Pilots in 2021
In the 2021 school year, the Ministry of Education is conducting three pilots as part of its work to strengthen NCEA. The first of these pilots is Te Ao Haka, the new Māori Performing Arts subject. Thirty-seven schools and kura are piloting the subject across all three NCEA levels and for University Entrance.
One of the NCEA changes is to create new standards that will directly assess Te Reo Matatini me te Pāngarau | Literacy and Numeracy. These standards will be piloted in 13 schools, six kura and two tertiary providers in Terms 3 and 4, with a wider pilot planned in 2022.
A mini-pilot with NCEA Level 1 English, Science, Religious Studies and Visual Arts is also being run in 25 schools this year. The mini-pilot is a test run of the process for piloting standards and supporting resources ahead of a full pilot of all NCEA Level 1 subjects, which will involve over 250 schools and kura in 2022.
Learn more about how St Patrick’s College-Wellington, Rotorua Boys’ High School, Tangaroa College, South Westland Area School, Trident High School and Whakatane High School are engaging with these pilots:
Transcript (English)
This school year, the ministry of education is conducting three pilots as part of it’s work to strengthen NCEA. The first of these pilots is Te Ao Haka, the new Māori performing ats subject. 36 schools and kura are piloting the subject across all three NCEA levels and for university entrants. “So Te Ao Haka in the context of the school – it’s a way to provide equality within the education system. We teach Te Ao Haka in a bilingual language. We also get the students to help retain the knowledge that they’ve been taught by actions. So within Te Ao Haka, the key competencies that they learn is all about time management, commitment, resilience, perseverance; we talk about New Zealand geography, we talk about our local narratives and our local history. If the wharekura is not succeeding then the school is not succeeding. So a lot of emphasis and a lot of resources have been put up to help bring Te Ao Haka to where it should be.” Draft Te Reo Matatini me te Pāngarau Literacy and Numeracy standards are also being piloted in 13 schools, 6 kura and 2 tertiary providers.
“So with the new standards that are coming in, we want them to be prepared with the new level of reading or new level of writing, as well as how to do maths – not just in books, but also maybe on the internet. So having them prepared with different schools in order to be ready for what’s out there for them.”
“The literacy standards are important because they’re the backbone of learning. Every other skill you need to learn in life requires some aspect of being able to read and write. Currently, a level 1 student, for example, has to have 10 credits – 5 writing, 5 reading – they can get that through a number of standards. Level 2 students working towards university entrance – they, again, need another 10. The problem, as I see it, which is why I decided to do this pilot program, is right now there are hundreds of standards that include literacy. Including math standards. So the results aren’t reliable. We need to have something more structured to know that all kids are getting the benefit from this.”
“NCEA offers a lot of choice, which is great because it can be catered to fit the needs of the kids. But what it also means is you can end up with some gaps. So its really important to strengthen this because this provides that benchmark that makes sure that every single one of our kids, no matter which school their coming out of, is going to have that basic or that core set of skills that’s going to allow them to be successful in whatever they choose to do in the future.” We want them to know these skills in the beginning of year 9 and 10 so when they head into their senior years, they already have the basic skills when starting with NCEA.”
A mini pilot with NCEA level 1 English, science, religious studies and visual arts is also being run in 25 schools this year.
“We are currently trialling the level 1 English pilot standards. This is being trialled in our whole English department, so every single level 1 student in our school is currently being assessed using those new pilot standards. So being part of a pilot program means that we get to trial some of the resources and assessment tasks that have been created and actually see how they’re going to work in a every day situation and how our students will engage with those.”
“So we are currently running a pilot in science. We decided we wanted to try and help our students in terms of achieving the standards they require for their learning, and we have struggled with traditional methods for doing that. So the pilot’s another really good opportunity for helping them attain level 1.”
“Often in religious studies you look at texts within religions. Studying what different religions do, what they teach, what their ethical principles are, what their dogmas and doctrines are and all that sort of stuff. In people’s minds, I think, there’s always a little bit of a credibility crisis about standards that are internally assessed. As soon as you get externally assessed credits, the credibility goes up a little bit. And so that’s a really positive thing for religious studies.”
“Visual arts NCEA level 1, at it’s best, is a way to get kids to be creative. It’s a way to get kids to express themselves through visual image. The pilot program that we agreed to fits really well with some of the stuff that our friends in the ministry have told us they’re trying to test this year to get things right. What used to be only unit standards for traditional Māori arts, you could only get unit standards, we want to lift the mana of that thing and now hopefully what will happen with the new standards, you can get achievement standard credits.”
“As we know, there’s no such thing as one size fits all, so it’s really important that we see how they work for our students - how well our students engage. At the end of this process, we will be able to inform the ministry of the effectiveness of these new standards and the assessment tasks that have been developed and we will be able to provide feedback.”
