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:
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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: 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-requsite
- 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/892050994
- 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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[ File Resource ]
- Title: Queen Charlotte College
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[ File Resource ]
- Title: Te Kura
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- Te Kura.pdf
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- Title: Selwyn College
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[ File Resource ]
- Title: South Otago High School
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- South Otago High School.pdf
[ File Resource ]
- Title: Opihi College
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[ File Resource ]
- 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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- Opihi College.pdf
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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[ 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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[ File Resource ]
- Title: Kāpiti College
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- Kāpiti College.pdf
[ File Resource ]
- Title: Kamo High School
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[ File Resource ]
- Title: Nelson College for Girls
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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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[ File Resource ]
- Title: Francis Douglas Memorial College
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- Title: Otago Girls' High School
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- Title: Hamilton Boys' High School
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- Hamilton Boys' High School.pdf
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- Title: Christchurch Girls' High School
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- Title: Mairehau High School
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- Title: Newlands College
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