Kura 1

First Placement — Year 1-2 Classroom

[Brief introduction to your first practicum: school name, duration, year level, and a summary of your focus areas.]

My Goals · Two Goals (Kura 1 requirement)

Per the TEPRO410/510 requirements, Kura 1 has two goals (Kura 2 has three). Each is linked to two standards.

1

Goal 1

[Goal description here...]

Evidence: [Evidence description...]
Reflection:

[300-word reflection here...]

Standard 1 Standard 2
2

Goal 2

[Goal description here...]

Evidence: [Evidence description...]
Reflection:

[300-word reflection here...]

Standard 3 Standard 4

Ngā Paerewa — Standards Summary

See Ngā Paerewa for the standard-by-standard summaries. The evidence below is what feeds those summaries.

Strategies for a Positive Learning Environment

Brainstorm of strategies used in this classroom (Standard 5 · KTT 11).

[Insert your handwritten/typed brainstorm image or text here]

Three Annotated Photos of My Class

Standard 5 · KTT 12 — photos that show the supportive learning environment, with annotations.

[Photo 1]
[Annotation explaining what this photo shows.]
[Photo 2]
[Annotation.]
[Photo 3]
[Annotation.]

Class Description & Three Learner Profiles

Standard 3 · KTT 8 — class description (using the Moodle template) plus in-depth analysis of three learners.

Class Overview

[Brief class description — year level, number of learners, range of strengths and needs, cultural makeup.]

Learner 1 · [Pseudonym]

[Year · Strengths · Areas of need]

[In-depth analysis: who they are as a learner, what data shows, how I plan for them.]

Learner 2 · [Pseudonym]

[Year · Strengths · Areas of need]

[In-depth analysis.]

Learner 3 · [Pseudonym]

[Year · Strengths · Areas of need]

[In-depth analysis.]

Lesson Plans · Kura 1

Standards 1, 3, 4, 6 — see the full collection at Lesson Plans.

  • [Date] — My first lesson plan · [curriculum area] — link
  • [Date] — Cultural-competencies lesson · [area] — link
  • [Add Kura 1 lessons as you teach them.]

Formative Assessment

Standard 6 · KTT 7 — series of plans with student work, assessment records, written/oral feedback to students.

  • Plans + student work: [link or description]
  • Assessment records (modelling book / checklists / notes): [link]
  • Written feedback to students: [example]
  • Oral feedback note: [example]

Te Reo Māori Evidence

Standard 1 · KTT 9 — evidence of developing te reo use in the classroom.

  • Evaluative report excerpt: [link]
  • TEEDU403 assignments / quiz: [link]
  • Daily-use phrases I have introduced: [list]