“Well the pilot is very important because it allows us to iron out any issues that might come up in a very small scale. You have to iron them out by actually practicing the pilot and actually having real life students coming up with real life things and real life resources, that’s how you iron it out.”
Transcript (te reo)
I tēnei tau kura, e whakahaere ana Te Tāhuhu o te Mātauranga i ētahi whakamātau e toru hei wāhanga o tana mahi ki te whakapakari ake i te NCEA. Ko te tuatahi o ēnei whakamātau ko Te Ao Haka, te kaupapa toi whakaari Māori hou. 36 ngā kura e whakamātau ana i te kaupapa puta noa i ngā kaupae e toru o te NCEA me te whakaurunga ki te whare wānanga.
“Nā ko Te Ao Haka, i te horopaki o te kura, he huarahi hei whakarato manarite i roto i te pūnaha mātauranga. He reorua tā mātou whakaako i Te Ao Haka, ka whakahau hoki mātou i ngā ākonga ke te whakamahi i ngā ringaringa hei āwhina ki te pupuri i ngā mātauranga. Nā, i roto o Te Ao Haka, ko ngā pūkenga matua ka ākona e rātou e hāngai ana ki te whakahaere i te wā, te pūmautanga, te aumangeatanga me te manawaroratanga. Ka kōrero mātou mō ngā tohu whenua o Aotearoa, ka kōrero tuku iho o te takiwā nei. Ki te kore Te Whare o Raukura i te angitu, kua kore te kura whānui e angitu. Ngā reira he nui te aoronga, he nui hoki ngā rauemi kua whakaritea hei āwhine ki te hiki i Te Ao Haka ki tōna tūranga tika.”
E whakamātauhia ana hoki ngā paerewa hukihuki o Te Rea Matatini me te Pāngarau i roto i ngā kura auraki 13, ngā Kura e ono, me ētahi kaiwhakarato mātauranga tuatoru e rua.
“Heoi i runga i te āhua o ngā paerewa hou e kuhu mai ana e hiahia ana mātou kia rite rātou mō te kaupae pānui, tuhi hou rānei ā, me pēhea hoki te mahi pāngarau, haua ki te pukapuka anake negari i runga i te ipurangi pea. Nō reira ko te whakarite i a rātou me ngā pūkenga rerekē kia rite ai rātou mō ngā āhuatanga o te ao e tatari ana.”
He hira tonu hoki ngā paerewa reo matatini nā te mea koinā te iho o te ako. Kei ērā atu pūkenga katoa ka hiahiatia ke te ako i tōu ao tētahi āhuatanga e pā ana ki te zmōhio ki te pānui me te tuhi. I tēnei wā, hei tauira, me whiwhi rawa te ākonga kaupae 1 i ngā whiwhinga 10. E rima mō te tuhituhi, e rima mō te pānui. Ka taea e rātou ēnei mā ētahi paerewa huhua. Ko ngā ākonga Kaupae 2 e mahi ana ki te tohu whakaru whare wānanga me whai 10 anō. Ko te mate kē i taku tirohanga, otirā koinā te take i whakatau ahau ki te uru ki te kaupapa whakamātau, i tēnei wā e hia rau ngā paerewa he reo matatini kei roto, tae atu ki ngā paerewa pāngarau. Nō reira he hārakiraki ngā hua, ā, me whai rawa tātou i tētahi āhuatanga raupapa ake e mōhio ai e whai hua ana ngā tamariki katoa mai i tēnei.”
“He nui ngā kōwhiringa o te NCEA, otirā he pai nā te mea ka taea te panoni kia hāngai ai ki ngā matea a ngā tamariki. Heoi ko tētahi atu putanga, tērā pea ka hua mai ētahi whāruarua. Nō reira he whai take nui tonu te whakapakari i tēnei nā te mea mā tēnei e whakatau te paerewa e whakarite ana kia whiwhi ia tamaiti ahakoe e puta mai ana i tēhea kura i te ngako matua, te pū rānei a ngā pūkenga e āhei ai rātou kia angitu ahakoa he aha tā rātou i kōwhiri ai hei ngā tau e tū mai nei.”
“E hiahia ana mātou kia mōhio rātou ki ēnei pūkenga i te tīmatanga o te tau 9 me te 10, i te mea kia tae rātou ki ngā tau tuakana kei a rātou kē ngā pūkenga taketake o te tīmata atu mā te NCEA.”
E whakahaeretia ana hoki tētahi whakamātau iti o te NCEA Kaupae 1 Ingarihi, Pūtaio, Ako Whakapono, me Ngā Toi Ataata i roto i ngā kura 25 i tēnei tau.
