Overview
Strengthening literacy and numeracy requirements and assessments in NCEA is one of the seven key change areas of NCEA reform. Schools are working to adapt their practices to this change, support ākonga through this process and lift literacy and numeracy outcomes for their ākonga. A selection of schools have been interviewed from across the country. These case studies provide tangible examples of:
- Effective practices when determining readiness to sit the Common Assessment Activities
- Supporting every teacher to be a teacher of literacy and numeracy
- Shifts in practice to support NCEA literacy and numeracy
Strengthening literacy and numeracy requirements and assessments in NCEA is one of the seven key change areas of NCEA reform. Schools are working to adapt their practices to this change, support ākonga through this process and lift literacy and numeracy outcomes for their ākonga. A selection of schools have been interviewed from across the country. These case studies provide tangible examples of:
- Effective practices when determining readiness to sit the Common Assessment Activities
- Supporting every teacher to be a teacher of literacy and numeracy
- Shifts in practice to support NCEA literacy and numeracy
[ Video Resource ]
- Title: Green Bay High School’s structured literacy approach
- Description: This approach, grounded in the science of learning, has positively impacted student achievement, especially on the NCEA Co-requisite. The case study offers valuable insights for other schools & kura.
- Video Duration: 8 minutes
- Video URL: https://player.vimeo.com/video/1009685684
- Transcript: English — Descriptive(Visuals of school and students and teachers in classrooms with interview audio.)It's pretty exciting to have made some changes that are impacting on students. It means that they are reaching a level of literacy that means they will be active members of society.When teachers are part of the process of change and co-constructing the how together
English — Descriptive
(Visuals of school and students and teachers in classrooms with interview audio.)
It's pretty exciting to have made some changes that are impacting on students. It means that they are reaching a level of literacy that means they will be active members of society.
When teachers are part of the process of change and co-constructing the how together, they want to use it, they want to trial, they want to talk about how it's going.
I've never felt more connected to the vision and the direction that the school's taking. It's really positive for the future outcomes for both teachers and students in our school.
(Interview with Renee McGlashan - English Teacher, Green Bay High School with visuals of school overlaid.)
The initial motivation around our change at our school in literacy started a couple of years ago. Because of COVID, there was an increase in gaps in their knowledge and they also, in English, their basic accuracy and writing was letting them down. We also noticed with teachers that there was inconsistency in the way literacy was being taught.
Another set of data that informed our changes was the Literacy Common Assessment Activities. We were one of the pilot schools and our initial results were not what we hoped. So we knew at that point something needed to change.
(Footage of Joanne Orr - English Teacher, Green Bay High School, teaching.)
Today, we're going to continue our focus on whakapapa poetry.
(Interview with Joanne Orr.)
We see the student voice as absolutely integral to any strategic focus and change across the school. So we constructed some focus groups and we ensured that the focus groups covered a range of diverse learners. We really wanted to hear from our Māori and Pacific learners. We really wanted to hear from our neurodiverse learners.
What is your experience in terms of understanding, reading, writing, speaking, listening, and your day to day experience? In other words, what works for you? And the voice was very clear.
We want to know exactly what to do. We highly value those teachers that are explicit with their teaching, that are systematic, that are structured, that are clear, that give us a roadmap towards success. And from that point, that data was used to ensure that literacy was addressed very, very clearly as a core underpinning in our strategic plan.
(Joanne Orr speaking in a teacher meeting.)
I think the beginning phases are really useful for kids that are at that really basic level.
(Interview with Joanne Orr continues.)
We've got our core group of three who are leading the change and we've also got our ambassadors of change who exist within departments. So the subject specialist voice are at the table. Instead of a mindset where we have a literacy expert coming in and telling us from outside what to do, we have created our own bespoke set of literacy systems that are based on our students’ voice and our teachers’ voice.
(Interview with Heather Eccles - Social Sciences Teacher, Green Bay High School, interspersed with visuals of school.)
The other important things that were part of that process was senior leadership giving us time in terms of time to plan, time to meet together, time to talk with staff, and also empowering us with the agency to lead. We really felt like senior leadership had confidence in us and that contributed to us having confidence in ourselves.
(Footage of Heather Eccles teaching.)
Today we're going to be doing some reading and we're going to be following our reading literacy system.
(Interview with Heather Eccles continues.)
So in the beginning, the literacy team started by coming up with four key guiding questions that we've used to guide us on our journey. The first one was how can our literacy approach be inclusive of all students in the school?
(White text on a teal background: ‘The first one was how can our literacy approach be inclusive of all students in the school?’)
And in particular, how can it privilege our most vulnerable students? How can all teachers see themselves in our literacy approach?
(White text on a teal background: ‘How can all teachers see themselves in our literacy approach?’)
How is our literacy approach reflective of the science of learning and the science of reading?
(White text on a teal background: ‘How is our literacy approach reflective of the science of learning and the science of reading?’)
And we've been asking along the journey, how will this be sustainable and will be embedded into the fabric of our school for the long term.
(White text on a teal background: ‘How will this be sustainable for the long term?’)
(Footage of Renee McGlashan in her class.)
Here is the task that we're going to get on with. Today you are going to create a new word.
(Interview with Renee McGlashan continues.)
The systems follow a five step process. So reading and writing is not just reading the text, it's not just drafting. There’s important steps before and after which help the students. It is also a tool for teachers, so it shows them best practice in literacy teaching, following these steps. It can be used as a diagnostic tool to figure out where students are stuck in the reading and writing process. With this system we're looking at explicitly teaching it to our junior students across all subjects. And then by senior years, they'll be able to use it automatically and independently to help gain those higher results.
(Interview with Ariana Myra-Rose Middleditch - Student, Green Bay High School, with visuals.)
I used the literacy system in the classroom by following the instructions on the literacy system poster that we get handed out. I really like how it's detailed and it gives more of a structured response.
(Interview with Sayed Mustafa Shafaq - Student, Green Bay High School.)
What I really like about the literacy system is it has a step to follow so I know what to do next.
(Interview with Maddy Seth - Student, Green Bay High School.)
I think literacy is very important for communicating your ideas in all subjects across the school, whether it's in P.E. or during science.
