New Videos on the Importance of Foundational Literacy and Numeracy
We have released videos to promote the importance of and guidance for foundational numeracy hosted by Associate Professor Robin Averill, Victoria University and foundational literacy hosted by Professor Letitia Fickel and Professor Gail Gillon of University of Canterbury.
We have released videos to promote the importance of and guidance for foundational numeracy hosted by Associate Professor Robin Averill, Victoria University and foundational literacy hosted by Professor Letitia Fickel and Professor Gail Gillon of University of Canterbury.
[ Video Resource ]
- Title: Foundational Literacy
- Description: The importance of foundational literacy
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/740167516
- Transcript: English Kia ora
English
Kia ora, I'm Professor Letitia Fickel from the University of Canterbury in the Faculty of Education, and I'm happy to be here today with Professor Gillon.
Kia ora, I'm Professor Gail Gillon, and I'm the director of the Child Well-Being Research Institute at the University of Canterbury.
So can you please tell us why you think this focus on advancing foundational literacy skills is so important for all of our learners?
So we have clear research evidence of the disadvantages that poor literacy skills impose not only on individuals’ education and health outcomes, but often inter-generational disadvantage. So if we turn that around and focus on the benefits of competency in literacy skills, then we have really clear motivation to really ensure that all learners are acquiring the necessary literacy skills to enable them to participate fully in our communities.
Now there's also an association between literacy achievement and children's social, emotional and mental well-being. And of course, literacy is more than just learning to read and write. Comprehensive literacy entails really critical thinking and analysis, including an ability to discern fact from fiction.
Our learners, our adolescents, and our youth, they really need to be able to evaluate and understand information through social media and other online digital learning platforms.
So quality PLD in time for teachers to really engage in the planning and the construction of these co-curricular learning and literacy foundational skills can be embedded within the curriculum and subjects, it's just so critically important.
Absolutely. And this really does require investment. You know, we need the resources to ensure our teachers are well supported because they're going to need the time to really co-construct and think about those foundational literacy skills within their subject content area.
As you know, Gail, I was a secondary teacher and one of the things about assessment is always just so debated in this area. And so how can teachers best monitor learners’ literacy knowledge and skills so that they can inform their pedagogy and practices and support the students in these new corequisites?
We want to have our assessments framed within our really strengths-based and positive framework. We want monitoring assessments that are valid and reliable but sensitive to growth and learners’ literacy skills, because we want to show smooth growth so that students become motivated and see that they are developing these important literacy skills. And we want to do that in ways that really keeps their mana intact and uplifts the students to keep engaged with learning.
So I want to thank you, Gail, for highlighting some of these aspects about why literacy is so important to our learners to fully participate here in Aotearoa New Zealand, but also to be members of the global communities and global world that we live in. So thank you so much.
These ongoing debates and discussions in our educational community are going to provide a rich opportunity for us to consider the investments that we make and the ways that we do that, to support both the teachers and our young people with this critical literacy development. Thank you.
Te Reo Māori
Kia ora, Ko Ahorangi Letitia Fickel ahau nō Te Whare Wānanga o Waitaha i te Kaupeka Ako, ā, e koa ana au ki te noho i konei i tēnei rā me Ahorangi Gillon.
Kia ora, Ko Ahorangi Gail Gillon ahau, ā, ko au te kaitohutohu o te Child Well-Being Research Institute i Te Whare Wānanga o Waitaha.
Tēnā kōrero mai i ō whakaaro he aha i hira ai tēnei aronga ki te kōkiri i ngā pūkenga reo matatini taketake o ā tātou ākonga? Kia mārama ai ki ngā taunakitanga rangahau o ngā taumahatanga o ngā pūkenga reo matatini ngoikore i runga i ngā putanga mātauranga me te hauora o te tangata takitahi, engari he taumahatanga ā-whakatipuranga hoki.
Ina takahuritia tērā, ā, ka aro ki ngā hua o te mātau ki ngā pūkenga reo matatini, ka mārama te kite i te whakahihikotanga kia mātua whakaritea ai i te whiwhinga a ngā ākonga katoa i ngā pūkenga reo matatini tōtika e āhei ai rātou ki te whakauru kaha ki ō tātou hapori.
Nā, he hononga hoki tō te whakatutukitanga reo matatini me te oranga ā-pāpori, ā-kare ā-roto, ā-hinengaro hoki o ngā tamariki. Waihoki, he whānui noa atu te reo matatini i te pānui me te tuhituhi.
