English

More than 90 schools are taking part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. We visited two schools to look at how their teaching of new NCEA Level 1 subjects demonstrates mana ōrite mō te mātauranga Māori and the aim of having a culturally inclusive NCEA.

Central Hawke’s Bay College, we're a fairly small rural school. We piloted the Visual Arts standard last year with one class. We’ve only got 26 students. And we're just rolling that over again this year with another 28 students. Mātauranga Māori is incorporated into my Visual Arts classroom teaching through identifying those authentic contexts which our students can work in. Initially our first project was looking at our wharenui and looking at marae and the context around that, and the tikanga, and then branching from that authentic context into the students' own sort of cultural interests and backgrounds that they could bring in. They’re managing to sort of reach out and see sort of more diverse networks within our community and finding different starting points to come into their Visual Arts. They are getting connected to who they are and where they belong.

It has been interesting to learn more about Māori knowledge because I didn’t have knowledge of any of that before. We've looked at gods and the marae and spiritual connections, and I found that really interesting.

So I'm piloting Level 1 Japanese this year. And I was one of the writers for the course outline and we took that course outline to rewrite what we are doing. So we started from the mātauranga Māori perspective when we did the course outline and started writing the workbook. There’s one class and there’s 22 students. They are really loving the course. The kids are buzzing. They get very, very excited about the workbooks.

We did work around mihi and a pepeha, and that was just establishing connections, making us learn more about our classmates.

I'm not only learning about Japanese culture but about the culture here in New Zealand. And as somebody who moved here recently, it's definitely helped me to understand how people who live here actually are.

I think it's making it richer. We're here teaching about Japan. But from learning through Japanese, we can also reflect and go on the journey about Māori, te ao Māori, mātauranga Māori as well.

My advice to teachers doing this pilot is let go of your fear and just enjoy the journey. Make connections within your community that you can bring in too, and also realise that you're not going to have all the knowledge. Remember that this knowledge that you're being given is taonga, and to use it wisely and with integrity. It is about reciprocation and not just take, take, take.

Supporting each other, sharing resources. You may not use their resource exactly as is but you've got something that you can adjust. It’s basically we're all in the waka together, rowing, and that's how we support each other.

Te Reo Māori

Neke atu i te 90 ngā kura e whakauru ana ki te pairete-iti o te 2022 o ngā Kaupapa Marautanga Aotearoa NCEA Taumata 1 I haere mātou ki ētahi kura e rua ki te tiro ka pēhea te whakaatu o ā rātou whakaako i ngā kaupapa NCEA Taumata 1 i te mana ōrite mō te mātauranga Māori me te whāinga o te whiwhi i te NCEA whakaurunga ā-ahurea.

He kura taiwhenua iti te Te Kāreti o Central Hawke's Bay. I pairetetia e mātou te paerewa Toi Ataata i tērā tau ki te akomanga kotahi. E 26 anake ā mātou ākonga. Ā, e whakahaeretia ana anō i tēnei tau mē ētahi atu ākonga 28. E whakaurua ana te mātauranga Māori ki aku akomanga Toi Ataata mā te tautuhi i ēnei horopaki motuhenga e taea ai e ā mātou ākonga te mahi i roto. I te tuatahi, ko tā mātou kaupapa tuatahi ko te tiro ki tō mātou wharenui me te marae me te horopaki o tērā, me te tikanga, kātahi ka peka whakawaho i taua horopaki motuhenga ki roto i ngā āhuatanga ahurea ake a ngā ākonga me ngā kōrero ka kawea mai e rātou. E taea ana e rātou te toro atu me te kite i ngā kōtuinga kanorau ake i roto i tō tātou hapori me te rapu i ngā wāhi tīmata rerekē e uru mai ai ki te Toi Ataata. E tūhono haere ana rātou ki tō rātou āhua ake, me tō rātou tūrangawaewae.

He mea mīharo te ako haere mō te mātauranga Māori nā te mea kāore aku mōhiotanga ki tērā i mua. Kua tirohia e mātou ngā atua me te marae me ngā hononga ā-wairua, otirā he tino mīharo tērā ki a au.

Nā e pairete ana au i te Hapanihi Taumata 1 i tēnei tau, ā, ko au tētahi o ngā kaituhi o te whakamārama akoranga, otirā ka tīkina e mātou te whakamārama akoranga ki te tuhi anō i ā mātou mahi. Nā i tīmata mātou i te tirohanga mātauranga Māori i te wā i mahia e mātou te whakamārama akoranga, me te tīmata ki te tuhi i te pukamahi.

