About the Review of Achievement Standards
A significant number of the changes to NCEA will be delivered through the Review of Achievement Standards (RAS).
The RAS involves many teachers and other experts from the education sector working in collaboration with the Ministry of Education and the New Zealand Qualifications Authority to develop new NCEA standards across a range of subjects. These new Achievement Standards will replace all existing NCEA Achievement Standards.
The Ministry has set up about 50 Subject Expert Groups – comprised of about 400 practising teachers, academics and representatives from tertiary and industry sectors – to help develop these new Achievement Standards and supporting teaching and assessment resources for each subject.
A significant number of the changes to NCEA will be delivered through the Review of Achievement Standards (RAS).
The RAS involves many teachers and other experts from the education sector working in collaboration with the Ministry of Education and the New Zealand Qualifications Authority to develop new NCEA standards across a range of subjects. These new Achievement Standards will replace all existing NCEA Achievement Standards.
The Ministry has set up about 50 Subject Expert Groups – comprised of about 400 practising teachers, academics and representatives from tertiary and industry sectors – to help develop these new Achievement Standards and supporting teaching and assessment resources for each subject.
[ Video Resource ]
- Title: Learn About the Review
- Description: Learn how we are developing new NCEA achievement standards and ensuring mātauranga Māori is recognized and valued in NCEA
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/649775883
- Transcript: English A significant number of the changes to NCEA will be delivered as part of the Review of Achievement Standards or RAS. The RAS involves about 400 practicing teachers
English
A significant number of the changes to NCEA will be delivered as part of the Review of Achievement Standards or RAS. The RAS involves about 400 practicing teachers, academics, and representatives from the tertiary and industry sectors working in collaboration with the Ministry of Education and the New Zealand Qualifications Authority to develop new NCEA standards across a range of subjects. These new standards will replace all existing NCEA achievement standards by 2026.
The changes proposed and the standards came about, I think, because of a series of things that people were noticing.
The message was heard loud and clear that fewer, larger standards are the way to go. And the inclusion of mātauranga Māori so that Māori knowledge is valued. Previously, this has not been the case.
The new achievement standards are being developed by the Subject Expert Groups. These are groups of people who are obviously expert in the curriculum area from a range of providers. They're working together to consider what needs to happen to create fewer, larger standards and to create a curriculum and assessment regime that better reflects New Zealand society.
We were tasked with looking at the subject as a learning area in terms of its significant learning and big ideas, and how does that distil itself into achievement standards with this new framework.
There are 50 Subject Expert Groups, SEGs. And they comprise around 400 teachers and principals, academics, researchers, as well of course as people from the Ministry of Education, and NZQA. They represent a wide variety of backgrounds and work together to ensure that we have the best outcome possible for this NCEA change.
The sector was fantastic. I mean, teachers are wonderful at giving measured response. There were a good mix of positives, and negatives, and things. And they raised things that we hadn't really thought of. So it was really cool to be able to have their comments and to think well, you know, yes we could put some changes in there and we can do something a little bit differently.
In the short-term, there's more work for teachers, because we have to go through a change programme. And changing anything requires work. But of course, once we have made the change with fewer, larger standards, students and teachers will be involved in less work because there's fewer assessments. And the assessments will include mātauranga Māori, which means that the assessment regime, as well as the curriculum, will be more inclusive.
It was actually recognising that there's different ways of viewing the world. There's different world perspectives that are cultural and experience-based. It's recognising where we all come from and actually finding our place within that kind of assessment framework.
The most exciting thing, I think, is probably the new ways of doing things. Are there other ways that you can allow students to express or to show what they can do in other ways? It doesn't have to be a three-hour exam.
So being able to think outside the parameters, that is really exciting.
Have an open mind but you don't need to worry too much because it's building on what we do already, but actually finding ways to improve it even further, and kind of just bringing it into a more contemporary, up-to-date place that's actually going to be of greater use to everybody. The benefits are going to definitely outweigh the concerns with these new resources.
I know at times change is frightening. And I know it's looking at something and thinking I've done this like this for 10 years, or however long, and I know my way around it, I'm happy with it, and I'm safe with it, but we need to have change. And change, in terms of looking at all of the parameters that have been set up and the developments that need to happen, is something that's vital, and something we should be embracing and having a bit of fun with.
Te reo Māori
He tino nui ngā panoni ki te NCEA ka tukuna hei wāhanga o te arotake, o ngā paerewa paetae, te RAS rānei.
Kei roto i te RAS he āhua 400 ngā kaiako me ngā tāngata mātauranga, me ngā māngai mai i ngā rāngai kura tuatoru, me te rāngai ahumahi e mahi ngātahi ana ki Te Tāhuhu o te Mātauranga me NZQA ki te whakawhanake i ngā paerewa NCEA hou puta noa i ngā marau maha.
Ka kapi i ēnei paerewa hou ngā paerewa paetae NCEA tawhito hei te 2026. I hua mai ngā panonitanga i whakaarotia, me ngā paerewa, nā tētahi huinga Kaupapa i kitea ake e ngā tāngata.