“I tēnei wā e whakamātauria ana e mātou ngā paerewa whakamātau Ingarihi Kapae 1. E whakamātauria ana ēnei i roto i tā mātoutari Ingarihi katoa, e pai ai te aromatawaitia o ia ākonga Kaupae 1 i tō mātou kura i raro i aua paerewa whakamātau hou. Nā, mā te noho hei wāhanga o te kaupapa whakamātau nei ka āhei mātou ki te whakamātau i ētahi rauemi me ngā aromatawai i hangaia, ā, me te tiro ka pēhea ērā a mahi ai i roto i ngā whakahaere o ia rā, ā, ka pēhea te whai wāhi o ā mātou ākonga ki ērā.”
“Nō reira i tēnei wā e whakahaere ana mātou i tētahi whakamātau Pūtaiao. I whakatau mātou e hia hia ana mātou ki te āwhina i ā mātou ākonga ki te whakatutuki i ngā paerewa e hiahiatia ana mō tā rātou akoranga, ā, i uaua hoki mātou ngā tikanga tuku iho mō te mahi i tēnei mahi, nō reira he āheinga pai rewa tēnei whakamātau ki te āwhina i a rātou kia eke ai ki te Kaupae 1.”
“He nui ngā wā i roto i ngā Akoranga Whakapono e tiro ai koe ki ngā tuhinga o ngā whakapono rerekē. Te ako i ngā whakahaerenga o ngā whakapono rerekē, ngā akoranga, he aha ō rātou mātāpono matatika, ngā tikanga whakaaro me ngā whakaaroranga, ā, me ērā tūāhua katoa. I roto i te hinengaro tangata, ki ōku whakaaro, he pōhēhētanga anō kei reira e pā ana ki ngā paerewa aromatawai ā-roto. Nā, kia tīmata koe ki te aromatawai ā-waho i ngā whiwhinga ka āhua piki te ngakau pono. Nā rā he pai tino pai tēnei mō te Akoranga Whakapono.”
“I tōna tiketiketanga, ko te Toi Ataata NCEA Kaupae 1, he huarahi e auaha ai ngā tamariki. He huarahi e tea ai e ngā tamariki te whakaatu ko wai rātou mā tētahi atahanga ataata. Ko te kaupapa whakamātau i whakaaetia ai e mātou, e hāngai pū ana ki ētahi atu mahi e kōrero mai ana ō hāngai pū ana ki ētahi atu mahi e kōrero mai ana ō mātou hoa o te Tāhuhu, e ngana ana rātou ki te whakamātautau i ēnei i tēnei tau kia tika ai. I mua he paereqwa anake mō ngā toi tūturu a te Māori, arā he paerewa anake, e hiahia ana mātou ki te hiki i te mana o taua mea, ā, ko te tūmanako ka taea ināianei mā ngā paerewa hou, ka taea e koe ngā whiwhinga paerewa paetae.”
“E mōhio ana mātou kāore he whakaurunga kotahi mā te katoa. Nō reira he hire nui kia tirohia e pēhea ana te mahi o ēnei mā ō tātou ākonga, ka pēhea tā rātou whai wāhi. I te mutunga o tēnei tukanga ka taea e mātou te whakamōhio i te Tāhuhu ki te hua o ēnei paerewa hou me ngā mahi aromatawai kua whanaketia, ā, ka taea e mātou te whakahoki kōrero.”
“He take nui ki a mātou te whakamātau nā te mea ka taea e mātou te paku whakatikatika i ngā raru kei pupū ake. Me āta whakatikatikia mā te whakatinana i te whakamātau me te whakarite kia rapua e ngā ākonga tūturu, ngā āhuatanga tūturu, mā ngā rauemi tūturu koinā te huarahi whakatikatika.”
Pilots in 2022
Four pilots will be conducted in the 2022 school year ahead of the implementation of all new NCEA Level 1 subjects (from both The New Zealand Curriculum and Te Marautanga o Aotearoa) and Te Reo Matatini me te Pāngarau | Literacy and Numeracy standards in 2023:
- All Te Marautanga o Aotearoa (TMoA) Level 1 wāhanga ako, which includes Te Reo Rangatira, Pāngarau, Hauora, Tikanga-ā-Iwi, Ngā Toi (Toi Puoro, Ngā Mahi a te Rēhia, Toi Ataata), Pūtaiao, Hangarau
- All New Zealand Curriculum (NZC) Level 1 subjects, including the four subjects that are part of the 2021 mini-pilot (English, Science, Religious Studies and Visual Arts)
- Te Ao Haka, which will be piloted across all three NCEA levels and for University Entrance
- Te Reo Matatini me te Pāngarau | Literacy and Numeracy
The wider pilots in 2022 will provide schools and kura as well as students and their parents/whānau an opportunity to test the robustness of the materials and provide their feedback. This will allow for further refinements before the new subjects and standards become compulsory in 2023.