Kotahi te akomanga, ā, 22 ngā ākonga. E tina pārekareka ana ki a rātou te akoranga. E hikohiko ana ngā tamariki. E tino hiamo ana ki ngā pukamahi. I oti i a mātou ētahi mahi mō te mihi me te pepeha, otirā he tuitui i ngā hononga, kia ako haere mātou ko wai ō mātou hoa kura.

Ehara i te mea e ako noa ana au i te ahurea Hapanihi, engari mō te ahurea o Aotearoa hoki. Ā, i te mea kātahi anō au ka neke mai ki konei, he tino āwhina tēnei kia mārama ai ahau ki te āhua o te hunga e noho ana i konei.

Ki ōku whakaaro, kua haumako ake. Kei konei mātou e whakaako ana i te āhua o Hapani. Engari mā te ako mā te Hapanihi ka taea te huritao ake me te whai i te haerenga mō te Māori, te ao Māori, me te mātauranga Māori hoki.

Ko aku kupu ki ngā Kaiako e whai ana i tēnei pairete wetekina ngā wehi, ā, kia pārekareka te haere. Tuia ngā hononga i roto i tō hapori e taea ana e koe te mau mai, ā, me te mārama ake e kore koe e whiwhi i ngā mātauranga katoa. Kia mahara ake, he taonga ēnei mātauranga kua tukuna ki a koe, kia tika te mahi, i runga i te ngākau tapatahi. Ko te tauutuutu te kaupapa, ehara ko te tango, tango, tango.

Te tautoko tētahi i tētahi, te toha rauemi. E kore pea e taea te whakamahi pērā tonu i te rauemi, engari he rauemi hei urutau māhau. Me kī, kei roto tātou i te waka kotahi, e hoe tahi ana, ā, koirā te āhua o te tautoko tētahi i tētahi.

English

More than 90 schools are taking part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. We visited two schools to look at how the new Achievement Standards for NCEA Level 1 have allowed teachers to develop innovative ways of teaching and assessing students, and have enabled students to adopt creative ways to demonstrate their learning.

We just have one pilot subject going at Nelson College for Girls. That's Level 1 Health, and currently 27 students. For me, we've gone back to fundamentals. Instead of the fiddly bits of an assessment to answer this bit, and this bit, and teach them to an assessment, I can now teach the fundamentals of Health. So I've thrown what we used to do away and it's allowed me to think of brand new assessments. OK, what would be exciting? What would be fun? How can I engage these new students? It's very easy as a tired teacher to pull out of the cupboard and so I haven't. So in that way it's innovative, and the fact that the standards themselves have allowed us to be innovative.

It's been very interesting for me because you get the whole idea of Health and you get a deeper understanding.

With the assessment, we could turn it in as like a poster or a video.

We had a lot of room for creativity. We could do podcasts, slideshows, or sort of animated sort of things.

Yeah, it was good to know that I had the options.

So here at Bay of Islands College last year we expressed our interest to be part of the NCEA Pilot Level 1 programme and we were selected for Physics, Earth and Space Science. We’ve got 19 students doing that. Because I have more time, I'm able to create tasks and activities that are relevant to my students. It is not solely classroom-based. We can go out in the playfield and just observe the topography of the landscape.

An example of mātauranga Māori having equal status is that students learn aspects about their community - for example, the Ngāti Hine community. To connect these ideas using mātauranga Māori so this knowledge will continue to live on.

I felt a lot of appreciation when it comes to doing the work because when we do the whole assessments and presentations and everything, we get to add our own understanding and our own knowledge from where we live and where we're from.

If you're going to do the pilots and I would recommend it, because you get in at the ground and really see what it is you're trying to do and if you care about what you're doing, you get to make it good.

The standards are very clear and there's a lot of people to support along the way. It's not there to criticise you. It's there to help you build on what you've got and how you can improve.

Ask as many questions. Don't be afraid to try things. Yeah, just have fun and do your best.