(Footage of Richard Kearney - Visual Arts Teacher, Green Bay High School, teaching in class.)
Today, everybody, we're going to work on our compositional analysis.
(Interview with Richard Kearney.)
I think the biggest challenge in visual arts has been that a lot of our students are not expecting to turn up to the classroom and then do a lot of reading or writing. One of the ways that we overcome it in arts is just to make everything as relevant as possible.
There are brand new photography classes. There's lots of technical terms that they don't understand. So as soon as they encounter one, the idea is that they can then go and look that up and find out what it means and then think about how that applies in the context that they’re in.
(Interview, with classroom visuals, with Iain McMahon - Science Teacher, Green Bay High School.)
Literacy is very heavily integrated into science. Learners sometimes when we start an activity, they might be surprised and go, ‘Hey, this is this is writing, this is what we do in English. Why are we doing it here?’ But because the literacy system is being used across subjects, it's been able to give the learners that cue that they can link to and think, ‘Oh, I already know how to do this.’ I've done this in social studies this morning. Now I can do it in science today.
(Interview with Renee McGlashan continues with classroom visuals.)
Our Literacy Common Assessment results have dramatically improved. Writing alone went up 20% in the year we were using it in the English department. We've also seen an increase in student confidence and in student agency. They are able to approach tasks independently. We're also using these systems and our new NCEA level one programme and students are using the writing system to approach the new writing standard where they have to work independently, and that provides them confidence to do that.
(Interview with Heather Eccles continues with classroom visuals.)
The most important outcome has been an increase in the wellbeing of these students. It’s increased students’ confidence and as a result that’s flowed on to increased achievement in their academic studies.
(Interview with Joanne Orr continues with classroom visuals.)
What we see as one of our next steps is to make the reading system explicit for our families. We know that it is succinct and accessible enough that a parent can look at it and understand what we're trying to do and hopefully be able to back up and reinforce some of these phases at home.
Ultimately, our vision is, has it landed clearly in the classroom to the point that students are talking about it? We should ultimately be able to hear it in action. We want something sustainable. We want something that we can build and that we can show has changed our school.
(White text on a teal background ‘NCEA Co-requisite, NCEA (education.govt.nz), ncea.review@education.govt.nz, literacy.communication.maths@education.govt.nz, with Te Poutāhū and Te Tāhuhu o te Mātauranga logos.)
Te Reo Māori
He mea whakahihiri ki te hanga i ētahi huringa e whaihua ana ki ngā ākonga.
He tohu tēnei kei te eke rātou ki tētahi kōeke teitei ake o te reo matatini, arā, ka riro rātou hei mema hohe i te papori.
Inā whai wāhi ngā kaiako ki te tukanga o te huringa me te hanga tahi i te huarahi, ko te tukunga iho ka hiahia rātou ki te whakamahi, ka hiahia rātou ki te whakamātautau, ka hiahia rātou ki te kōrero e pēhea ana te haere.
Tino tautoko rawa atu ahau i te kitenga me te huarahi e whāia ana e te kura.
He tino pai mō ngā hua te heke iho nei mō ngā kaiako me ngā ākonga o tō mātou kura.
E rua tau ki muri i tīmata te whakaohooho tuatahi mō tō mātou huringa i tō mātou kura mō te reo matatini.
Nā te Mate KOWHEORI, kua piki ake te rahi o ngā āputa i tō rātou mōhio ki te reo Ingarihi, anā, nā te ngoikore ki te mahi tōtika me te tuhituhi, i hapa ai rātou.
I kite anō mātou i roto i ngā kaiako he hārakiraki te āhua o tā rātou whakaako i te reo matatini.
I whāngai mōhiohio mai tētahi atu huinga raraunga i ō mātou huringa, e kīia ana ko ngā Ngohe Aromatawai Reo Matatini Māori.
Ko mātou tētahi o ngā kura whakatauira tuatahi, ā, kāore i eke ngā hua tuatahi ki tā mātou i wawata ai.
Nā, i mōhio mātou i tērā wā me panoni e mātou tētahi āhuatanga.
I tēnei rā, ka aro tonu tātou ki te toikupu whakapapa.
Ki tā mātou titiro he mea whai tikanga te reo o ngā ākonga ki ngā aronga rautaki katoa me te huringa puta noa i te kura.
Nā, i hangaia e mātou ētahi rōpū arotahi me te whakaū ka kapi i ngā rōpū arotahi te whānuitanga o ngā ākonga kanorau.
I tino hiahia mātou ki te whakarongo atu ki ā mātou ākonga Māori, Moana-nui-a-Kiwa hoki.
I tino hiahia mātou ki te whakarongo atu ki ā mātou ākonga io aro-huhua.
He pēwhea ō wheako e pā ana ki te mārama, te pānui, te tuhituhi, te kōrero, te whakarongo, me ō wheako o ia rā?
Arā, he aha ngā mea whaihua ki a koe?
Ā, tino mārama te reo.
E hiahia ana mātou kia mārama kehokeho me aha mātou.
Ka whakanuia e mātou ngā kaiako he mataaho tā rātou whakaako, he nahanaha, he hāngai, he mārama, ā, e whakarato mai ana i tētahi huarahi e whano ana ki te angitu.
Ā, nō reira, i whakamahia taua raraunga hei whakaū ka tino whakakaupapatia te reo matatini hei tūāpapa i tā mātou mahere rautaki.
Ki taku whakaaro he tino whaihua ngā tūārere tīmata ki ngā tamariki kei tērā kōeke tino waiwai.
He tokotoru tā mātou e ārahi ana i te huringa, he kaikōkiri anō hoki ā mātou e mahi ana i roto i ngā tari.
Nā, ka whai wāhi mai ngā reo o ngā pūkenga kaupapa ki ngā whiriwhiringa.
Tē uru mai ai he pūkenga reo matatini o waho hei tohutohu mai me aha mātou, kua waihangahia e mātou ā mātou ake pūnaha e takea ana i ngā reo o ā mātou ākonga, kaiako anō hoki.