Expressions of Interest for 2022 pilots
Secondary schools and kura, along with their whānau and communities, that wish to take part in the 2022 pilots are encouraged to submit Expressions of Interest (EOI) within the timeframes indicated below:
- All TMoA Level 1 wāhanga ako: The EOI process will begin on 5 July 2021 and close on 22 August 2021. Read more here.
- All NZC NCEA Level 1 subjects: The EOI process will run from 2 to 22 August 2021. Details of how to submit your kura/school’s EOI are available here.
- Te Ao Haka: The EOI process will run from 2 to 22 August 2021. Details can be found here.
- Te Reo Matatini me te Pāngarau | Literacy and Numeracy: The EOI process will run from 2 August 2021 to 1 October 2021. Details can be found here.
Questions and Answers:
1. Will all NCEA Level 1 subjects be piloted?
All NCEA Level 1 subjects, from both NZC and TMoA, will be piloted in the 2022 school year. As in the 2021 school year, Te Ao Haka will be piloted across all three NCEA levels and for University Entrance to an extended number of kura and schools.
2. Will schools/kura, along with their communities, be able to pilot as many NZC or TMoA subjects as they want?
No.
- For TMoA subjects, a pilot school/kura can pilot up to three wāhanga ako. They will also be required to pilot the full suite of paerewa paetae from 1.1 – 1.4 of the subject(s) they choose to pilot.
- For NZC, in order to test the new achievement standards in a wide range of learning contexts, we need to limit the number of schools piloting large numbers of subjects. We will aim to have most pilot schools and kura piloting 1-6 subjects. We are also working with a small number of schools to pilot all Level 1 subjects, to test how a full implementation might work. If your school is interested in piloting all Level 1 subjects, please email ras.review@education.govt.nz to start the conversation.
- For Te Ao Haka, a pilot school/kura will be required to pilot the subject across all three NCEA levels, where appropriate.
3. How can I prepare for the pilot now if I want to get involved next year?
While information about the subjects for the 2022 pilots will be available starting in mid-July, you can further build your understanding of the NCEA changes, and review the draft subject content and draft achievement standards on the NCEA Education website.
This will also help you prepare for the implementation of all NCEA Level 1 subjects and Te Reo Matatini me te Pāngarau | Literacy and Numeracy standards in 2023, regardless of whether you take part in the pilot next year.
We suggest thinking about tools and resources you currently use to support NCEA Level 1 and Te Reo Matatini me te Pāngarau | Literacy and Numeracy and how these can be used in your setting. The Teacher Only Day modules and Action Plan templates on the NCEA.Education website and on our Learning Management System will help you with this.
4. Will a pilot school/kura be required to present a full coherent course (i.e. all standards for a particular subject)?
For the 2022 pilot, schools/kura will be required to use all four standards in a subject’s Assessment Matrix/Tukutuku Aromatawai to assess the learning described in the Learning Matrix/Tukutuku Ako.
5. Will learners/ākonga studying pilot subjects be eligible for credits?
Yes. All learners/ākonga piloting new achievement standards will be eligible for credits for both internal and external standards.
6. In the NZC context, how many classes within a school/kura should be signed up for a pilot – one class, the whole cohort, or part of the cohort?
When submitting an Expression of Interest to take part in the 2022 pilots, schools/kura will be asked to provide details of the estimated size of the pilot cohort, and what percentage of the overall cohort will be piloting.
For Te Ao Haka, schools/kura submitting an Expression of Interest will be asked to provide details on the number of students/ākonga that will be assessed at each level to enable adequate and consistent testing of the standards across levels.
7. In the TMoA context, is there a minimum number of ākonga per kura who should be signed up to pilot a wāhanga ako?
No. When submitting an Expression of Interest, kura will be asked to provide an indication of the number of ākonga that will be assessed against the standards. This will enable adequate and consistent testing across all wāhanga ako.
The Ministry recognises that some kura have a smaller student population than others. However, this should not be a barrier to submitting an EOI. The numbers will inform the selection panel on the allocation of kura per subject where there may be more kura in one subject than another.
8. Can bespoke, mix-and-match courses be piloted (for example, two standards from Agricultural and Horticultural Science and two standards from Science)?
No. We need to test how the standards work together to assess the Learning Matrix/Tukutuku Ako for each subject. After the 2022 pilot year, schools will be able to design courses using standards from more than one subject. A small number of schools will be invited develop programmes that use standards from multiple matrices to test this approach.
9. How much student work will need to be submitted during the pilot?
For internal assessments, a sample of eight pieces of student work from each subject cohort will need to be submitted.
However, we understand that some kura/schools have a relatively small student population so this may not be achievable. Further details will be made available once pilot schools/kura are confirmed.