I rangona nuitia, māramatia hoki te karere ko te huarahi whakamua ko ngā paerewa rahi ake, engari kia iti iho te maha
Ko te whakaurutanga o te mātauranga Māori kia whai uara ai te mātauranga Māori.
Kāore hoki i pērā i mua.
E hangaia ana ngā paerewa paetae hou e ngā Rōpū Mātanga Marau.
He huinga tāngata e matatau ana ki te Marautanga mai i ngā kaiwhakarato huhua.
E mahi tahi ana rātou ki te whakaaro ake me aha hei hanga i ngā paerewa nui ake, engari he ruarua ake, me te waihanga i tētahi pūnaha marautanga, aromatawai hoki e whakaata pai ake ana i te porihanga o Aotearoa.
Ko te mahi i tukuna ki a mātou, ko te tiro ki te marau hei wāhanga ako.
otirā ki ōna tino akoranga me ōna ariā nunui.
Me pēhea hoki te tātari i ērā hei paerewa paetae i roto i tēnei anga hou.
E 50 ngā Rōpū Mātanga Marau. Ngā SEG. E 400 ngā kaiako me ngā tumuaki, ngā mātanga mātauranga, ngā kairangahau, tatū noa ki ngā tāngata maii te Tāhuhu o te Mātauranga me NZQA.
He maha ngā momo kapapori e tohu ana rātou me te mahi tahi kia whiwhi ai mātou i te hua tino pai e taea ana mō tēnei panonitanga NCEA.
He mīharo rawa te rāngai. He mīharo hoki ngā Kaiako ki te tuku i ngā urupare mārama.
He pai te hanumitanga o ngā kōrero pai, me ngā kōrero kino, me ērā mea.
I whakaarahia e rātou ngā take kāore i whakaarotia ake e mātou.
He pai hoki te whai i ō rātou tākupu, me te whakaaro hōhonu ki ērā.
Ki te whakaaro ake, āe, ka taea e mātou ētahi panonitanga te whakauru ki reira, ā, ka taea e mātou ētahi mahinga rerekē, i te pae tata, he nui ake ngā mahi mā ngā kaiako. I te mea e kuhu ana tatou ki tētahi hōtaka panoni.
He nui te mahi mēnā e panoni ana koe i tētahi mea.
Engari kia oti i a mātou te panonitanga, arā, ngā paerewa nui, ruarua ake nei, ka iti ake ngā mahi mā ngā ākonga me ngā kaiako.
Nā te mea he iti ake ngā aromatawai.
Kei roto i ngā aromatawai ko te mātauranga Māori.
Ko te tikanga o tērā, ka kaha ake te whakaurunga i roto i te pūnaha aromatawai me te marautanga.
Ko te mōhio ake, tērā anō ngā tirohanga rerekē o te titiro ki te ao.
Ko ngā tirohanga ki te ao rerekē, e poua ana ki ngā ahurea me ngā wheako.
Ko te mōhio i ahu mai ērā i whea.
Ko te rapu he aha tō tātou tūnga i roto i tērā momo anga aromatawai.
Ko te wāhanga hiamo rawa o tēnei ko te āhuatanga hou o te mahi i ngā mahi.
He huarahi atu anō e taea ai e ngā ākonga te whakaatu, te whakapuaki rānei
i ā rātou āheinga?
Ehara i te mea mā te whakamātautau mō te 3 hāora.
Engari ko te whakaaro kē i waho ake o ngā tepenga. he āhuatanga tino hiamo tērā.
Kia tuwhera te hinengaro, engari kia kaua e tino māharahara.
Nā te mea e whakatipu kē ana i runga i ā tātou mahi onāianei.
Engari ko te rapu huarahi e taea ai te whakawhanake haere.
Te tō mai ki tētahi wāhi hou ake, e puta ai he hua nui hei whakamahinga mā te katoa.
Ka nui kē atu ngā hua i ngā āwangawanga ki ēnei rauemi hou.
E mōhio ana ahau he wā whakamataku te panonitanga.
E mōhio ana ahau, ko te tiro ki tētahi mea me te whakaaro ake, kua 10 tau ahau e mahi ana i tēnei, e hia rawa rānei te roa.
E mōhio ana ahau ki tēnei kaupapa, e koa ana ahau, e hāneanea ana taku noho.
Engari me panoni tātou.
Ko te panoni, i runga anō i te tiro ki ngā whakatepenga katoa kua whakaritea, me ngā whanaketanga e tika ana kia tatū, he take waiwai tērā.
He mea e tika ana kia awhitia e tātou, kia pārekarekatia e tātou.
Use of Mātauranga Māori Explanatory Note 2
The approach taken to Mana ōrite mō te mātauranga Māori in Level 1 Achievement Standard assessment has been through the establishment of a specific Mātauranga Māori Explanatory Note for some Standards. This resource explains how the approach works for those standards that require evidence of Mātauranga Māori for all levels of achievement.
