres, primary schools, and secondary schools worked collaboratively to re-examine data from archived action research inquiries in order to highlight how literacy learning can take place in e-learning contexts.
Making a difference to Pasifika student achievement in literacy (published 2012)This research report explores classroom and school-related factors associated with improvements in the literacy achievement and progress of Pasifika students beyond expected levels in schools participating in the Literacy Professional Development Project (LPDP). It also identifies the nature of the professional development support that facilitated these outcomes.
PIRLS (progress in international reading literacy study) (published most recently 2011)The Progress in International Reading Literacy Study (PIRLS) is a research project that provides information on the reading literacy of year 5 students.
Evaluation of Literacy and Mathematics Additional Learning Programmes for Students 2011 (published 2011)This research report outlines the findings of an evaluation of the Literacy and Mathematics: Programmes for Students 2011, a Ministry of Education initiative to provide additional teacher time to enable selected schools to organise programmes for students who were assessed as ‘below’ or ‘well below’ the National Standards in mathematics, reading or writing. This initiative allowed a primary or intermediate school to design programmes in mathematics, reading or writing for a group of students to work intensively with a selected teacher.
Literacy teaching and learning in eLearning contexts (published 2011)This report presents the findings of a research project on literacy teaching and learning in e-Learning contexts carried out by CORE Education and the New Zealand Council for Educational Research (NZCER) for the Ministry of Education in 2009.
Reading and writing in years 1 and 2 (published 2009)The early years of primary school are a critical time for children. This is when they learn the reading and writing skills they need to engage with all aspects of The New Zealand Curriculum. When children start school, each child’s literacy experience and knowledge is different. How well this experience and knowledge is recognised and used in their education on a daily basis is, to a large extent, in the hands of their teacher.
Literacy Professional Development Project: Identifying Effective Teaching and Professional Development Practices for Enhanced Student Learning (published 2007)The Literacy Professional Development Project (LPDP) began in March 2004. The LPDP has a focus on improving teacher content knowledge in literacy, pedagogy and practice, and building effective professional learning communities. The project provides schools with an evidence-based professional development programme which aims to improve student learning and achievement in literacy.
Evaluation of the Literacy Professional Development Project (published 2007)
The Literacy Professional Development Project (LPDP) began in March 2004. The LPDP has a focus on improving teacher content knowledge in literacy, pedagogy and practice, and building effective professional learning communities. The project provides schools with an evidence-based professional development programme which aims to improve student learning and achievement in literacy.
Evaluation of the Home-School Partnership: Literacy Programme (published 2007)This report provides an evaluation of the home-school partnership: literacy programme carried out in 2006–7 by the New Zealand Council for Educational Research (NZCER) for the Ministry of Education (MOE).
An Evaluation of the Use and Integration of Readymade Commercial Literacy Packages into Classroom Programmes (published 2004)This research identifies effective teacher practice for integrating commercially-produced readymade learning materials into classrooms to meet student learning needs. The research focused on practice with respect to literacy packages but the findings have resonance for other curriculum areas. The project investigated how low decile schools integrated five selected reading packages into their classroom reading programmes over two years, and identified effective practice around identifying and diagnosing student needs, selecting appropriate packages based on these needs, implementing the package and ongoing monitoring and evaluation. Sustainability was also considered.
Evaluation of the Literacy Leadership Initiative: The Enhancement Programme 2001 (published 2003)The Literacy Leadership initiative was established in 2000 as part of the Ministry of Education's Literacy and Numeracy Strategy. The Enhancement Programme comprised professional development and support from a facilitator for principals and leading teachers of literacy to review their current literacy practices, and plan, implement and review a classroom initiative related to a goal for literacy improvement. This evaluation looked at evidence for student achievement in literacy as a result of the programme; necessary conditions for programme success; and school-based structures and processes supporting sustainable literacy improvement.
Pathways over the transition to schools: Studies in family literacy practices and effective classroom concepts for Māori and Pasifika children (published 2002)Two outcomes of research and development are described in this report. One is the development of a set of resources suitable for family literacy education. The second is a set of research goals involving Māori and Pasifika families.
Picking up the pace (published 2002)This research project delivered concentrated professional development in literacy instruction to groups of early childhood and new entrant teachers in decile one schools in Mangere and Otara. The outcome was a substantial lift in the reading and writing achievement of new entrants. Picking up the Pace was a component of the Early Childhood Primary Links via Literacy (ECPL) Project which was part of a much broader project, Strengthening Education in Mangere and Otara (SEMO), which aimed to raise achievement significantly among students in these two communities.