10. Will course outlines be sought from next year’s pilot schools/kura? Will these carry remuneration?
Pilot schools/kura will be invited to submit proposals for developing full teaching and learning programmes using the new standards. If their proposals are accepted, schools/kura will be asked to work with the Ministry to develop a quality exemplar programme that will be published as a support resource. Schools/kura will be remunerated for this contribution.
11. What support will be provided by the Ministry and NZQA for pilot schools/kura?
A support package that includes a range of guidance material is being developed. NZQA and the Ministry of Education will provide initial and ongoing support to schools/kura, beginning with pilot planning workshops that will teach you how to use the material and to get ready for the pilot year. Ongoing support will include regular online and face-to-face meetings at key points of the year, and direct support from NZQA and the Ministry.
The Teacher Only Days supporting the implementation of the NCEA Change Programme will also support pilot schools through the development of readiness guides and tools for schools to use as they pilot and implement the new achievement standards. These will be part of an increasing set of resources that will support schools to implement the NCEA changes.
Alongside this, our Learning Area Leads will be providing learning area and subject specific guidance, and specialist support to regions, subject associations, and middle and senior leaders.
Additional information and resources:
Frequently Asked Questions on Literacy and Numeracy
Additional FAQs on Literacy and Numeracy
Transcript (English)
A mini-pilot with NCEA level 1 English, science, religious studies and visual arts is being run in 25 schools in the 2021 school year. The mini-pilot is a test run of the processes for piloting standards and supporting resources ahead of a full pilot of all NCEA level 1 subjects, which will involve over 250 schools and kura in 2022.
“Level 1 English is the exploration of language, it’s looking texts, and its understanding how language and identity are linked. We are currently trialling the level 1 English pilot standards. 2 of them are internal, 2 of them are external. There’s a total of 20 credits. This is being trialled in our whole English department so every single level 1 student at our school is currently being assessed using those new pilot standards.”
“Often in religious studies you look at texts within religions. Studying what different religions do, what they teach, what their ethical principles are, what their dogmas and doctrines are and all that sort of stuff. Previously, religious studies, every achievement standard is six credits and we do three standards a year. The change here is they’re doing four standards – each one is worth 5 credits – and there’s two external standards which we’ve never done before in religious studies. In people’s minds, I think, there’s always a little bit of a credibility crisis about standards that are internally assessed. As soon as you get externally assessed credits, the credibility goes up a little bit. And so that’s a really positive thing for religious studies.”
“So we’re currently running a pilot in science. So the pilot runs as an iterative process. So we get a lot of information given to us and then a lot of resources are sent through and we have to decimate and take that stuff apart and then feed it out to the students. At the end of the day what we are looking at is ways of ensuring that the kids succeed and we are hoping that these standards or these pilots will give us that ability.”
“Visual arts NCEA level 1, at it’s best, is a way to get kids to be creative. It’s a way to get kids to express themselves through visual image. I’m teaching this class along with Toko Waaka. He had a great success in the last couple of years teaching traditional whakairo to some of our at-risk Māori boys here at school, and we wanted to expand on that.”
“This piloting program may help our students that are not so good at theory but more practical, it might help them in the long run.”
“The pilot program that we agreed to fits really well with some of the stuff that our friends in the ministry have told us they’re trying to test this year to get things right. What used to be only unit standards for traditional Māori arts, you could only get unit standards, we want to lift the mana of that thing and now hopefully what will happen with the new standards, you can get achievement standard credits.”
“So being part of a pilot program means that we get to trial some of the resources and assessment tasks that have been created and actually see how they’re going to work in a everyday situation and how our students will engage with those. As we know, there’s no such thing as one size fits all, so it’s really important that we see how they work for our students - how well our students engage.”
“These pilots are a really good way of ensuring that everybody gets an opportunity to see what entailed and what’s involved in the process. What it really entails is ensuring the students end up with the best possible opportunity to get their level 1 qualification.”
“At the end of this process, we will be able to inform the ministry of the effectiveness of these new standards and the assessment tasks that have been developed and we will be able to provide feedback.”
“Well the pilot is very important because it allows us to iron out any issues that might come up in a very small scale. You have to iron them out by actually practicing the pilot and actually having real life students coming up with real life things and real life resources, that’s how you iron it out. Not through a theory or a focus group or something.”
Transcript (te reo)
I tēnei tau kura, e whakahaere ana Te Tāhuhu o te Mātauranga i ētahi whakamātau e toru hei wāhanga o tana mahi ki te whakapakari ake i te NCEA. Ko te tuatahi o ēnei whakamātau ko Te Ao Haka, te kaupapa toi whakaari Māori hou. 36 ngā kura e whakamātau ana i te kaupapa puta noa i ngā kaupae e toru o te NCEA me te whakaurunga ki te whare wānanga.