Te Reo Māori

Neke atu i te 90 ngā kura e whakauru ana ki te pairete iti o te 2022 o ngā kaupapa NCEA Taumata 1 o te Marautanga o Aotearoa. I haere mātou ki ētahi kura e rua ki te tiro i te āhua o ngā paerewa paetae hou o te NCEA Taumata 1, i āwhina i ngā ākonga ki te whakawhanake i ngā huarahi auaha o te whakaako me te aromatawai i ngā ākonga, otirā kia mātua whakarite i ngā ākonga ki te whai i ngā huarahi auaha ki te whakaatu i ā rātou akoranga.

Kotahi anake te kaupapa pairete e whakahaeretia ana i Te Kura Tamawāhine o Whakatū. Ko te Hauora Taumata 1 tērā, otirā 27 ngā ākonga i te wā nei. Mōku ake, kua hoki mātou ki ngā tikanga taketake. Kaua ki ngā wāhanga hōhā o te aromatawai hei whakautu i tēnei wāhanga, me tēnei wāhanga, me te whakaako i a rātou ki te aromatawai, otirā ka taea e au te whakaako i ngā tikanga taketake o te Hauora. Nā, kua whiua atu e au ngā mea o mua ā, kua āhei au ki te whakairo ki ētahi aromatawai hou. Nā, he aha tētahi mea hiamo? Pārekareka rānei? Me pēhea taku whakauru i ēnei ākonga hou? He tino ngāwari hei kaiako ngenge ki te tango mahi i te kāpata, nā kāore au i pērā. I runga i tērā āhuatanga, he auaha tēnei, ā, nā ngā paerewa tonu, i āhei ai mātou kia auaha te mahi.

He tino mīharo tēnei mōku nā te mea ka whiwhi koe i te ariā whānui o te Hauora, ā, ka hōhonu tō māramatanga.

Ki te taha o te aromatawai, ka taea te tuku ake hei pānui whakaahua, hei ataata rānei.

He nui te wāhi mō te auahatanga.

Ka taea te mahi pāhorangi, pana hiko, tētahi āhuatanga tāoreore rānei. Āe, he mea pai te mōhio i reira ngā kōwhiringa. Nā, i tērā tau i te Kāreti o Pēwhairangi, i whakaatu mātou i te hiahia kia whai wāhi ake ki te hōtaka Pairete NCEA Taumata 1. I kōwhiria mātou mō te Mātai Ahupūngao me te Pūtaiao Ao me te Tuarangi. 19 ā mātou ākonga e mahi ana i ērā. I te mea kua nui ake te wā ki a au, ka taea e au te waihanga tūmahi me ngā ngohe e hāngai ana ki aku ākonga. Ehara i te mahi ā-akomanga anake. Ka taea e mātou te puta ki waho ki te tirotiro noa iho ki te takoto o te whenua.

He tauira e pā ana ki te mana ōrite o te mātauranga Māori kia akohia te tauira i ngā mātauranga e pā ana ki tā rātou nei hapori pērā ki tēnei hapori o Ngāti Hine. Hei hono ēnei Kaupapa ki raro i te mātauranga Māori kia ora ai tēnei mātauranga mō ake tonu nei.

I rongo au i te whakamānawa i te wā e mahi ana i ngā mahi nā te mea i te wā ka mahi mātou i ngā aromatawai katoa me ngā whakaaturanga me ētahi atu, ka taea e mātou te tāpiri i ō mātou ake māramatanga me tō mātou ake mōhiotanga mai ō mātou wāhi noho, ō mātou whenua ake.

Mēnā kei te whakaaro koe ki te mahi pairete e whakahau ana au kia mahia, nā te mea ka kuhu mai koe i te papanga o raro ā, ka kite koe he aha te tikanga o tāu e mahi ana, ā, ki te whakapono koe ki āu mahi, ka taea e koe te hiki i te kounga.

He tino mārama ngā paerewa, ā, he nui ngā tāngata hei tautoko haere i a koe. Ehara i te mea hei tātā i a koe. Kei konā ki te āwhina i a koe ki te whakapiki haere i runga ake i ō mahi ake, ā, me pēhea hoki te whakapai ake.

Ka nui tonu te whiu pātai. Kaua e wehi ki te whakamātau i ngā mea hou. Āe, kia pārekareka te mahi, kia kaha rā.

English

More than 90 schools are taking part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. We visited two schools to look at how the fewer, larger standards and fewer assessments required by the new NCEA Level 1 subjects are working for teachers and students.