Ko te whānuitanga o te reo matatini, ko te āta whakaaro arohaehae me te tātari, tae atu ki te mōhio ki te rerekē o te pono i te rūkahu. He taiohi, he rangatahi hoki ā tātou ākonga, Me tino taea e rātou te arotake, me tino mārama hoki ki ngā mōhiohio kei runga pāhopori me ētahi atu pae ako tuihono matihiko.
Nō reira he take tino waiwai te PLD kounga, wawe hoki, e uru mārika ai ngā kaiako ki ngā mahi whakamahere, waihanga ngātahi hoki i ēnei pūkenga taketake o te ako whiti-marau, reo matatini hoki, kia tāmaua ki roto i te marautanga me ngā kaupapa ako. Āe mārika. Āe, me tino whiwhi haumitanga.
Kei te mārama tātou, kei te hiahiatia ngā rauemi hei tautoko i ō tātou kaiako i te mea me whai wā rātou ki te āta waihanga-ngātahi, me te whai whakairo ki aua pūkenga reo matatini taketake i roto i ō rātou kaupapa ako.
Kei te mōhio koe Gail, he kaiako kura tuarua au, ā, ko tētahi āhuatanga o te aromatawai, he nui te tohea i tēnei tū wāhanga. Me pēhea e tareka ai e ngā kaiako te aroturuki pai ake i ngā mātauranga me ngā pūkenga reo matatini kia pai ai te whakapiki I ā rātou ake tikanga, mahi ako hoki me te tautoko i ngā ākonga i roto i ēnei herenga-takirua?
Kei te hiahia mātou kia tāparetia ā mātou aromatawai e te pou tarāwaho i poua ki ō mātou pakaritanga, otirā he tōrunga. Kei te hiahia mātou i ngā aroturukitanga aromatawai pono, horopū hoki engari me āta aro ki te tipuranga me ngā pūkenga reo matatini a ngā ākonga, i te mea kei te hiahia mātou ki te whakaatu i te tipuranga mākohakoha e hihiko ai ngā ākonga me te kite i a rātou e whakawhanake ana i ēnei pūkenga reo matatini whai take.
Kei te hiahia hoki mātou ki te mahi i tērā, me te noho houkura tonu o tō rātou mana me te hiki i ngā ākonga kia whai wāhi tonu ki ngā mahi ako.
Nō reira e mihi ana ki a koe Gail, mōu I miramira ai i ētahi o ēnei āhuatanga o te whai take o te reo matatini ki ā tātou ākonga kia kaha te whai wāhi ki ngā mahi i konei i Aotearoa, otirā kia noho hei mema o ngā hapori o te ao me te ao e noho nei tātou. Nō reira ka mihi ake ki a koe.
Ka noho ēnei tohenga me ēnei kōrerorero i ō tātou hapori mātauranga hei āheinga haumako mō tātou kia whai whakaaro ai ki ngā haumitanga me ngā huarahi e mahia ai taua mahi ki te tautoko i ngā kaiako me ā tātou taiohi i roto i te whanaketanga Waiwai o te reo matatini.
Ngā mihi. Kia ora.
[ Video Resource ]
- Title: Foundational Numeracy
- Description: The importance of foundational numeracy
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/739842815
- Transcript: English Foundational numeracy for students is just so very important not only for their learning and development
English
Foundational numeracy for students is just so very important not only for their learning and development, whether they go on with things that use the numeracy in schools or outside of schools in other kinds of education once they leave, but just to be functioning members of society so that they are not scared of numbers, they know how to measure, they know how to read timetables, they know how to do things that require just some basic numeracy skills.
So incredibly important to be able to not only interpret those but to be able to ask questions and critically think about the numbers that they come across in their everyday life.
So effective practice in numeracy... teachers know that the most important thing is to know their students really, really well. And the better they know their students as people, the more that they can link to the things that students know about and are passionate about, and care about, and so that gives them motivation to want to learn the mathematics and to see that it's valuable and to see it’s important.
They should also be able to recognise that there's numeracy and mathematics in a whole lot of the things that they do, and to recognise what the gaps might be and to not assume anything.
So to notice the things that the students are feeling less confident about and to support them with that so that they can engage with their subject areas. I think it's very important for all students for numeracy development to be able to have opportunities to understand the mathematics, to understand what it is that they're working with, and to understand what's happening with numbers, and with measurements or with statistics, and also the opportunity to have things that help them remember that.