“Nā ko Te Ao Haka, i te horopaki o te kura, he huarahi hei whakarato manarite i roto i te pūnaha mātauranga. He reorua tā mātou whakaako i Te Ao Haka, ka whakahau hoki mātou i ngā ākonga ke te whakamahi i ngā ringaringa hei āwhina ki te pupuri i ngā mātauranga. Nā, i roto o Te Ao Haka, ko ngā pūkenga matua ka ākona e rātou e hāngai ana ki te whakahaere i te wā, te pūmautanga, te aumangeatanga me te manawaroratanga. Ka kōrero mātou mō ngā tohu whenua o Aotearoa, ka kōrero tuku iho o te takiwā nei. Ki te kore Te Whare o Raukura i te angitu, kua kore te kura whānui e angitu. Ngā reira he nui te aoronga, he nui hoki ngā rauemi kua whakaritea hei āwhine ki te hiki i Te Ao Haka ki tōna tūranga tika.”
E whakamātauhia ana hoki ngā paerewa hukihuki o Te Rea Matatini me te Pāngarau i roto i ngā kura auraki 13, ngā Kura e ono, me ētahi kaiwhakarato mātauranga tuatoru e rua.
“Heoi i runga i te āhua o ngā paerewa hou e kuhu mai ana e hiahia ana mātou kia rite rātou mō te kaupae pānui, tuhi hou rānei ā, me pēhea hoki te mahi pāngarau, haua ki te pukapuka anake negari i runga i te ipurangi pea. Nō reira ko te whakarite i a rātou me ngā pūkenga rerekē kia rite ai rātou mō ngā āhuatanga o te ao e tatari ana.”
He hira tonu hoki ngā paerewa reo matatini nā te mea koinā te iho o te ako. Kei ērā atu pūkenga katoa ka hiahiatia ke te ako i tōu ao tētahi āhuatanga e pā ana ki te zmōhio ki te pānui me te tuhi. I tēnei wā, hei tauira, me whiwhi rawa te ākonga kaupae 1 i ngā whiwhinga 10. E rima mō te tuhituhi, e rima mō te pānui. Ka taea e rātou ēnei mā ētahi paerewa huhua. Ko ngā ākonga Kaupae 2 e mahi ana ki te tohu whakaru whare wānanga me whai 10 anō. Ko te mate kē i taku tirohanga, otirā koinā te take i whakatau ahau ki te uru ki te kaupapa whakamātau, i tēnei wā e hia rau ngā paerewa he reo matatini kei roto, tae atu ki ngā paerewa pāngarau. Nō reira he hārakiraki ngā hua, ā, me whai rawa tātou i tētahi āhuatanga raupapa ake e mōhio ai e whai hua ana ngā tamariki katoa mai i tēnei.”
“He nui ngā kōwhiringa o te NCEA, otirā he pai nā te mea ka taea te panoni kia hāngai ai ki ngā matea a ngā tamariki. Heoi ko tētahi atu putanga, tērā pea ka hua mai ētahi whāruarua. Nō reira he whai take nui tonu te whakapakari i tēnei nā te mea mā tēnei e whakatau te paerewa e whakarite ana kia whiwhi ia tamaiti ahakoe e puta mai ana i tēhea kura i te ngako matua, te pū rānei a ngā pūkenga e āhei ai rātou kia angitu ahakoa he aha tā rātou i kōwhiri ai hei ngā tau e tū mai nei.”
“E hiahia ana mātou kia mōhio rātou ki ēnei pūkenga i te tīmatanga o te tau 9 me te 10, i te mea kia tae rātou ki ngā tau tuakana kei a rātou kē ngā pūkenga taketake o te tīmata atu mā te NCEA.”
E whakahaeretia ana hoki tētahi whakamātau iti o te NCEA Kaupae 1 Ingarihi, Pūtaio, Ako Whakapono, me Ngā Toi Ataata i roto i ngā kura 25 i tēnei tau.
“I tēnei wā e whakamātauria ana e mātou ngā paerewa whakamātau Ingarihi Kapae 1. E whakamātauria ana ēnei i roto i tā mātoutari Ingarihi katoa, e pai ai te aromatawaitia o ia ākonga Kaupae 1 i tō mātou kura i raro i aua paerewa whakamātau hou. Nā, mā te noho hei wāhanga o te kaupapa whakamātau nei ka āhei mātou ki te whakamātau i ētahi rauemi me ngā aromatawai i hangaia, ā, me te tiro ka pēhea ērā a mahi ai i roto i ngā whakahaere o ia rā, ā, ka pēhea te whai wāhi o ā mātou ākonga ki ērā.”
“Nō reira i tēnei wā e whakahaere ana mātou i tētahi whakamātau Pūtaiao. I whakatau mātou e hia hia ana mātou ki te āwhina i ā mātou ākonga ki te whakatutuki i ngā paerewa e hiahiatia ana mō tā rātou akoranga, ā, i uaua hoki mātou ngā tikanga tuku iho mō te mahi i tēnei mahi, nō reira he āheinga pai rewa tēnei whakamātau ki te āwhina i a rātou kia eke ai ki te Kaupae 1.”
