Frequently Asked Questions:
What is a co-requisite? Is it different to a pre-requisite?
The new co-requisite for Te Reo Matatini me te Pāngarau | Literacy & Numeracy is set to become a compulsory part of NCEA from 2023. This means that a learner must achieve the co-requisite standards in order to be formally awarded their NCEA qualification at any level. In other words, a learner will still be able to continue their NCEA learning while they work towards achieving the literacy and numeracy standards, though the learner will not be formally awarded their NCEA qualification until they have done so. This is what makes it a co-requisite and not a pre-requisite.
Why is this change happening now?
In 2018, as part of Kōrero Mātauranga, the Ministry undertook public engagement with a range of people including learners, teachers and leaders to review NCEA. We heard that literacy and numeracy needed to be strengthened as part of NCEA.
Why don’t we have oral language in the English-medium standards?
Oral language is currently part of the Māori-medium standards. Oral language is not part of the English-medium standards as there is currently no explicit Curriculum progression for this skill. We will continue to review the inclusion of oral language as the New Zealand Curriculum is refreshed.
Why are the standards at Curriculum Level 4/5?
The Organisation for Economic Cooperation and Development (OECD) has specified that level 2/3 of the Survey of Adult Skills (PIAAC) is a good level of literacy and numeracy skill to have for participation in learning, life, and work. This broadly reflects Level 4/5 of the National Curriculum where a learner has control over Level 4 and is ready to work at Level 5.
What if my learner has a disability, or has a learning support need?
The standards and assessment are being designed to be inclusive where possible, and as with other assessments, Special Assessment Conditions will be available and communicated explicitly with the standards.
Will there be any alternative ways to meet the corequisite?
The standards and assessments are designed to be as inclusive as possible for New Zealand’s diverse range of learners. In some cases, these standards may not be suitable for specific groups of people, for example, English Language Learners, tertiary settings, and transitional learners. If these standards are found not to be suitable for specific groups, there may be a limited range of alternative pathways. We are exploring these questions through the pilot of the standards this year.
I’m not an English or Maths teacher. How can I include literacy and numeracy in my teaching programme?
Each subject holds great opportunities for teaching literacy and numeracy concepts. The learning progression frameworks support a cross-curricular approach and we will develop a teaching, learning and assessment guide that will provide unique ideas from across curricula that learners experience, including in areas not included in the formalised curriculum, such as workplace-based learning.
Will the literacy requirement be enough to get to university?
We will work with Universities New Zealand to understand the relationship between the corequisite and university requirements. By default, the new standards will not meet the university entrance requirements for literacy.
Can I use e-asTTle, PaCT, or the Adult Learning Progression Frameworks to prepare for the changes?
Yes. All are progression tools that can be used to track progress against the standards. PaCT scores in the following bands may be at the level required of the standards:
- Reading: 750-850
- Writing: 800-900
- Numeracy: 750-850
The following steps from the Adult Learning Progression Frameworks for Literacy and Numeracy broadly match the benchmarks:
- Literacy: Step 4
- Numeracy: Step 5
Additional Frequently Asked Questions (from May 2021 Teacher Only Days)
Ngā pātai auau:
He aha i puta mai ai ēnei panonitanga ināianei?
I te tau 2018, i roto i a Kōrero Mātauranga, i whakapā atu te Manatū ki te marea, otirā ki ētahi tāngata huhua, arā, ki ngā ākonga, ngā kaiako me ngā kaiārahi hei arotake i a NCEA. Ko tā mātou i rongo ai, me whakapakari ake te literacy me te numeracy hei wāhanga o NCEA.
Ka pēhea mehemea he hauātanga tō taku ākonga, he mate ako rānei me tautoko atu?
Kei te whakaritea ngā paerewa me ngā aromatawai i runga i te whakaaro ki te katoa, i ngā wāhi e taea ana, ā, pēnei i ētahi atu aromatawai, ka wātea ngā Āhuatanga Aromatawai Motuhake, ka āta whakamāramahia hoki te āhua ki ngā paerewa.
He huarahi anō e tutuki ai te kaupapa tautokorua?
Kua whakaritea ngā paerewa me ngā aromatawai i runga i te whakaaro ki ngā tūmomo ākonga katoa i Aotearoa. I ētahi wā, kāore pea ēnei paerewa e tika mō ētahi hunga, hei tauira, mō te hunga e ako ana i te reo Ingarihi, mō ngā whare mātauranga paetoru me ngā ākonga whakawhiti. Mehemea kāore ēnei paerewa e tika ana mō ētahi hunga whāiti, arā pea ētahi atu huarahi whāiti hei takahi. E whaiwhai ana mātou i ēnei pātai i ngā whakamātautanga o ngā paerewa i tēnei tau.
Ehara ahau i te kaiako Pāngarau, Te Reo Māori rānei. Me pēhea taku whakauru i te reo matatini me te pāngarau ki roto i taku hōtaka whakaako?
Kei ia kaupapa ētahi arawātea pai ki te whakaako i ngā ariā o te reo matatini me te pāngarau. E tautoko ana ngā anga kokenga ako i te kōtuituinga o ngā wāhanga ako , ā, ka whakawhanake mātou i ētahi kupu āwhina mō te whakaako, te ako me te aromatawai kei roto rā ētahi whakaaro motuhake e ahu mai ana i ngā kokonga maha o te marautanga, tae atu hoki ki ngā wheako kāore i roto i te marautanga ōkawa nei, pēnei i te ako i tētahi wāhi mahi.
Ka uru tonu te ākonga ki te whare wānanga mā te whakaea i te herenga literacy?
Ka mahi tahi mātou ki ngā Whare Wānanga o Aotearoa kia mārama ai mātou ki te hononga kei waenganui i te kaupapa tautokorua me ngā herenga o te whare wānanga. Heoi anō, kāore e ea noa i ngā paerewa hou ngā herenga mō te literacy e uru ai tētahi ki te whare wānanga.