Students study several aspects of the film The Shawshank Redemption, then plan and write about responses based on a selected aspect.
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
(What do my students need to learn)
Processes and strategies
Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.
Ideas
Select, develop, and communicate sustained ideas on a range of topics.
Language features
Select and integrate a range of language features appropriately for a variety of effects.
Structure
Organise texts, using a range of appropriate, coherent, and effective structures.
(What do I need to know and do?)
Effective Practices in Teaching Writing in NZ Secondary Schools
Planning Using Inquiry
English Teaching and Learning Guide
Assessment and Examination Rules and Procedures
Learning task 1
Learning intention(s)
Establishing prior learning and linking it to the text
KCs:
Thinking – explore texts
Relate to others – peer discussion
Pre viewing
Viewing
Learning task 2
Examining key text aspects
Thinking – using a range of thinking strategies to build understandings
Theme and character
Home and Expert Groups – Exploring Themes
Characters and Power
Talk about the power relationships between the various groups of characters in the film. These relationships can be divided in several ways:
Talk about other power relationships in the film. Draw diagrams to show power structures, such as the external power of the authorities vs inner power of the prisoners.. Talk about how would you define power in the movie.Write a response about what you regard as a key theme raised in the film, including comment on the social value of the film's message.
Characterisation and Contrast
How are characters revealed? We find out what a character is like through what they say, do, what others say, physical appearance, relationships and so on. We can further explore character by looking at contrasts with other characters which can be developed through symbolism. For example:
Choose two characters and to compare and contrast them in terms of imagery, appearance, relationships and roles in the film.
Learning task 3
Thinking – close reading
Film techniques
Close viewing
Learning task 4
Drafting and polishing writing.
Use language, symbols and texts – structure and express understandings about texts
Developing a piece of formal writing
Preparing for the external standard 90379: Analyse a visual or oral text; or from 2012, Analyse specified aspect(s) of studied visual or oral text(s), with supporting evidence
(What is the impact of my teaching and learning?)
In 2011: 90376: Produce crafted and developed formal transactional writing90379: Analyse a visual or oral text
From 2012: 2.4 Produce a selection of crafted and controlled writing 2.2 Analyse specified aspect(s) of studied visual or oral text(s), with supporting evidence
Provision for identifying next learning steps for students who need:
This piece of writing should be an integrated part of the year’s writing programme.
Conditions of Assessment Guidelines for oral presentations.
Tools or ideas which, for example might be used to evaluate:
leading to :
If you are not able to access the zipped files, please download the following individual files.
One of the most important tasks for teachers is to select appropriate texts to use with their students. The instructional texts provided by the Ministry of Education, such as the School Journal, include information about their reading year levels.
The guidelines will help teachers with such texts. They include an easy-to-use framework designed to help teachers estimate the difficulty of texts from many sources.
Framework
The framework provides both a process for estimating the difficulty of a text and a record of the supports and challenges it presents to the students. Download the framework template to use to help you estimate the difficulty of a text.
Planning for Writing Across the Curriculum – Literacy Planners
Learning about my students' needsWhat is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
What do we know about each student's:
Our two national curriculum documents The New Zealand Curriculum (NZC) and Te Marautanga Aotearoa place the learner at the centre of teaching and learning. In order to effectively "attend to the cultural and linguistic diversity of all students" (NZC p34), teachers need to develop a rich knowledge and understanding of who their students are, what they bring with them, and their learning strengths and needs.
Teachers as Learners: Improving Outcomes for Māori and Pasifika Students through InquirySeven case studies about teacher inquiry in New Zealand classrooms have been adapted as learning stories; these are included in this set of materials as springboards for thinking about the Teaching as Inquiry cycle, effective pedagogy, and cultural responsiveness and how they might connect to your own practice.
Teaching Secrets: When the Kids Don’t Share Your Culture An article from the New York Times which provides a number of practical ways to get to know students from different cultural backgrounds.
Back to top
Student Voice: Have we considered what our students would like from us? What helps them realise their potential? Read about encouraging student voice.
Making Language and Learning Work in Secondary Science and Maths: Know the Learner.
Subject Area: Literacy
Reference list for Secondary Literacy
A reference list compiled for the Secondary Literacy Project
Print resources
Alvermann, D. E. (2002). Effective literacy instruction for adolescents. Journal of Literacy Research, 34(2), 189-208.