“He nui ngā wā i roto i ngā Akoranga Whakapono e tiro ai koe ki ngā tuhinga o ngā whakapono rerekē. Te ako i ngā whakahaerenga o ngā whakapono rerekē, ngā akoranga, he aha ō rātou mātāpono matatika, ngā tikanga whakaaro me ngā whakaaroranga, ā, me ērā tūāhua katoa. I roto i te hinengaro tangata, ki ōku whakaaro, he pōhēhētanga anō kei reira e pā ana ki ngā paerewa aromatawai ā-roto. Nā, kia tīmata koe ki te aromatawai ā-waho i ngā whiwhinga ka āhua piki te ngakau pono. Nā rā he pai tino pai tēnei mō te Akoranga Whakapono.”
“I tōna tiketiketanga, ko te Toi Ataata NCEA Kaupae 1, he huarahi e auaha ai ngā tamariki. He huarahi e tea ai e ngā tamariki te whakaatu ko wai rātou mā tētahi atahanga ataata. Ko te kaupapa whakamātau i whakaaetia ai e mātou, e hāngai pū ana ki ētahi atu mahi e kōrero mai ana ō hāngai pū ana ki ētahi atu mahi e kōrero mai ana ō mātou hoa o te Tāhuhu, e ngana ana rātou ki te whakamātautau i ēnei i tēnei tau kia tika ai. I mua he paereqwa anake mō ngā toi tūturu a te Māori, arā he paerewa anake, e hiahia ana mātou ki te hiki i te mana o taua mea, ā, ko te tūmanako ka taea ināianei mā ngā paerewa hou, ka taea e koe ngā whiwhinga paerewa paetae.”
“E mōhio ana mātou kāore he whakaurunga kotahi mā te katoa. Nō reira he hire nui kia tirohia e pēhea ana te mahi o ēnei mā ō tātou ākonga, ka pēhea tā rātou whai wāhi. I te mutunga o tēnei tukanga ka taea e mātou te whakamōhio i te Tāhuhu ki te hua o ēnei paerewa hou me ngā mahi aromatawai kua whanaketia, ā, ka taea e mātou te whakahoki kōrero.”
“He take nui ki a mātou te whakamātau nā te mea ka taea e mātou te paku whakatikatika i ngā raru kei pupū ake. Me āta whakatikatikia mā te whakatinana i te whakamātau me te whakarite kia rapua e ngā ākonga tūturu, ngā āhuatanga tūturu, mā ngā rauemi tūturu koinā te huarahi whakatikatika.”
Transcript (English)
One of the NCEA changes is to create new standards that will directly assess Te Reo Matatini me te Pāngarau Literacy and Numeracy. These standards are being piloted in 13 schools, 6 kura and 2 tertiary providers in 2021 with a wider pilot planned for 2022.
“The literacy standards are important because they’re the backbone in learning. Every other skill you need to learn in life requires some aspect of being able to read and write.” “The ministry and our school in particular has noticed that many of our students are leaving school without the prerequisites to be able to go on to further pathways.”
“So with the new standards that are coming in, we want them to be prepared with the new level of reading or new level of writing as well as how to do maths not just in books, but also maybe on the internet. So having them prepared with different schools in order to be ready for what’s out there.”
“NCEA offers a lot of choice, which is great because it can be catered to fit the needs of the kids. But what it also means is you can end up with some gaps. So its really important to strengthen this because this provides that benchmark that makes sure that every single one of our kids, no matter which school their coming out of, is going to have that basic or that core set of skills that’s going to allow them to be successful in whatever they choose to do in the future.”
“The problem, as I see it, which is why I decided to do this pilot program, is right now there are hundreds of standards that include literacy. Including math standards. So the results aren’t reliable. We need to have something more structured to know that all kids are getting the benefit from this.”
“With the pilot, what will happen is the literacy and numeracy standards will be separate to the credits in the NCEA package. They will have their own individual assessments.” “This opportunity for literacy to be imbedded across all departments means that kids will come out of all of their subjects with more skill for literacy.”
“We want to make sure that it also engages our students, especially with the content, making sure the topics and texts suit the way they would like to learn and not just for us to get the results.”
“I think it’s important because there’s an opportunity here for kids to have more maths and literacy that actually means something rather than just credit hunting somewhere that actually we know that fundamentally that they have those skills before they leave us.”
“The kind of support the schools need to give firstly is time to do the PD and to learn the process. To ensure that kids are actually learning it though, we need time to work in our groups. Also, giving us some advice on how to record and measure the process so that when it comes time to determine whether the pilot was successful or not, I can offer that information up.”