At Avondale, we have two actual Geography classes at Year 11 but we made a decision just to run with one in the pilot. Fewer, larger standards is music to my ears. The current situation in Geography has not been healthy, I don't think. It's just become a very compartmentalised subject, where one minute the students are looking at volcanic eruptions, and the next minute they're looking at Kaipara Harbour, and the next minute they're looking at a global pattern, and there's no cohesiveness. This just allows you to put together a coherent programme that kind of flows. And having the assessment fall out of that, it makes it so much easier.

Yeah, I have noticed that we’re having a lot less standards. Basically just reduced workload. So it's been a lot more stress-free.

It's good that we get more learning time to understand the assessments properly.

So this is our second year doing the pilot, and this year we've got a 170 Year 11s. So that's our entire cohort of Year 11 students. Having fewer, larger standards means that you can do a big chunk of learning which then you can assess, rather than a bit of learning, assess, move on, bit of learning, assess. So it's not so bitsy and compartmentalised. The four standards for Science are linked; they’re connected. So a bit of learning that they had done earlier is still relevant to them later on.

There is more time in learning. And I feel like learning has become more fun because it's not just bookwork. It’s more of us looking at the world.

Mid-year external assessments I think it's wonderful idea. It just relieves the pressure at the end of the year.

It means kids can be assessed on things they've already learned, rather than having to have a whole revision programme of things that you learned in February. For teachers who are going to be part of the trial next year, be open minded, be willing to take risks, play around. This is an opportunity to explore what Science is really, really about.

If your child has an opportunity to be part of a pilot, I would absolutely grab it. More opportunity for teaching and learning. I think there is going to get a much more thorough understanding of the subject. It's going to be a win-win.

It’s school, like, yeah it's hard but have fun with it. And just try your best to be creative and think outside the box because that's all you really need when you're doing the pilot subjects.

Te Reo Māori

Neke atu i te 90 ngā kura e whakauru mai ana ki te pairete iti o te 2022 o ngā Kaupapa NCEA Taumata 1 o te Marautanga o Aotearoa. I haere mātou ki ētahi kura e rua ki te tiro ake he pēhea te āhua o ngā paerewa ruarua ake, engari he nui ake, me te iti ake o ngā aromatawai i raro i ngā Kaupapa NCEA Taumata 1 hou mō ngā kaiako me ngā ākonga.

I Avondale, e rua ngā akomanga Matawhenua i te Tau 11 engari i whakatau mātou ki te whakahaere i tētahi pairete kotahi anake. He rongopai ki ōku taringa ngā paerewa ruarua ake, engari he nui ake. Kāore i tino ora te āhuatanga i roto i te Matawhenua ki ōku whakaaro. Kua noho tino wehewehe te kaupapa ako, i tētahi wā e tiro ana ngā ākonga ki te hūnga o ngā puia, he wā anō e tiro ana ki te Moana o Kaipara, ā, muri tata kei te tiro ki tētahi tauira ā-ao, otirā kāore i arorau. Mā tēnei e āhei ai koe ki te whakarite i tētahi hōtaka arorau e rere pai ana. Ā, kia taka mai te aromatawai i tērā, he tino ngāwari ake.

Āe, kua kite au kua iti ake te maha o ngā paerewa. Me kī ko te whakaitinga o te nui o ngā mahi, nā, kua kore e tino taumaha.

He pai kua nui ake te wā ako kia mārama ake ki ngā aromatawai.

Nā, koinei tā mātou tau tuarua e mahi ana i te pairete, ā, i tēnei tau he 170 ngā Tau 11. Koinā katoa tā mātou kāhui ākonga Tau 11. Nā te whiwhi i ngā paerewa ruarua ake, nui ake hoki ka taea e koe tētahi wāhanga ako nui ka taea e koe hoki te aromatawai i tērā, kaua i tētahi mahi ako iti, ka aromatawai, ka neke, ka ako anō, ka aromatawai anō. Nā, kua kore e kongakonga noa iho, kua kore e wehewehe. Ko ngā paerewa e whā o te Pūtaiao; e tūhono ana. Nō reira ko tētahi wāhanga ako i oti i mua e whai pānga tonu ana ki a rātou i muri iho.

He nui ake te wā ki te ako. Ā, ki ōku whakairo kua pārekareka ake te mahi ako nā te mea ehara i te mahi pukapuka anake, ko mātou kē e titiro atu ana ki te ao.