It can be doing lots of activities so that ‘I feel really confident I've got that now.’ It can be doing things, examples in lots of different contexts, so that if students are interested in basketball and they can work out basketball scoring. But they're not stuck with only that mathematics in basketball; they can also apply it in health, in cooking, in engineering kind of ideas so they've got that transferability of those ideas across and confidence that they can.
For teachers who are working with students without the prior knowledge that one would hope for, and without the prior experiences that one would hope for in terms of being able to build on those things - first of all, I'd say this is our job. You've got the skills. You know what to do. You know what the gaps are and what needs filling. Use all of the tools at your disposal. Use the fact that it's not just you as the teacher in the classroom and the student but there's a family that wraps around that student.
We're unlikely to make the shift that we want to if the mathematics is just happening four hours in the classroom during the week. So it's how can you extend the mathematics outside the classroom and give the students opportunities that they can use to develop their own skills and realise the importance of that when they're not with you.
I've never had a problem with making maths learning fun and so there's so many ways that you can have students enjoying - whether it's working with others, whether it's going outside and looking for some experiences outside of the classroom rather than sitting at desks, cooperative activities, games, making things, arguing with mathematics so that you can set up some kind of debate in the classroom and they see the importance of using percentages, and they see the importance of using decimals, and so that they are negotiating with those things.
Te Reo Māori
He take tino nui te reo pāngarau taketake mā ngā ākonga, kaua noa mō te ako me te whanaketanga anake, ahakoa ka mahi i ngā mea e whakamahi ana i te reo pāngarau i roto i te kura, i waho ake rānei o te kura me ētahi atu momo mātauranga i te mutunga o te kura, engari kia noho rātou hei mema whai wāhi o te porihanga, kia kore ai rātou e mataku i te tatau, kia mōhio ki te ine, kia mōhio ki te pānui wātaka, kia mōhio ki te mahi i ngā mahi e hiahiatia ana i ētahi pūkenga ki te reo matatini o te pāngarau taketake.
He mea tino nui te mōhio ki te whakamārama i ērā, engari me mōhio hoki ki te whiu pātai me te arohaehae i ngā tau ka tūponotia e rātou i roto i ngā mahi o ia rā. Ko te mahi whai kiko i te reo pāngarau, ka mōhio ngā kaiako ko te mea nui rawa ko te tino mōhio ki te āhua o ā rātou ākonga.
Ā, ki te tino mōhio rātou ki ā rātou ākonga hei tāngata, ka nui ake te āhei o te tūhono atu ki ngā mea e mōhio ana ngā ākonga, ngā mea e kaingākautia ana, e whakaaro nuitia ana, ā, me te whakahihiri i a rātou ki te ako i te mahi pāngarau, me te kite i te hua me te whai take.
Me taea hoki e rātou te mōhio i te rerekētanga o te reo pāngarau i te pāngarau, i roto i ā rātou mahi huhua, me te mōhio he aha pea ngā āpure me kaua hoki e pōhēhē. Me mōhio ki ngā take e noh anipā ana ngā ākonga me te tautoko i a rātou kia pai ai tā rātou whai wāhi ake ki ā rātou kaupapa ako.
Ki tōku whakaaro he take tino nui mā ngā ākonga katoa te whanaketanga o te reo pāngarau, kia whiwhi ai i ngā āheinga kia mārama ake ki te pāngarau, kia mārama he aha tā rātou e mahi nei, me te mārama anō kei te aha ngā tau, ngā inenga, ngā tatauranga rānei, otirā me te āheinga o te whiwhi i ngā mea ka āwhina i a rātou kia maumahara ake ki tērā.
Ko te mahi pea i ngā ngohe maha kia rongo ai rātou 'Kua manawanui haere au ināianei. Tērā pea ko te mahi i ngā kaupapa, i ngā tauira rānei i roto i ngā horopaki maha, arā, mēnā e kaingākau ana ngā ākonga ki te poitūkohu, ka taea e rātou te mahi i ngā piro poitūkohu.
Engari kāore i rarau noa ki te pāngarau i roto i te poitūkohu; engari ka taea te whakamahi i te hauora, te tunu kai, me ngā ariā pūhanga otirā ka taea e rātou te kawe i aua ariā puta noa, me te ngākau titikaha hoki.