Braunger, J., Donahue, D. M., Evans, K., Galguera, T., & Schoenbach, R. (2004). Rethinking preparation for content area teaching: The reading apprenticeship approach: Jossey-Bass
Conley, M. W. (2008). Cognitive strategy instruction for adolescents: What we know about the promise, what we don't know about the potential. Harvard Educational Review, 78(1).
Denti, L., & Guerin, D. (2004). Confronting the problem of poor literacy:Recognition and action. Reading and Writing Quarterly, 20(2), 113-122.
Denti, L., Guerin, D., & Guerin, G. R. (2007). Effective Practice for Adolescents with Reading and Literacy Challenges: Routledge.
Deshler, D. D., Palincsar, A. S., Biancarosa, G., & Nair, M. (2007). Informed choices for struggling adolescent readers: A research-based guide to instructional programs and practices. New York: International Reading Association.
Fisher, D., & Ivey, G. (2005). Literacy and language as learning in content-area classes: A departure from" every teacher a teacher of reading". Action in Teacher Education, 27(2), 3.
Greenleaf, C. L., Schoenbach, R., Cziko, C., & Mueller, F. L. (2001). Apprenticing adolescent readers to academic literacy. Harvard Educational Review 71(1), 79-129.
Hall, L. A. (2005). Teachers and content area reading: Attitudes, beliefs and change. Teaching and Teacher Education, 21, 403-414.
Harvey, C., & Glenn, J. (2007). NCEA Analysis for Teaching and Learning. Auckland, New Zealand: Team Solutions.
Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice: Lawrence Erlbaum.
Lai, M. K., McNaughton, S., Amituanai-Toloa, M., Turner, R., & Hsiao, S. (2009). Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience. Reading Research Quarterly, 44(1), 30-56.
May, S. (2006). Secondary Schools’ Literacy Initiative (SSLI): Summary of Key Findings
May, S., & Wright, N. (2007). Secondary literacy across the curriculum: Challenges and possibilities. Language and Education, 21(5), 370-376.
McDonald, T., & Thornley, C. (2005). Literacy teaching and learning during the secondary years: Establishing a pathway for success to NCEA and beyond. SET: Research Information for Teachers, 2, 9–14.
McDonald, T., & Thornley, C. (2006). Summary of Findings from the evaluation of the Effective Literacy Strategies: Pasifika Focus professional development project. Retrieved from www.tki.org.nz/r/literacy_numeracy/pdf/effective-literacy-strategies-pasifika-focus.pdf.
McNaughton, S. (2002). Meeting of minds. Wellington, New Zealand: Learning Media.
McNaughton, S., & Lai, M. K. (2009). A model of school change for culturally and linguistically diverse students in New Zealand: a summary and evidence from systematic replication. Teaching Education, 20(1), 55-75.
Moje, E. B. (2008). Responsive literacy teaching in secondary school content areas. In M. W. Conley, J. R. Freidhoff, M. B. Sherry & S. F. Tuckey (Eds.), Meeting the Challenge of Adolescent Literacy: Research We Have, Research We Need. New York: The Guilford Press.
Moje, E. B., & Speyer, J. (2008). The reality of challenging texts in high school science and social studies. In K. A. Hinchman & H. K. Sheridan-Thomas (Eds.),Best Practices in Adolescent Literacy Instruction. New York: The Guilford Press.
O'Brien, D. G., Stewart, R. A., & Moje, E. A. (1995). Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum, pedagogy, and school culture. Reading Research Quarterly, 30(3), 442-463.
Pressley, M. (2004). The need for research on secondary literacy education. In T. L. Jetton & J. A. Dole (Eds.), Adolescent Literacy Research and Practice (pp. 415). New York: The Guilford Press.
Schoenbach, R., Greenleaf, C., Hurwitz, L., & Cziko, C. (1999). Reading for understanding: A guide to improving reading in middle and high school classrooms: Jossey-Bass.
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.
Siebert, D., & Draper, R. J. (2008). Why content-area literacy messages do not speak to mathematics teachers: A critical content analysis. Literacy Research and Instruction, 47(4), 229-245.
Snow, C. E., & Biancarosa,G. eds. Adolescent Literacy and the Achievement Gap: What Do We Know and Where Do We Go From Here? Carnegie Corporation of New York Adolescent Literacy Funders Meeting Report. New York: Carnegie Corporation of New York, 2003.
Tatum, A. W. (2008). Toward a more anatomically complete model of literacy instruction: A focus on African American male adolescents and texts. Harvard Educational Review, 78(1), 155-180.