He whakaaro pai ki a au ngā aromatawai ā-waho i te waenga nui tau. He hiki noa i te taumahatanga i te mutunga o te tau.

Ko te tikanga ka taea te aromatawai i ngā mea kua ako kē rātou, hāunga te whiwhi i tētahi hōtaka whakahou katoa o ngā mea kua ako kē koe i te Pēpuere. Mō ngā kaiako ka uru hei wāhanga o te whakamātautau ā tērā tau, kia tuwhera ngā whakaaro, kia waewae kai kapua, kia tākaro hoki. He āheinga tēnei ki te tūhura he aha ake te Pūtaiao.

Ina whai āheinga tō tamaiti ki te noho ki roto i te pairete, me oke ia. Ka nui ake te āheinga ki te ako. Ki ōku whakaaro ka nui ake te māramatanga o te kaupapa ako. Ka whai hua ngā taha e rua.

He kura, otirā he uaua, engari kia pārekareka te mahi. Me kaha ki te whakaaro auaha me te whakaaro ki waho ake o te pouaka nā te mea koirā ke te tino hiahia i te wā e mahi ana i ngā kaupapa ako pairete.

English

[Student 1]
First year NCEA and my experience has been pretty good. I’ve loved having one assessment each term. It’s easier to get my head around. It’s easier to understand.
[Student 2]
By comparison I find it, for me, less stressful because I only have to do one assessment during the term.
[Student 1]
I think it takes pressure off students when there’s more learning and we get more time to prepare and stuff like that, and then have an assessment.
[Student 3]
And if you have more time to learn you can have more understanding time of what you’re supposed to do.
[Student 2]
Starting NCEA subjects this year was at first a bit challenging. 
[Student 3]
Expectations just go up like one hundred per cent compared to doing junior work.
[Student 4]
It’s not as bad as I thought it was going to be. You know, I thought it was this big, scary, you know...Everyone dreads it. But it actually hasn’t been too bad so far.
[Student 5]
While they may be daunted by how hard it may be and it is not easy, but if you apply yourself and work hard, you will be able to achieve excellence. Yeah!

Te reo Māori

Aku wheako o te paerete i tētahi kaupapa NCEA

Te NCEA tau tuatahi, otirā he tino pai aku wheako.
He tino pai ki au kia kotahi noa te aromatawai i ia wāhanga o te tau. He māmā ake te whai whakaaro ki tērā. He māmā ake hoki te whai māramatanga.
I runga anō i te whakataurite, ki a au, he iti ake te ahotea nā te mea kotahi anake te aromatawai
hei mahi māku i te wāhanga o te tau.
Ki a au, ka mahea ngā taumahatanga i runga i ngā ākonga i te wā he nui ake ngā mea hei ako ā, ka whai wā mātou ki te whakariterite, me ngā āhuatanga pērā, kātahi ka mahi i te aromatawai.
Ā, mēnā he roa ake te wā ako ka nui ake hoki te wā whai māramatanga o ngā mahi e tika ana kia mahia.
I te tuatahi he āhua uaua te tīmata i ngā kaupapa ako NCEA i tēnei tau.
Ka piki ngā tūmanakohanga, pēnei i te kotahi rau ōrau ina tauritetia ki ngā mahi teina.
Kāore i pērā rawa te kino i ōku whakaaro i mua.
Otirā i pōhēhē ahau he taniwha weriweri tēnei, me kī... e mataku ana te katoa ki a ia.
Engari i tēnei wā kāore i pērā rawa te kino. Āe, ka whakaaro rātou he uaua, āe, he uaua rawa ka tika,
Engari ina ka aro, ka aro rawa, ka mahi i ngā mahi, ka whai koe i te kairangi. Āe.

English

[Parent 1]
With the pilot project, what I’ve noticed for all three of my boys is they’re less stressed about assessments, and actually they’re really confident in knowing what they’ve got and what they haven’t got.
[Parent 2]
There seems to be more depth and quality in the actual learning. It’s not a speed learn anymore.
[Parent 3]
And it’s an unbelievable experience that the kids have at kura. It’s just overwhelming for a parent that never had this opportunity. Te Ao Haka has done so much for them.
[Parent 4]
Before Te Ao Haka, she was very shy about performing kapa haka and waiata. However, now that she’s in that world of Te Ao Haka, it brings out her emotion, knowledge, power, energy and excitement for that topic now.
[Parent 5]
There’s more internal type assessments rather than exams. I think that’s better because then you get a better gauge of where you’re at. It’s not just like a thing at the end of the year and then you realise that you’ve missed a whole lot of stuff out.
[Parent 6]
It helps them to stay motivated in what they need to do. And I think given the time at the moment, with the pandemic and everything, I think this works best for our children.
[Parent 1]
The fact of the matter is they’re passing, and they’re doing really well so as a parent I’m not particularly worried.
 