Mō ngā kaiako e mahi ana me ngā ākonga me te kore i mōhio ki a rātou i mua, i tino tūmanakohia, me te kore whai wheako i mua, i tino tūmanakohia, arā, ko te āhei ki te whakatipu i runga i aua āhuatanga otirā, ki ōku whakaaro koinei tā mātou mahi matua.
Kei a koe ngā pūkenga. E mōhio ana me aha koe. Kei te mōhio koe he aha ngā āputa, ā, he aha ngā mea hei whakakī haere. Whakamahia ngā taputapu katoa e wātea ana ki a koe.
Me whakamahi i te āhuatanga nei, ehara i te mea ko koe anake hei kaiako rō akomanga me te ākonga, engari tērā tētahi whānau e kauawhi ana i te ākonga.
E kore pea e tatū te nekehanga e hiahiatia ana ki te mahia anake te pāngarau mō te whā hāora i te akomanga hei te roanga o te wiki.
Engari ko tō āhua whakarauroha i te pāngarau i waho ake o te akomanga, me te tuku āheinga ki ngā ākonga kia pai ai tā rātou whakamahi i ēnei hei whakawhanake i ō rātou ake pūkenga me te mōhio ki te hiranga o tērā, i te wā kāore rātou i tō taha.
Kāore he raruraru ki a au o te whakapārekareka i te ako pāngarau otirā he nui ngā huarahi e taea ai te whakakoakoa i ngā ākonga, ahakoa ko te mahi ngātahi, ahakoa te puta ki waho, me te whai wheako i waho ake o te akomanga, kaua ko te noho noa i ngā tēpū, ngā ngohe pāhekoheko, ngā kēmu, te waihanga mea, te tohe i te pāngarau otirā kia taea e koe te whakarite i tētahi momo tautohe i roto i te akomanga, e kite ai rātou i te hiranga o te whakamahi i ngā ōrau, e kite ai hoki rātou i te hiranga o te whakamahi i ngā tau ā-ira, otirā kia whiriwhiri rātou i aua mea.
We have also released a video hosted by Robert Solomone and Siosiua Pole with a specific focus and guidance on teaching and learning literacy and numeracy for Pacific learners.
We have also released a video hosted by Robert Solomone and Siosiua Pole with a specific focus and guidance on teaching and learning literacy and numeracy for Pacific learners.
[ Video Resource ]
- Title: Pacific Focus
- Description: The new NCEA literacy and numeracy standards: A Pacific teaching and learning focus
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/739843545
- Transcript: English The literacy and numeracy standards is where we want to get to
English
The literacy and numeracy standards is where we want to get to, how we get there, the journey that we’re taking our young people on to get to this destination is now much more focused in making sure you know your learners better than before, because everybody now will become teachers of literacy and numeracy.
For a lot of our Pasifika people coming into the space, language will be an issue. Many of them see English as the second language and not the language that is spoken at home, so that's one of the things that practitioners will have to remember to design bespoke programmes for these young people.
I think first of all, the practitioner needs to be well-versed in his or her own curriculum area. Get to know what your own kete of skills and knowledge is to do with the curriculum and then gift that or package that to the young people in front of you once you know who they are.
We also know too that a lot of our young Pasifika peoples value very much identity and culture. Now that's a powerful context for practitioners to use.
Every teacher, regardless of the curriculum area you’re familiar with, will have to be a teacher of literacy and a teacher of numeracy.
I think just spending time with the new standards as well is going to help unpack that, unpack that in their different areas. What does it look like in PE compared to English, Social Studies, for example?
Another avenue they can look at is have a look around the schools around your area. Go to a school who has similar ratings to your school, possibly similar Pasifika percentage learners. By and large, schools will be more than happy to share resources, share ideas.
I think there’s a resource that perhaps we don't think about too often, and that's to use the home language resources that’s available to us. The people. Song and dance. Song and dance is an important part of the Pasifika culture. That's another resource we could be using a lot more of in terms of literacy and numeracy.
Teachers that are in the primary sector preparing kids for further education and going into high school, they need to be resilient. They need to reach out further than just the student they have in front of them. To reach out to their community. Get parents involved.
They need to look at the local schools where their students are heading into as well. So I think they need to have a little bit of a hui, meetings with them, find out a little bit more what they're after, those schools, and then having a bit of alignment.
I certainly do believe in recognising the importance of the journey, having a good log of how you are doing and progressing along that journey. Curating the evidence before you get to that point, to the destination, is very important. And you know, I would encourage that, particularly for many of our Pasifika learners or learners with needs beyond English.