“There needs to be a strategic support system in place – it needs to come from the top – because there’s massive resourcing required, and that’s not just human resources in the way of teachers and support staff. But that’s around time to be able to develop the literacy and numeracy teaching across the younger year levels. The other support needs to come from the lower levels of primary and intermediate as well.”
Transcript (te reo)
Ko tētahi o ngā rerekētanga o te NCEA ko te waihanga paerewa hou e aromatawai pū i Te reo Matatini me te Pāngarau. Kai te whakamātauria ēnei paerewa ki ngā kura 13, ki ngā Wharekura e ono me ngā Whare Wānanga e rua i te tau 2021 me tētahi whakamātau whānui e whakaritea ana mō te 2022.”
“He hira tonu hoki ngā paerewa rea matatini nā te mea koinā te iho o te ako. Kei ērā atu pūkenga katoa ka hiahiatia ke te ako i tōu ao tētahi āhuatanga e pā ana ki te mōhio ki te pānui me te tuhi.”
“Kua kite te Tāhuhu me tō mātou kura hoki he nui ā mātou ākonga e wehe ana i te kore me te kore whai i ngā tohu tika e hare tonu ai rātou i ngā ara ako.”
“Heoi i runga i te āhua o ngā paerewa hou e kuhu mai ana e hiahia ana mātou kia rite rātou mō te kaupae pānui, tuhi hou rānei ā, me pēhea hoki te mahi pāngarau, kaua ki te pukapuka anake, engari i runga i twe ipurangi pea. Nō reira ko te whakarite i a rātou me ngā pūkenga rerekē kia rite ai rātou mō ngā āhuatanga o te ao e tatari ana.”
“He nuingā kōwhiringa o te NCEA, otirā he pai nā te mea ka taea te panoni kia hāngai ai ki ngā tamariki. Heoi ko tētahi atu puntanga, tērā pea ka hua mai ētahi whāruarua. Nō reira he whai take nui tonu te whakapakari i tēnei nā te mea mā tēnei e whakatau te paerewa e whakarite ana kia whiwhi ia tamaiti i te ngako matua, te pū rānei o ngā pūkenga e āhei ai rātou kia angitu ahakoa he aha tā rātou i kōwhiri ai hei ngā tau e tū mai nei.”
“Ko te mate kē i taku tirohanga, otirā koinā te take i whakatau ahau ki te uru ki te kaupapa whakamātau, i tēnei wā, e hia rau ngā paerewa he reo matatini kei roto, tae atu ki ngā paerewa pāngarau. Nō reira he hārakiraki ngā hua, ā, me whai rawa tātou i tētahi āhuatanga raupapa ake e mōhio ai e whai hua ana ngā tamariki katoa mai i tēnei.”
“Mō te whakamātau, ko ngā mahi ko ngā paerewa reo matatini me te pāngarau ka wehea mai i ngā whiwhinga tei te pūhara NCEA. Ka whai i ōna aromatawai ake.
“Ko te tikanga o tēnei āheinga mō te reo metatini kia tāurutia ki ngā tari katoa ka puta ngā tamariki i ō rātou kaupapa ako katoa me ngā pūkenga nui o te reo matatini.”
“E hiahia ana mātou ki te whakarite kia whāi wāhi ā tātou ākonga mātua rā ki ngā kaupapa Te whakarite kia hāngai ngā kaupapa me ngā tuhinga ki te āhuatanga o tā rātou ako kaua noa kia puta he hua ki a mātou.”
“Ki ahau he tino whaitake nā te mea he āheinga kei konei mā ngā tamariki kia nui ake te pāngarau me to rea matatini e whai pānga ana, hei aha te rapu whiwhinga noa engari kia mōhio pū mātou kei ā rātou aua pūkenga i mua i te wehenga i a mātou.”
“Te momo tautoko me tuku rawa ngā kura i te tuatahi kua tae te wā ki te mahi PD me te ako i te tukanga. Kia mōhio mārika e ako haere ana ngā tamariki me whai wā ki te mahi i roto i ā mātou rōpū. Ana ko te tuku kōrero tohutohu mai me pēhea te hopu e te ine i te ahunga kia tae ki te wā whakatau mēna i whai hua te whakamātau kīhai rānei Ka taea e au te tuku i ērā mōhiohio.”
“Me whai rawa i tētahi pūnaha tautoko ā-rautaki. Me ahu mai i runga nā te mea he tino nui ngā rauemi e hiahiatia ana. Ehara kau noa i te rauemi ā-tangata pēnei i ngā kaiako me ngā kaitautoko, engari ko te wahi wā ki te whakawhanake i te whakaakoranga rea matatini me te pāngarau puta noa i ng1ā tau pūhou. Me ahu mai te toenga o ngā tautoko m,ai i ngā taumata ō raro iho o ngā kura tuatahi, takawaenga hoki.”