Ko ētahi atu mea nui i whai pānga ai ki tērā tukanga ko te tuku mai i te pae ārahi matua he wā e taea ai e mātou te whakamahere, te hui tahi, te kōrero ki ngā kaimahi, me te whakamana hoki i a mātou ki te kahawhiri ki te ārahi.
I tino rongo mātou ki te whakapono mai o te pae ārahi matua ki a mātou, ā, nā tērā kua whakapono mātou ki a mātou anō.
I tēnei rā ka wāhi pānui tātou, ā, ka whāia tō tātou pūnaha reo matatini ā-pānui e tātou.
Nō reira i te tīmatanga, i tīmata te ohu reo matatini mā te ohiamanomano i ngā pātai matua e whā hei ārahi i a mātou i tō mātou haerenga.
Ko te mea tuatahi me pēwhea e kauawhi ai tō mātou huarahi reo matatini ki ngā ākonga katoa o te kura?
Inā koa, me pēwhea e whaihuatia ai ā mātou ākonga tino whakaraerae?
Me pēwhea e taea ai e ngā kaiako katoa te kite i a rātou anō i roto i tō mātou huarahi reo matatini?
Pēwhea tō mātou huarahi reo matatini e whakaata ai i te pūtaiao ako me te pūtaiao pānui?
Ā, i roto i tēnei haerenga, kua pātai mātou, e whia te roa o tēnei e toitū ai, e tāmau ai hoki ki te ahurea o tō mātou kura mō te wā roa?
Anei te ngohe ka mahia e tātou.
I tēnei rā ka hangaa e koutou he kupu hōu.
Ka whai ngā pūnaha he tukanga e rima ōna hātepe.
Nā, ehara i te mea he pānui tuhinga anake, he tuhi hukihuki anake rānei te pānui me te tuhituhi.
He hātepe whai tikanga i mua me muri hoki hei āwhina i ngā ākonga.
He taputapu hoki tēnei mā ngā kaiako, hei whakaatu i ngā tikanga tino pai hei whakaako i te reo matatini, whāia ēnei hātepe.
Ka taea te whakamahi hei taputapu whakamātautau ki te mōhio kei whea ngā ākonga e whakauaua ana i te pānui, tuhituhi hoki.
Mā tēnei pūnaha e whai ana mātou kia mataaho te whakaako i tēnei ki ā mātou ākonga tēina puta noa i ngā kaupapa katoa.
Ka tae ki ngā tau tuākana, ka taea e rātou tēnei te whakamahi aunoa, takitahi hoki, e whiwhi ai i ngā hua teitei ake.
I whakamahia e ahau te pūnaha reo matatini i te akomanga mā te whai i ngā tohutohu i runga i te pānui pūnaha reo matatini i tukuna mai ai.
He tino pai ki ahau he āmiki ngā kōrero, ā, ka whakaratohia he urupare whai raupapa.
Ko te mea tino pai ki ahau o te pūnaha reo matatini, he hātepe āna hei whai e mōhio ai ahau me aha ahau.
Ki taku whakaaro he mea nui te reo matatini mō te whakapuaki i ō whakaaro i roto i ngā kaupapa katoa puta noa i te kura, ahakoa i roto i te akonga koiri, i te pūtaiao rānei.
I tēnei rā, e ngā ākonga, ka mahi tātou i tā tātou tātari hanganga.
Ki taku whakaaro ko te wero nui rawa atu i roto i ngā mahi toi ataata ko te nuinga o ā mātou ākonga karekau e whakaaro kia tae mai rātou ki te akomanga, kātahi ka mahi nui ki te pānui, ki te tuhituhi.
Ko tētahi o ngā huarahi e taea ai e mātou tēnei i roto i ngā mahi toi ko te whakahāngai i ngā mea katoa e taea ana.
Ērā he akoranga hopu whakaahua hōu.
He maha ngā kupu haratau kāre e mārama i a rātou.
Nō reira kia heipū rātou ki tētahi, ko te whakaaro ka taea e rātou te rangahau i te tikanga o te kupu, me te whakaaro i tōna whai pānga ki te horopaki kei roto rātou.
Kua kōmitimititia te reo matatau ki te pūtaiao.
I ētahi wā kia tīmata mātou i tētahi ngohe, ka tumeke pea rātou, arā, ngā ākonga, ka kī, 'E, he tuhituhi tēnei, koinei tā mātou mahi i te reo Ingarihi.
He aha te take e mahia ana tēnei e mātou i konei?
Engari nā te mea kei te whakamahia te pūnaha reo matatini puta noa i ngā kaupapa, kua taea e ia te tuku tīwhiri ki ngā ākonga ka taea e rātou te whai atu me te mahara, 'Auē, kua mōhio kē ahau me pēwhea te mahi i tēnei.'
Kua mahia tēnei e au i tēnei ata i te mātaipori.
Nā, ka taea tēnei e au te mahi i te pūtaiao i tēnei rā.
Kua tino pakari ake ō mātou hua i te Aromatawai Reo Matatini Māori.
Ko te tuhituhi i tōna kotahi i piki ake mā te 20% i te tau i whakamahia e mātou i te tari reo Ingarihi.
Kua kite hoki mātou i te piki ake o te māia o ngā ākonga, me tō rātou kahawhiri anō hoki.
Ka taea e rātou te mahi i ngā tūmahi i tō rātou kotahi.
Kei te whakamahi anō mātou i ēnei pūnaha me tā mātou hōtaka hōu o te Taumata Mātauranga ā-Motu Kua Taea mō te kōeke tuatahi, kei te whakamahi ngā ākonga i te pūnaha tuhituhi ki te whakatutuki i te paerewa tuhituhi hōu. E matea ana rātou kia mahi takitahi, nā tērā rātou e māia nei ki te pērā.
Ko te tino putanga ko te piki ake o te oranga o ēnei ākonga.
Kua piki ake te māia o ngā ākonga, nā reira i piki ake ai ngā tutukinga i ā rātou whai mātauranga ā-kura.
Ko tā mātou e kite nei ko tētahi hātepe hei whai ake mā mātou ko te whakamataaho i te pūnaha pānui ki ngā whānau.
E mōhio ana mātou mehemea he poto, he māmā te whai mā te matua e taea e ia te titiro me te mārama ki tā mātou whāinga, ka tautokotia, ka whakakahangia hoki ētahi o ēnei tūārere i te kāinga.