Te reo Māori

Te wheako a aku tamariki e paerete ana i tētahi kaupapa ako NCEA. Mō te kaupapa paerete, ko ngā mea kua kite au i roto i aku tama e tokotoru kua mahea ake ngā taumahatanga mō ngā aromatawai,
otirā kua tino māia rātou i runga  i te mōhio ki ngā whiwhinga, me ngā whiwhinga kāore anō i whiwhi.
Ko te āhua nei he hōhonu ake, he kounga ake ngā mahi ako.
Kua kore e noho hei whakataetae ināianei. Me kī he wheako tino pai rawa mā ngā tamariki i te kura.
He take tāmomi tēnei mō tētahi matua kāore i whai i tēnei āheinga i mua.
He nui ngā hua i puta ki a rātou i Te Ao Haka. I mua i tana noho i roto o Te Ao Haka a Waiora,
he tino whakamā a ia ki te tū kapa haka, ki te tū waiata. Engari e pai ana tana noho i roto i taua ao o Te Ao Haka,
Ka puta atu i a ia tana kare ā-roto, tana mōhiotanga, tana mana, kaha hoki, tana ihi i roto i taua kaupapa ināianei.
He nui ake ngā momo aromatawai ā-roto, kaua ko ngā whakamātautau.
Ki ōku whakaaro he pai ake tēnei i te mea ka pai ake te ine kei hea koe.
Ehara i te mea kei te mutunga noa iho o te tau kātahi ka mahara ake he nui ngā mea kāore i oti i a koe.
Ka āwhina kia noho hihiko rātou i roto i ā rātou mahi e tika ana hei mahinga, ā, ki ōku whakaaro, ko te wā e noho nei tātou, otirā te urutā me ētahi atu take, Ki a au, he pai ake tēnei mā ā tātou tamariki.
I te mutunga iho, e tutuki ana i a rātou, otirā e tino pai ana ā rātou mahi, nō reira hei matua,
kāore au i te tino māharahara.

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.”

Transcript (English)

Here at Whakatane High School we’ve been piloting the Level 1 English standards to the whole school. So that involves 200 students. There's four standards on offer. Each one is worth five credits. Two are assessed internally, and two are assessed externally. One of the things that we've found as teachers is it's been a huge disrupter to our everyday teaching practice. It's really forced us out of our comfort zone. It has been a challenge, but it's been a really valuable challenge, and I think it's going to be one that is really beneficial to our students. The biggest change is how standards are assessed externally. Traditionally, it's always been an end-of-year exam, whereas this year some of the work has actually been done in class, so it's been completed internally, and assessed externally. That's a bonus because a lot of those key skills are actually assessed in those external standards. A lot of our students weren't completing the end-of-year exams, which meant that they were actually being omitted from those skills that were being assessed. There's a lot more student-led learning. So students have a lot more responsibility for their own learning, and the choices in terms of the texts that they select. This has meant that we've had better engagement from our students, because they're actually selecting and studying texts that they actually enjoy, and that are relevant to them. My advice to anyone wanting to be part of the pilot is that it is just a pilot. There's a lot of trial and error. One of the things that we've really learnt this year is the benefit of hindsight. However, it is a trial, and the mistakes that we make are going to be corrected, and we're able to feed back to the Ministry what to be aware of if you are piloting next year. So my advice would be to keep communicating with the Ministry of Education, NZQA, and, more importantly, other piloteers. We're all in the same boat. But at times when you feel like you're getting lost, it's always really important to go back to that Learning Matrix. If you are considering piloting the Level 1 standards, I would really encourage people to look at the assessment activities, and get a clear idea of exactly what you're going to be teaching, and what's going to be working best for the students in front of you. We'd definitely do it again. It's been a huge challenge, but I think it's been a really important challenge. We needed that disruption because NCEA isn't working for some of our students, so we need to make changes to make it more equitable.