Te Reo Māori
Ko te wāhi ūnga mō tātou ko ngā paerewa reo matatini me te pāngarau, Ko te huarahi ki reira, e kawea nei e tātou ā tātou taiohi kia tae ki taua wāhi e aro kē ana ki te whakarite kia mōhio ake koe ki ō ākonga, i te mea ka noho tātou katoa hei kaiako o te reo matatini me te pāngarau.
Mō te huhua noa o ō tātou iwi Pasifika e kuhu mai ana, ka noho ko te reo tētahi take nui. Ko te reo ingarihi te reo tuarua o te huhua, ā, kāore taua reo e kōrerotia i te kāinga, nō reira me maumahara ngā mātanga ki tēnei āhuatanga otirā kia waihangatia ngā hōtaka Motuhake mā ēnei taiohi.
Ki ōku whakaaro ko te mea tuatahi me matatau te mātanga ki tōna ake marau. Me tino matatau ki tāu ake kete mātauranga me tōna pānga ki te marau, ā, ka tuku, ka tākai rānei mā te taiohi kei mua i a koe, otirā kia mōhio koe ko wai rātou.
E mōhio hoki ana mātou e tino uaratia ana e ngā taiohi Pasifika te tuakiri me te ahurea. He horopaki whai mana tērā hei whakamahinga mā ngā mātanga. Me noho ia kaiako, ahakoa te marau e mōhio ana ia hei kaiako o te reo matatini, hei kaiako hoki o te pāngarau.
Ki ōku whakaaro, mā te āta titiro ki ngā paearu hou hei āwhina ki te wetewete i tērā, i roto i ngā marau rerekē. Hei tauira, he aha te āhua o tēnei i te PE, ina tauritehia ki te Ingarihi, te Tikanga ā-Iwi hoki? Ko tētahi atu huarahi hei tirohanga, ko te titiro haere ki ngā kura i tō rohe. Haere ki tētahi kura e ōrite ana ngā pāpānga ki ō tō kura, e ōrite ana pea ngā ōrau ākonga Pasifika.
Mō te nuinga, ka harikoa ngā kura ki te toha rauemi, me ngā tikanga whakaaro. Ki taku whakaaro, tērā tētahi rauemi kāore e tino whai whakaarotia e tātou, arā ko te whakamahi i ngā rauemi reo taketake e wātea ana ki a tātou. Ko te iwi. Ko ngā waiata me ngā hari.
He tikanga nui ngā waiata me ngā hari i roto i te ahurea Pasifika. Koinā tētahi atu rauemi ka taea e tātou te whakamahi hei whakaako i te reo matatini me te pāngarau. Me aumangea ngā kaiako i te rāngai kura tuatahi e whakaako ana i ngā tamariki kia piki i te ara mātauranga, ā, ki te kura tuarua.
Me tawhiti kē atu te toro ki tua o ngā ākonga kei mua i a rātou. Me toro atu ki te hapori. Me whakauruuru i ngā mātua. Me titiro ki ngā kura o te rohe e kuhu atu ana hoki ā rātou ākonga.
Ki ōku whakairo me paku hui rātou, me hui i tō rātou taha, ki te pātai ko wai rātou he aha ngā hiahia, he kōrero mō aua kura, kātahi ka āhua tīaroaro i aua āhuatanga. E tino whakapono ana ahau ki te nui o te uara o te tūāoma, te whiwhi rangitaki pai o āu mahi me tō ahunga ki te tūāoma.
Hea mea hira te rauhī i ngā taunakitanga i mua I tō taenga ki taua wāhi ūnga, Otirā koinā tāku e whakahau ana, inakoa mō ngā ākonga Pasifika huhua, ngā ākonga rānei me ngā matea i tua atu i te reo Ingarihi.
All three videos carry the key messages: All teachers will be teachers of literacy and numeracy. All teachers will need to know their learners even more.
Learners should only sit the corequisite standards when they are ready to sit them. Teachers can use a number of tools to assess whether learners | ākonga have attained the requisite skills to be ready to sit the corequisites.
All three videos carry the key messages: All teachers will be teachers of literacy and numeracy. All teachers will need to know their learners even more.
Learners should only sit the corequisite standards when they are ready to sit them. Teachers can use a number of tools to assess whether learners | ākonga have attained the requisite skills to be ready to sit the corequisites.