I te mutunga, ko tō mātou kitenga e pēnei ana, kua tau mai rānei tēnei ki roto i te akomanga, ā, kua tahuri ngā ākonga ki te kōrero ki tēnei?
I te mutunga iho me taea e mātou te rongo atu i tōna whakahaerenga.
Kei te pīrangi mātou ki tētahi āhuatanga toitū.
Kei te pīrangi mātou ki tētahi āhuatanga ka taea e mātou te hanga, ka taea hoki e mātou te whakaatu kua panonitia tō mātou kura e taua āhuatanga anō.
[ Video Resource ]
- Title: Green Bay High School’s structured literacy approach (NZSL)
- Description: This approach, grounded in the science of learning, has positively impacted student achievement, especially on the NCEA Co-requisite. The case study offers valuable insights for other schools & kura.
- Video Duration: 8 minutes
- Video URL: https://player.vimeo.com/video/1012912018
- Transcript: English — Descriptive(Visuals of school and students and teachers in classrooms with interview audio.)It's pretty exciting to have made some changes that are impacting on students. It means that they are reaching a level of literacy that means they will be active members of society.When teachers are part of the process of change and co-constructing the how together
English — Descriptive
(Visuals of school and students and teachers in classrooms with interview audio.)
It's pretty exciting to have made some changes that are impacting on students. It means that they are reaching a level of literacy that means they will be active members of society.
When teachers are part of the process of change and co-constructing the how together, they want to use it, they want to trial, they want to talk about how it's going.
I've never felt more connected to the vision and the direction that the school's taking. It's really positive for the future outcomes for both teachers and students in our school.
(Interview with Renee McGlashan - English Teacher, Green Bay High School with visuals of school overlaid.)
The initial motivation around our change at our school in literacy started a couple of years ago. Because of COVID, there was an increase in gaps in their knowledge and they also, in English, their basic accuracy and writing was letting them down. We also noticed with teachers that there was inconsistency in the way literacy was being taught.
Another set of data that informed our changes was the Literacy Common Assessment Activities. We were one of the pilot schools and our initial results were not what we hoped. So we knew at that point something needed to change.
(Footage of Joanne Orr - English Teacher, Green Bay High School, teaching.)
Today, we're going to continue our focus on whakapapa poetry.
(Interview with Joanne Orr.)
We see the student voice as absolutely integral to any strategic focus and change across the school. So we constructed some focus groups and we ensured that the focus groups covered a range of diverse learners. We really wanted to hear from our Māori and Pacific learners. We really wanted to hear from our neurodiverse learners.
What is your experience in terms of understanding, reading, writing, speaking, listening, and your day to day experience? In other words, what works for you? And the voice was very clear.
We want to know exactly what to do. We highly value those teachers that are explicit with their teaching, that are systematic, that are structured, that are clear, that give us a roadmap towards success. And from that point, that data was used to ensure that literacy was addressed very, very clearly as a core underpinning in our strategic plan.
(Joanne Orr speaking in a teacher meeting.)
I think the beginning phases are really useful for kids that are at that really basic level.
(Interview with Joanne Orr continues.)
We've got our core group of three who are leading the change and we've also got our ambassadors of change who exist within departments. So the subject specialist voice are at the table. Instead of a mindset where we have a literacy expert coming in and telling us from outside what to do, we have created our own bespoke set of literacy systems that are based on our students’ voice and our teachers’ voice.
(Interview with Heather Eccles - Social Sciences Teacher, Green Bay High School, interspersed with visuals of school.)
The other important things that were part of that process was senior leadership giving us time in terms of time to plan, time to meet together, time to talk with staff, and also empowering us with the agency to lead. We really felt like senior leadership had confidence in us and that contributed to us having confidence in ourselves.
(Footage of Heather Eccles teaching.)
Today we're going to be doing some reading and we're going to be following our reading literacy system.
(Interview with Heather Eccles continues.)
So in the beginning, the literacy team started by coming up with four key guiding questions that we've used to guide us on our journey. The first one was how can our literacy approach be inclusive of all students in the school?
(White text on a teal background: ‘The first one was how can our literacy approach be inclusive of all students in the school?’)
And in particular, how can it privilege our most vulnerable students? How can all teachers see themselves in our literacy approach?
(White text on a teal background: ‘How can all teachers see themselves in our literacy approach?’)
How is our literacy approach reflective of the science of learning and the science of reading?
(White text on a teal background: ‘How is our literacy approach reflective of the science of learning and the science of reading?’)
And we've been asking along the journey, how will this be sustainable and will be embedded into the fabric of our school for the long term.
(White text on a teal background: ‘How will this be sustainable for the long term?’)
(Footage of Renee McGlashan in her class.)
Here is the task that we're going to get on with. Today you are going to create a new word.
(Interview with Renee McGlashan continues.)
The systems follow a five step process. So reading and writing is not just reading the text, it's not just drafting. There’s important steps before and after which help the students. It is also a tool for teachers, so it shows them best practice in literacy teaching, following these steps. It can be used as a diagnostic tool to figure out where students are stuck in the reading and writing process. With this system we're looking at explicitly teaching it to our junior students across all subjects. And then by senior years, they'll be able to use it automatically and independently to help gain those higher results.
(Interview with Ariana Myra-Rose Middleditch - Student, Green Bay High School, with visuals.)
I used the literacy system in the classroom by following the instructions on the literacy system poster that we get handed out. I really like how it's detailed and it gives more of a structured response.
(Interview with Sayed Mustafa Shafaq - Student, Green Bay High School.)
What I really like about the literacy system is it has a step to follow so I know what to do next.
(Interview with Maddy Seth - Student, Green Bay High School.)
I think literacy is very important for communicating your ideas in all subjects across the school, whether it's in P.E. or during science.
(Footage of Richard Kearney - Visual Arts Teacher, Green Bay High School, teaching in class.)
Today, everybody, we're going to work on our compositional analysis.
(Interview with Richard Kearney.)
I think the biggest challenge in visual arts has been that a lot of our students are not expecting to turn up to the classroom and then do a lot of reading or writing. One of the ways that we overcome it in arts is just to make everything as relevant as possible.