The approach taken to Mana ōrite mō te mātauranga Māori in Level 1 Achievement Standard assessment has been through the establishment of a specific Mātauranga Māori Explanatory Note for some Standards. This resource explains how the approach works for those standards that require evidence of Mātauranga Māori for all levels of achievement.
[ File Resource ]
- Title: Explanatory Note 2
- Description: Use of Explanatory Note 2 for Mātauranga Māori in NZC Achievement Standards
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-10/use%20of%20matauranga%20maori%20explanatory%20note%202_1.pdf?VersionId=MeG2AxSVplDPMRxJ9JJpnacPPmjUW6FY
- File Extension: pdf
- File Size: 147KB
- Explanatory Note 2.pdf
- Description: Use of Explanatory Note 2 for Mātauranga Māori in NZC Achievement Standards
Explanatory Note 2
Subject Expert Groups
The role of Subject Expert Groups in the NZC Review of Achievement Standards
Each Subject Expert Group (SEG) includes practising teachers from a range of decile and geographic regions, as well as academics and representatives from the tertiary and industry sectors – collectively, these SEG members bring subject matter and other key expertise to the development of subject materials. Most members were initially identified through an Expression of Interest process and practising teachers were endorsed by their respective principals. Where further expertise was required, some SEG members were co-opted.
SEGs provide expert advice and contribute their subject matter expertise and critical perspectives to the implementation of the NCEA Change Programme. Their mandate is to reflect the NCEA Change Package (ie, the seven changes to strengthen NCEA) in the reviewed NCEA subject content. Although they are not required to agree with all the changes, many SEG members, having developed a deep understanding of the NCEA Change Package, act as champions for the draft products and share them via their sector networks. The Ministry acknowledges the considerable time, effort and expertise contributed by members of all the SEGs.
The role of Subject Expert Groups in the NZC Review of Achievement Standards
Each Subject Expert Group (SEG) includes practising teachers from a range of decile and geographic regions, as well as academics and representatives from the tertiary and industry sectors – collectively, these SEG members bring subject matter and other key expertise to the development of subject materials. Most members were initially identified through an Expression of Interest process and practising teachers were endorsed by their respective principals. Where further expertise was required, some SEG members were co-opted.
SEGs provide expert advice and contribute their subject matter expertise and critical perspectives to the implementation of the NCEA Change Programme. Their mandate is to reflect the NCEA Change Package (ie, the seven changes to strengthen NCEA) in the reviewed NCEA subject content. Although they are not required to agree with all the changes, many SEG members, having developed a deep understanding of the NCEA Change Package, act as champions for the draft products and share them via their sector networks. The Ministry acknowledges the considerable time, effort and expertise contributed by members of all the SEGs.
[ File Resource ]
- Title: SEG Terms of Reference
- Description: Terms of Reference for Subject Expert Groups
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-03/SEG_Terms_of_Reference_2023.pdf?VersionId=ZfPCwoMIW4k8af__1dagc8bxi0DR1eSk
- File Extension: pdf
- File Size: 138KB
- SEG Terms of Reference.pdf
- Description: Terms of Reference for Subject Expert Groups
SEG Terms of Reference
Planned Review Dates
The ‘planned review date’ is an indicative date when a standard is next up for review. All standards listed on the Directory of Assessment Standards are required to have a planned review date. The Review of Achievement Standards (RAS) currently underway by the Ministry of Education is that review for all achievement standards.
The existing achievement standards will remain current and continue to be available for use until they are replaced by the new standards, developed through RAS. The new standards are scheduled to be implemented in 2024 (Level 1), 2026 (Level 2) and 2027 (Level 3).
The Level 1 standards have been developed and are being piloted by secondary schools and kura in the 2023 school year. All existing Level 1 Achievement Standards will expire and no longer be available for use from the end of 2023.
We are currently developing NCEA Level 2 materials for Te Marautanga o Aotearoa Wāhanga Ako and The New Zealand Curriculum subjects. Te Marautanga o Aotearoa subjects have been developed throughout 2022. The New Zealand Curriculum subjects are being developed in three groups through 2022 to 2024.
The ‘planned review date’ is an indicative date when a standard is next up for review. All standards listed on the Directory of Assessment Standards are required to have a planned review date. The Review of Achievement Standards (RAS) currently underway by the Ministry of Education is that review for all achievement standards.
The existing achievement standards will remain current and continue to be available for use until they are replaced by the new standards, developed through RAS. The new standards are scheduled to be implemented in 2024 (Level 1), 2026 (Level 2) and 2027 (Level 3).
The Level 1 standards have been developed and are being piloted by secondary schools and kura in the 2023 school year. All existing Level 1 Achievement Standards will expire and no longer be available for use from the end of 2023.
We are currently developing NCEA Level 2 materials for Te Marautanga o Aotearoa Wāhanga Ako and The New Zealand Curriculum subjects. Te Marautanga o Aotearoa subjects have been developed throughout 2022. The New Zealand Curriculum subjects are being developed in three groups through 2022 to 2024.