Transcript (te reo)

I konei i te Kura Tuarua o Whakatāne kua paeratatia e mātou ngā paerewa Ingarihi Taumata 1 ki te kura whānui. Nā, ka uru te 200 ākonga ki roto. E whā ngā paerewa kua tāpaetia. He rima whiwhinga te uara o ia paerewa. E rua ka ngā aromatawaitia ā-roto, ā, e rua ka aromatawaitia ā-waho. Ko tētahi mea kua kite mātou hei kaiako – he whakararu nui tēnei ki ā mātou tikanga ako o ia rā. Me kī nā tēnei mātou i whakaoreore mai kia wehe i tō mātou nōhanga hāneanea. He mahi uaua tēnei engari he mahi tino whai hua hoki, ā, e whakaaro ana ahau he mahi tēnei e tino puta ai he hua ki ā mātou ākonga. Ko te panoni nui rawa ko te āhua o te aromatawai ā-waho i paerewa. I mua hoki, i noho tēnei hei whakamātautau i te mutunga o te tau, engari i tēnei tau ko ētahi o ngā mahi kua oti kē i roto i te akomanga, Nā kua oti ā-roto nei, kua aromatawaitia ā-waho. He painga tērā nā te mea ko te nuinga o aua pūkenga matuae aromatawaitia kētia ana i roto i aua paerewa ā-waho. He nui ā mātou ākonga kāore i te whakatutuki i ā rātou whakamātautau mutunga tau, ā, ko te tikanga o tērā i te whakakorehia rātou mai i aua pūkenga i te aromatawaitia. He nui ake ngā akoranga e ārahitia ana e ngā ākonga. Nā, he nui ake te kawenga a ngā ākonga ki ā rātou ake mahi ako, me ngā kōwhiringa e pā ana ki ngā tuhinga ka tīpakohia e rātou. Ko te tikanga e tēnei he nui kē atu te whakaurunga o ā mātou ākonga, nā te mea e tīpako ana, e rangahau ana rātou i ngā tuhinga e pārekarekatia ana e rātou, ā, e hāngai kē ana ki a rātou. Ko aku tohutohu ki te hunga e hiahia ana ki te uru mai ki te paerata, kia mahara he paerata noa tēnei. He nui ngā whakamātautau me ngā hapa. Ko tētahi o ngā mea i tino ako mātou i tēnei tau, ko te hua o te tirohanga whakamuri. Engari he whakamātautau tēnei, ā, ka whakatikatikahia ā mātou hapa, ā, e taea ana e mātou te whakahoki kōrero ki Te Tāhuhu he aha ngā mataaratanga mēnā e paerata ana koe i tēnei ā tērā tau. Nā, ko aku kupu tohutohu tēnei, kia whakawhiti kōrero tonu ki Te Tāhuhu o te Mātauranga, te NZQA, ā, mātua hoki, ki ētahi atu kaipaerata. Kei roto tātou i te waka kotahi. Engari i ētahi wā e whakairo ana e ngaro haere ana koe, he take nui tonu te hoki anō ki te Poukapa Akoranga. Mēnā e whai whakaaro ana koe ki te paerata i ngā paerewa Taumata 1, E tino akiaki ana ahau i te hunga ki te tiro ki ngā tūmahi aromatawai, me te mārama haere o te whakairo he aha ia rā tāu e whakaako ana, ā, he aha ngā mahi e whai hua ai mō ngā ākonga kei mua i a koe. Tūturu ka mahia anō e mātou tēnei mahi. He wero nui, engari ki ōku whakaaro, he wero tērā i tino whai take. I tino hiahia mātou i taua whakararunga, nā te mea kāore te NCEA i mahi tika mā ētahi o ā mātou ākonga, nō reira me panoni kia nui ake ai te mana taurite.

English

So we've been part of the mini-pilot project with Visual Arts and we have started with Year 11.

So we've got 62 students in our Year 11 programme and we've decided to run the mini-pilot across all three classes rather than doing one sample class. That means the whole three teachers of  the department have been involved with developing the programme, looking at the standards, and looking at the new matrix.

One of the ways that students will probably be seeing a change this year is that we're now doing the new research standard.

The students actually engage with it better than I thought they would, and they've really produced some beautiful research work. They don't have to do screeds of writing.

They don't have to do essays or anything like that. It's encouraging the students to work like an artist would rather than doing a school project with an essay. And I actually think that's a really huge advantage to how the new standards are being implemented this year.