There are brand new photography classes. There's lots of technical terms that they don't understand. So as soon as they encounter one, the idea is that they can then go and look that up and find out what it means and then think about how that applies in the context that they’re in.
(Interview, with classroom visuals, with Iain McMahon - Science Teacher, Green Bay High School.)
Literacy is very heavily integrated into science. Learners sometimes when we start an activity, they might be surprised and go, ‘Hey, this is this is writing, this is what we do in English. Why are we doing it here?’ But because the literacy system is being used across subjects, it's been able to give the learners that cue that they can link to and think, ‘Oh, I already know how to do this.’ I've done this in social studies this morning. Now I can do it in science today.
(Interview with Renee McGlashan continues with classroom visuals.)
Our Literacy Common Assessment results have dramatically improved. Writing alone went up 20% in the year we were using it in the English department. We've also seen an increase in student confidence and in student agency. They are able to approach tasks independently. We're also using these systems and our new NCEA level one programme and students are using the writing system to approach the new writing standard where they have to work independently, and that provides them confidence to do that.
(Interview with Heather Eccles continues with classroom visuals.)
The most important outcome has been an increase in the wellbeing of these students. It’s increased students’ confidence and as a result that’s flowed on to increased achievement in their academic studies.
(Interview with Joanne Orr continues with classroom visuals.)
What we see as one of our next steps is to make the reading system explicit for our families. We know that it is succinct and accessible enough that a parent can look at it and understand what we're trying to do and hopefully be able to back up and reinforce some of these phases at home.
Ultimately, our vision is, has it landed clearly in the classroom to the point that students are talking about it? We should ultimately be able to hear it in action. We want something sustainable. We want something that we can build and that we can show has changed our school.
(White text on a teal background ‘NCEA Co-requisite, NCEA (education.govt.nz), ncea.review@education.govt.nz, literacy.communication.maths@education.govt.nz, with Te Poutāhū and Te Tāhuhu o te Mātauranga logos.)
Te Reo Māori
He mea whakahihiri ki te hanga i ētahi huringa e whaihua ana ki ngā ākonga.
He tohu tēnei kei te eke rātou ki tētahi kōeke teitei ake o te reo matatini, arā, ka riro rātou hei mema hohe i te papori.
Inā whai wāhi ngā kaiako ki te tukanga o te huringa me te hanga tahi i te huarahi, ko te tukunga iho ka hiahia rātou ki te whakamahi, ka hiahia rātou ki te whakamātautau, ka hiahia rātou ki te kōrero e pēhea ana te haere.
Tino tautoko rawa atu ahau i te kitenga me te huarahi e whāia ana e te kura.
He tino pai mō ngā hua te heke iho nei mō ngā kaiako me ngā ākonga o tō mātou kura.
E rua tau ki muri i tīmata te whakaohooho tuatahi mō tō mātou huringa i tō mātou kura mō te reo matatini.
Nā te Mate KOWHEORI, kua piki ake te rahi o ngā āputa i tō rātou mōhio ki te reo Ingarihi, anā, nā te ngoikore ki te mahi tōtika me te tuhituhi, i hapa ai rātou.
I kite anō mātou i roto i ngā kaiako he hārakiraki te āhua o tā rātou whakaako i te reo matatini.
I whāngai mōhiohio mai tētahi atu huinga raraunga i ō mātou huringa, e kīia ana ko ngā Ngohe Aromatawai Reo Matatini Māori.
Ko mātou tētahi o ngā kura whakatauira tuatahi, ā, kāore i eke ngā hua tuatahi ki tā mātou i wawata ai.
Nā, i mōhio mātou i tērā wā me panoni e mātou tētahi āhuatanga.
I tēnei rā, ka aro tonu tātou ki te toikupu whakapapa.
Ki tā mātou titiro he mea whai tikanga te reo o ngā ākonga ki ngā aronga rautaki katoa me te huringa puta noa i te kura.
Nā, i hangaia e mātou ētahi rōpū arotahi me te whakaū ka kapi i ngā rōpū arotahi te whānuitanga o ngā ākonga kanorau.
I tino hiahia mātou ki te whakarongo atu ki ā mātou ākonga Māori, Moana-nui-a-Kiwa hoki.
I tino hiahia mātou ki te whakarongo atu ki ā mātou ākonga io aro-huhua.
He pēwhea ō wheako e pā ana ki te mārama, te pānui, te tuhituhi, te kōrero, te whakarongo, me ō wheako o ia rā?
Arā, he aha ngā mea whaihua ki a koe?
Ā, tino mārama te reo.
E hiahia ana mātou kia mārama kehokeho me aha mātou.
Ka whakanuia e mātou ngā kaiako he mataaho tā rātou whakaako, he nahanaha, he hāngai, he mārama, ā, e whakarato mai ana i tētahi huarahi e whano ana ki te angitu.
Ā, nō reira, i whakamahia taua raraunga hei whakaū ka tino whakakaupapatia te reo matatini hei tūāpapa i tā mātou mahere rautaki.
Ki taku whakaaro he tino whaihua ngā tūārere tīmata ki ngā tamariki kei tērā kōeke tino waiwai.
He tokotoru tā mātou e ārahi ana i te huringa, he kaikōkiri anō hoki ā mātou e mahi ana i roto i ngā tari.
Nā, ka whai wāhi mai ngā reo o ngā pūkenga kaupapa ki ngā whiriwhiringa.
Tē uru mai ai he pūkenga reo matatini o waho hei tohutohu mai me aha mātou, kua waihangahia e mātou ā mātou ake pūnaha e takea ana i ngā reo o ā mātou ākonga, kaiako anō hoki.
Ko ētahi atu mea nui i whai pānga ai ki tērā tukanga ko te tuku mai i te pae ārahi matua he wā e taea ai e mātou te whakamahere, te hui tahi, te kōrero ki ngā kaimahi, me te whakamana hoki i a mātou ki te kahawhiri ki te ārahi.
I tino rongo mātou ki te whakapono mai o te pae ārahi matua ki a mātou, ā, nā tērā kua whakapono mātou ki a mātou anō.