Thornley, C., & McDonald, T. (2002). Reading across the curriculum: Secondary school students talk about themselves as readers. SET: Research Information for Teachers, 1, 19-24.
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.
Wray, D., & Lewis, M. (1997). Teaching factual writing: Purpose and structure. Australian Journal of Language and Literacy, 20(2).
Wright, N. (2007a). Building literacy communities of practice across subject disciplines in secondary schools. Language and Education, 21(5), 420-433.
Wright, N. (2007b). Teacher leadership: Refocusing pedagogy through literacy. New Zealand Journal of Educational Leadership, 22(2), 1-12.
Students explore how immoral and corrupt influences at the heart of court life in Elsinore underpin many aspects of the play. They then present seminars and write essays based on their studies.
Select, develop, and communicate sustained and insightful ideas on a range of topics.
Select, integrate and sustain a range of language features appropriately for a variety of effects.
Planning using Inquiry
Learning task 1:
Act 1
By the end of their study of Act 1, you should appreciate that Claudius' crimes (fratricide, regicide) plus his usurpation and 'incestuous' marriage mark him as the protagonist of the immorality in the court. Hamlet must engage with Claudius to confront this corruption, and in doing so, he must confront his own perceived inadequacies. Other characters' lack of trust, the presence of the ghost and the concept of revenge are all evidence that something is indeed rotten in the state of Denmark. The frequent use of imagery related to disease, dungeons and weeds is an important indicator of this theme and should be noted as it occurs.
Learning task 2:
KCs: Thinking – explore texts
Act 2
By the end of their study of Act 2, you should appreciate that the court is peopled with other characters who, like Claudius, contribute to the atmosphere of corruption and mistrust in the play. Others, such as Ophelia and Hamlet, are caught up in the chaos that has resulted from Claudius' original actions.
Learning task 3:
Act 3
By the end of their study of Act 3, you should appreciate that the corruption in Elsinore has lead to hysteria, deception, further plotting and the death of Polonius...
Learning task 4:
Act 4
By the end of their study of Act 4, you should appreciate that times in Elsinore have become desperate as the corruption unravels what little order is left. The frequency of the scenes adds momentum to the downfall of the main characters. Claudius is increasingly concerned, ironically, that it is Hamlet who is causing discord in Denmark and sends him to his execution, Ophelia goes mad and dies, Laertes returns to discover his father's murder and is drawn into Claudius' final plot....
Learning task 5:
Learning task 5
Act 5
In the denouement, Shakespeare draws to a close his theme and the ending apparently restores order to the previously corrupt court. Characters that are seen to have taken the law of the land and of God into their own hands are killed, often "hoist by their own petards". The notion of Fortinbras as being the appropriate man to take the throne is, however, always up for discussion.
The final scene: stage it in class / watch it on video as well as reading it through. Discuss how far the corrupt influences in the play have been destroyed. Note the recurrence of the motif of poison. Conduct a balloon debate to explore why each character should / should not have deserved to die, with reference to the key theme they have been studying. Extra credit should be given for references to the language used by the various characters. Balloon debate:
Pick about five or six people, each of whom chooses one of the play's characters to impersonate. Then imagine all of them were together in a hot air balloon that was rapidly sinking. One of them must be thrown overboard in order to save the others: but who will it be? Each participant must make a speech saying why they should be allowed to stay in the balloon. The audience votes, and the losers are disqualified from the debate. The process is then repeated until only one speaker remains.
Further activities
Learning task 6:
Presenting orally and in writing
Learning task 6
Delivering a seminar
how well you construct and deliver your presentation to your audience.
Look at the ‘speaking standards clarification’ for information expectation regarding a Level 3 seminar.
The following web pages also provide advice to help you deliver your presentation in an interesting, engaging and confident manner:
Writing an essay
Learning task 7:
Extending learning
Learning task 7 – Additional Resources
Background notes on aspects of the play relevant to the central theme of this unit:
The Great Chain of Being
Print
The Arden Edition of Hamlet, ed. By Harold Jenkins (Methuen, 1982)
Teaching Shakespeare: A Handbook for Teachers by Rex Gibson (Cambridge School Shakespeare S.)
Video
Hamlet - DVD version starring Mel Gibson (1991) available on Amazon
Electronic
For an online text of Hamlet and general notes on the play, go to Hamlet Online
Teaching guides on Hamlet:
Teacher's Guide to the Signet Edition of Hamlet SparkNotes: study notes on the whole play
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