I tēnei rā ka wāhi pānui tātou, ā, ka whāia tō tātou pūnaha reo matatini ā-pānui e tātou.
Nō reira i te tīmatanga, i tīmata te ohu reo matatini mā te ohiamanomano i ngā pātai matua e whā hei ārahi i a mātou i tō mātou haerenga.
Ko te mea tuatahi me pēwhea e kauawhi ai tō mātou huarahi reo matatini ki ngā ākonga katoa o te kura?
Inā koa, me pēwhea e whaihuatia ai ā mātou ākonga tino whakaraerae?
Me pēwhea e taea ai e ngā kaiako katoa te kite i a rātou anō i roto i tō mātou huarahi reo matatini?
Pēwhea tō mātou huarahi reo matatini e whakaata ai i te pūtaiao ako me te pūtaiao pānui?
Ā, i roto i tēnei haerenga, kua pātai mātou, e whia te roa o tēnei e toitū ai, e tāmau ai hoki ki te ahurea o tō mātou kura mō te wā roa?
Anei te ngohe ka mahia e tātou.
I tēnei rā ka hangaa e koutou he kupu hōu.
Ka whai ngā pūnaha he tukanga e rima ōna hātepe.
Nā, ehara i te mea he pānui tuhinga anake, he tuhi hukihuki anake rānei te pānui me te tuhituhi.
He hātepe whai tikanga i mua me muri hoki hei āwhina i ngā ākonga.
He taputapu hoki tēnei mā ngā kaiako, hei whakaatu i ngā tikanga tino pai hei whakaako i te reo matatini, whāia ēnei hātepe.
Ka taea te whakamahi hei taputapu whakamātautau ki te mōhio kei whea ngā ākonga e whakauaua ana i te pānui, tuhituhi hoki.
Mā tēnei pūnaha e whai ana mātou kia mataaho te whakaako i tēnei ki ā mātou ākonga tēina puta noa i ngā kaupapa katoa.
Ka tae ki ngā tau tuākana, ka taea e rātou tēnei te whakamahi aunoa, takitahi hoki, e whiwhi ai i ngā hua teitei ake.
I whakamahia e ahau te pūnaha reo matatini i te akomanga mā te whai i ngā tohutohu i runga i te pānui pūnaha reo matatini i tukuna mai ai.
He tino pai ki ahau he āmiki ngā kōrero, ā, ka whakaratohia he urupare whai raupapa.
Ko te mea tino pai ki ahau o te pūnaha reo matatini, he hātepe āna hei whai e mōhio ai ahau me aha ahau.
Ki taku whakaaro he mea nui te reo matatini mō te whakapuaki i ō whakaaro i roto i ngā kaupapa katoa puta noa i te kura, ahakoa i roto i te akonga koiri, i te pūtaiao rānei.
I tēnei rā, e ngā ākonga, ka mahi tātou i tā tātou tātari hanganga.
Ki taku whakaaro ko te wero nui rawa atu i roto i ngā mahi toi ataata ko te nuinga o ā mātou ākonga karekau e whakaaro kia tae mai rātou ki te akomanga, kātahi ka mahi nui ki te pānui, ki te tuhituhi.
Ko tētahi o ngā huarahi e taea ai e mātou tēnei i roto i ngā mahi toi ko te whakahāngai i ngā mea katoa e taea ana.
Ērā he akoranga hopu whakaahua hōu.
He maha ngā kupu haratau kāre e mārama i a rātou.
Nō reira kia heipū rātou ki tētahi, ko te whakaaro ka taea e rātou te rangahau i te tikanga o te kupu, me te whakaaro i tōna whai pānga ki te horopaki kei roto rātou.
Kua kōmitimititia te reo matatau ki te pūtaiao.
I ētahi wā kia tīmata mātou i tētahi ngohe, ka tumeke pea rātou, arā, ngā ākonga, ka kī, 'E, he tuhituhi tēnei, koinei tā mātou mahi i te reo Ingarihi.
He aha te take e mahia ana tēnei e mātou i konei?
Engari nā te mea kei te whakamahia te pūnaha reo matatini puta noa i ngā kaupapa, kua taea e ia te tuku tīwhiri ki ngā ākonga ka taea e rātou te whai atu me te mahara, 'Auē, kua mōhio kē ahau me pēwhea te mahi i tēnei.'
Kua mahia tēnei e au i tēnei ata i te mātaipori.
Nā, ka taea tēnei e au te mahi i te pūtaiao i tēnei rā.
Kua tino pakari ake ō mātou hua i te Aromatawai Reo Matatini Māori.
Ko te tuhituhi i tōna kotahi i piki ake mā te 20% i te tau i whakamahia e mātou i te tari reo Ingarihi.
Kua kite hoki mātou i te piki ake o te māia o ngā ākonga, me tō rātou kahawhiri anō hoki.
Ka taea e rātou te mahi i ngā tūmahi i tō rātou kotahi.
Kei te whakamahi anō mātou i ēnei pūnaha me tā mātou hōtaka hōu o te Taumata Mātauranga ā-Motu Kua Taea mō te kōeke tuatahi, kei te whakamahi ngā ākonga i te pūnaha tuhituhi ki te whakatutuki i te paerewa tuhituhi hōu. E matea ana rātou kia mahi takitahi, nā tērā rātou e māia nei ki te pērā.
Ko te tino putanga ko te piki ake o te oranga o ēnei ākonga.
Kua piki ake te māia o ngā ākonga, nā reira i piki ake ai ngā tutukinga i ā rātou whai mātauranga ā-kura.
Ko tā mātou e kite nei ko tētahi hātepe hei whai ake mā mātou ko te whakamataaho i te pūnaha pānui ki ngā whānau.
E mōhio ana mātou mehemea he poto, he māmā te whai mā te matua e taea e ia te titiro me te mārama ki tā mātou whāinga, ka tautokotia, ka whakakahangia hoki ētahi o ēnei tūārere i te kāinga.
I te mutunga, ko tō mātou kitenga e pēnei ana, kua tau mai rānei tēnei ki roto i te akomanga, ā, kua tahuri ngā ākonga ki te kōrero ki tēnei?
I te mutunga iho me taea e mātou te rongo atu i tōna whakahaerenga.
Kei te pīrangi mātou ki tētahi āhuatanga toitū.
Kei te pīrangi mātou ki tētahi āhuatanga ka taea e mātou te hanga, ka taea hoki e mātou te whakaatu kua panonitia tō mātou kura e taua āhuatanga anō.
[ Video Resource ]
- Title: Te Kura experience with the NCEA Co-requisite
- Description: See how Te Kura are implementing the NCEA co-requisite.
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/892049725
- Transcript: (Te Rina Leonard
(Te Rina Leonard, Chief Executive, Te Kura)
We're the biggest school in New Zealand. We started off as a school for those ākonga, those students, who couldn't come to a face-to-face school. Recently we've been preparing for the changes. We've been looking at our curriculum and thinking, how do we deliberately design and plan for literacy and numeracy across the curriculum?
We've done three things. The first thing we've done is that we have established leadership roles across the school for literacy and numeracy. The second thing we've done is that we've established a new role, and that's the CAA administrator. So we have one person who organises us all. The third thing is our kaiako feel supported with the knowledge that they need to have to implement this.
Upskilling our staff is going to be a really important part of making this successful for our ākonga. Back your staff. Give them the knowledge, give them the confidence, that they can do this. My advice to other school leaders who are looking at this is to really put the students at the centre.
(Kate Curtis, Principal Advisor Curriculum, Te Kura)
We identify when our ākonga are ready, rather than when we are ready for them. We rely heavily on our kaiako to observe those ākonga and what they're up to. And when they think that they're ready, they'll have a conversation and they'll say, "Hey, you're doing really well in your coursework in this particular subject. I think you're ready for the CAAs. Do you want to give it a go?"
Because we identify our ākonga when we think they're ready, we know that they've already got those foundational skills in literacy and numeracy. What they might not have though is the confidence and the capability to really lean into and be successful in a structured assessment. So, we really work with them on building that confidence, building strategies to cope with the anxiety that can sometimes get them in the way of assessments.
Because of the work that we've put into preparing our ākonga and identifying them when ready, they're really flying through the CAAs.
Experience from our teachers and ākonga
(Thalia Henry, Literacy Lead, Te Kura)
We focus on digital readiness. Students have some strategies in order to be able to arrive on the day and feel confident that the tech isn't going to trip them up. We involve whānau in the process of preparing ākonga to sit the co-requisites as much as we possibly can.
(Maureen Sheldon, Numeracy Lead, Te Kura)
I think it's really important that every teacher is a teacher of literacy and numeracy because it permeates every subject. One way I try is to get the ākonga to think of personal applications of numeracy in their own lives and I also share where I use numeracy in my life.
(Heeni, Te Kura, ākonga)
Literacy is important in the real life because even texting, emailing, signing a contract, even just talking, all rests on literacy. So, literacy is important in the real life for everyone to help everyone function.
To other students who find literacy and numeracy hard, I would just say just keep going and keep developing your skills and don't let it being hard faze you and discourage you and get you to stop doing it.
(Lincoln, Te Kura, ākonga)
Studies have shown that when you read and write, it actually helps grow your mind, helps expand your vocabulary. Nothing worthwhile comes easy.
(Kate Curtis, Principal Advisor Curriculum, Te Kura)
The next steps for us, is going to be working with our kaimahi to really build their capability to weave literacy and numeracy strategies more explicitly and deliberately into the teaching practice that they do. We also have an opportunity as we work through refreshing all of our online courses to really take a step back and look at where and how we're embedding literacy and numeracy strategies in our teaching practice.
(Te Rina Leonard, Chief Executive, Te Kura)
This is really important we get this right for our young people. They deserve the best start in their lives. We need them to be successful. We know this is core, so let's meet them. Let's pivot to them and meet their needs.
[ Video Resource ]
- Title: FDMC’s experience with the NCEA Co-requisite
- Description: How Francis Douglas Memorial College are embedding literacy and numeracy across their school.
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/944609445
- Transcript: (Tim Stuck
(Tim Stuck, Principal, Francis Douglas Memorial College)
Francis Douglas Memorial College, it's a De La Salle school, and it was formed in 1959. We have a population student-wise of about 750, staffed to about 50 as well.
Literacy and numeracy, we see as the gateway to allow students to go into any pathway that they want. It is the most important thing. It enables kids to do their chosen subjects or to go on to careers that they are passionate about. So, it's really important that we provide them with the skills and the skill set to be able to go out into the real world.
(Oliver and Lenny, ākonga, Francis Douglas Memorial College)
Literacy is important. So you can read documents or contracts. Because if you can't read those, then you could be losing money.
So not just English, like other subjects, such as social studies or science. We do practicals in science. We write methods. And we've always encouraged to use the SEAL structure, which is statement, explain, example, then link
(Bruce and Harry, ākonga, Francis Douglas Memorial College)
I think numeracy is important to get you through life Finances, making sure that's all correct.
For example, budgeting and just reading the time.
In other subjects we can develop our numeracy skills such as in geography or science. In geography we've got to do graphs and sometimes other statistics And, in science and physics we've got other equations to do.
(Melinda Stevenson, Deputy Principal, Francis Douglas Memorial College)
We decided to partake in the pilot because I saw that as a great opportunity to get in fast and learn from the experience so that our young people would be really ready for the NCEA changes.
One of the learnings on our journey has been that we needed a school-wide approach to make sure everybody was on the same page for literacy and numeracy. We found that there were many ways that students were being taught to write paragraphs and essays, and we decided that we needed a school-wide approach so that every classroom that the student walked into, they knew that that was the approach that they would use, and we called it the SEAL approach. The parents know about it. I have parents saying to me, "Oh yes, my son was using the SEAL approach.”
We believe that role modelling is really important, and the connection with our Year 13s with the little Year 7 and 8s is vital to who we are. So, we introduced a Big Brother program focused on reading, writing and numeracy.
I think the role modelling of seeing an older boy, the captain of the first fifteen, the captain of the first eleven, the basketballers, sitting next to them, reading to them or reading with them has just been magic.
(Zac, Head Boy, Francis Douglas Memorial College)
The Big Brother program is an opportunity where younger students get to interact with the older students.
(Cooper, House Captain, Francis Douglas Memorial College)
We can help them to break the question down or help them to solve it. Usually, we don't try to impede too much from what a teacher's doing but just give it a helping hand.
(Rocco, ākonga, Francis Douglas Memorial College)
So, I find it quite helpful, that they help me with my maths.
(Tim Stuck, Principal, Francis Douglas Memorial College)
One thing we have learned about literacy and numeracy is the partnership with our whānau, our wider community. It's really important that they understand what we're trying to achieve here at school. So, we've invited them into evenings to explain all the ins and outs and the reasons for why we're doing it
(Bruce and Harry, ākonga, Francis Douglas Memorial College)
The advice I would give students who find numeracy hard would probably be – number one, don't give up and just work your way through your own pace. Don't rush yourself. And then if you're stuck with that as well, make sure to reach out for help.
(Melinda Stevenson, Deputy Principal, Francis Douglas Memorial College)
My advice for teachers and schools who are just starting this journey, just take small steps.
We know that literacy and numeracy is critical. But within a school, someone does need to lead it. The staff need to be able to see how they can do it within their teaching environment.
(Tim Stuck, Principal, Francis Douglas Memorial College)
We've started literacy and numeracy early, to ensure our students have that framework, that knowledge, that content, that meaningful relationship with literacy and numeracy to ensure that they can go into the real world and follow whatever career they desire.
Effective practices when determining readiness to sit the CAAs
There are a range of ways to determine ākonga readiness. The case studies below demonstrate effective ways of determining ākonga readiness for the Literacy and Numeracy CAAs. Ensuring ākonga are ready to sit the assessment and feel comfortable when doing so helps to create a positive assessment experience, supporting their self-esteem.
There are a range of ways to determine ākonga readiness. The case studies below demonstrate effective ways of determining ākonga readiness for the Literacy and Numeracy CAAs. Ensuring ākonga are ready to sit the assessment and feel comfortable when doing so helps to create a positive assessment experience, supporting their self-esteem.
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- Title: Queen Charlotte College
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- Queen Charlotte College.pdf
[ File Resource ]
- Title: Te Kura
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- Te Kura.pdf
[ File Resource ]
- Title: Selwyn College
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- Selwyn College.pdf
[ File Resource ]
- Title: South Otago High School
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[ File Resource ]
- Title: Opihi College
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Supporting every teacher to be a teacher of literacy and numeracy
Every kaiako needs to be a teacher of literacy and numeracy in their subject; every kaiako needs to know what they can do to support ākonga to develop their literacy and numeracy skills. The case studies below show schools that have established supports to enable every kaiako to incorporate literacy and numeracy teaching in their subject.
Every kaiako needs to be a teacher of literacy and numeracy in their subject; every kaiako needs to know what they can do to support ākonga to develop their literacy and numeracy skills. The case studies below show schools that have established supports to enable every kaiako to incorporate literacy and numeracy teaching in their subject.
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Documents Count: 3
[ File Resource ]
- Title: Kāpiti College
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- Kāpiti College.pdf
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- Title: Kamo High School
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[ File Resource ]
- Title: Nelson College for Girls
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- Nelson College for Girls.pdf
[ File Resource ]
- Title: Kāpiti College
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[ File Resource ]
- Title: Kamo High School
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[ File Resource ]
- Title: Nelson College for Girls
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- Nelson College for Girls.pdf
Small shifts in practice to support NCEA literacy and numeracy
Meaningful literacy and numeracy teaching can be planned or spontaneous. This involves linking authentic and meaningful contexts that are literacy-rich and numeracy-rich from your learning area to the content ideas in Unpacking Literacy and Unpacking Numeracy. This teaching can involve shifts in practice. The case studies below demonstrate schools that have established these practices.
Meaningful literacy and numeracy teaching can be planned or spontaneous. This involves linking authentic and meaningful contexts that are literacy-rich and numeracy-rich from your learning area to the content ideas in Unpacking Literacy and Unpacking Numeracy. This teaching can involve shifts in practice. The case studies below demonstrate schools that have established these practices.
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Documents Count: 8
[ File Resource ]
- Title: Francis Douglas Memorial College
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[ File Resource ]
- Title: Otago Girls’ High School
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- Otago Girls’ High School.pdf
[ File Resource ]
- Title: Hamilton Boys’ High School
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- Hamilton Boys’ High School.pdf
[ File Resource ]
- Title: Christchurch Girls’ High School
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- Christchurch Girls’ High School.pdf
[ File Resource ]
- Title: Mairehau High School
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- Mairehau High School.pdf
[ File Resource ]
- Title: Newlands College
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- Newlands College.pdf
[ File Resource ]
- Title: Niue High School (Mata Ki Luga)
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- Niue High School (Mata Ki Luga).pdf
[ File Resource ]
- Title: Howick College
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[ File Resource ]
- Title: Francis Douglas Memorial College
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- File Size: 668KB
- Francis Douglas Memorial College.pdf
[ File Resource ]
- Title: Otago Girls’ High School
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- Otago Girls’ High School.pdf
[ File Resource ]
- Title: Hamilton Boys’ High School
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- Hamilton Boys’ High School.pdf
[ File Resource ]
- Title: Christchurch Girls’ High School
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-11/christchurch%20girls%E2%80%99%20high%20school%20%E2%80%93%20te%20kura%20o%20hine%20waiora%20-%20case%20study.pdf?VersionId=S4bIn3vV9Q_PqT7FgYqWfup5vUursY9R
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- Christchurch Girls’ High School.pdf
[ File Resource ]
- Title: Mairehau High School
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-10/Mairehau%20High%20School%20%20-%20case%20study.pdf?VersionId=1Z0__.6yIWVdLixvCtsWeGu0l_vdJkGk
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- Mairehau High School.pdf
[ File Resource ]
- Title: Newlands College
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- Newlands College.pdf
[ File Resource ]
- Title: Niue High School (Mata Ki Luga)
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- Niue High School (Mata Ki Luga).pdf
[ File Resource ]
- Title: Howick College
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- Howick College.pdf