Our students have been looking at Tikanga Māori as well as another culture, and we're combining those. And what it's meant is we can get actually quite a lot of diversity in our project. That's really giving us a platform that students can take their own stories and take them further, and really engage on a real, personal level with their artwork.

So it's really easy to feel quite intimidated at the beginning of new externals and especially with that we've moved from one external to two.

One of the externals has the workbook component, the other external has the folio. The positive thing is - that folio is smaller than the old folios. What it means is you can use the workbook component to really show thinking, working, research development, and so on. And then the folio is very much designed now to be just showcasing really nice finished work.

On the whole, I think most people will be able to actually see how their programmes can adapt across to it. I'm really looking forward to the idea of one or two schools in our area potentially doing the project next year as well so that we can interact and liaise with them.

So we'll continue with the mini-pilot next year. We've already jumped in, boots and all, and it'd be pretty crazy to go backwards now. The new standards are coming out anyway so why not keep going?

We're already planning next year of how we might make changes and really improve our programme. So, yeah, we're in.

We need to be there and we will be doing it.

Te reo Māori

Nā, kua noho mātou hei wāhanga o te paerata-titi ki te Toi Ataata, ā, i tīmata mātou i te Tau 11.

Nā he 62 ā mātou ākonga kei tō mātou hōtaka o te Tau 11, ā, kua whakatau mātou ki te whakahaere i te paerata-iti puta noa I ngā akomanga e toru hāunga te akomanga kotahi.

Ko te tikanga o tērā, ko ngā kaiako e toru o te tari kua whai wāhi mai ki te whanaketanga o te hōtaka, te tiro i ngā paerewa me te tiro ki te poukapa hou.

Ko tētahi o ngā huarahi ka kite pea ngā ākonga i roto i ngā panonitanga i tēnei tau ko tā tātou whai i te paerewa rangahau hou ināianei.

He pai ake te whakauru atu o ngā ākonga ki tōku i whakaaro nei, ā, kua oti i a rātou ētahi mahi rangahau tino ātaahua.

Kāore rātou e mate ki te whakaputa i ngā tuhinga nui rawa.

Kāore rātou e mate ki te mahi tuhinga roa, ētahi mahi pērā rānei.

Engari he akiaki kē i ngā ākonga ki te mahi pērā ki te ringa toi hāunga te mahi i ngā kaupapa kura pēnei i te tuhinga roa.

Ā, e whakaaro hoki ana ahau he painga tino nui tērā o te āhua o te whakatinanatanga o ngā pāerewa hou i tēnei tau.

Kua titiro ā mātou ākonga ki te Tikanga Māori tae atu ki ētahi atu ahurea, ā, e whakakotahi ana mātou i ērā. 

Ā, ko te tikanga o tērā, he nui te kanorau i roto i tā mātou kaupapa.

Nā tērā i whakatakoto i te tūāpapa e taea e ngā ākonga te kapo i ā rātou kōrero ake me te kawe haere i ērā, me te āta whakauru atu ki ā rātou mahi toi i te taumata whaiaro nei.

Nā reira he māmā noa te rongo i te mataku i te tīmatanga o ngā ā-waho hou, ā, tatū noa ki te āhuatanga i neke mātou mai i te ā-waho kotahi, ki te rua.

Ko tētahi o ngā ā-waho e mau ana te wāhanga pukamahi, kei tētahi atu ā-waho ko te kōpaki.

Ko te mea pai o tēnei – he paku ake taua kōpaki i ngā kōpaki o mua. 

Ko te tikanga o tērā ka taea e koe te whakamahi i te wāhanga pukamahi hei tino whakaatu i ngā whakaaro, ngā mahi, te whanaketanga rangahau me ērā atu, ā, ko āta hoahoatia te kōpaki ināianei hei whakaatu i ngā mahi kounga rawa anake.

Hui katoa, i ōku whakairo ka kite te nuinga o ngā tāngata i te āhua e taea e ō rātou hōtaka te urutau ake.

E tino rikarika ana ahau ki te whakairo o tētahi kura, ngā kura e rua rānei i tō mātou rohe e tūpono mahi ana i te kaupapa ā tērā tau hoki kia taea e mātou te pāhekoheko me te mahi takawaenga ki a rātou.

Na, ka mahi haere tonu mātou i te paerata-titi ā tērā tau.

Kua kuhu nui kē atu mātou ki roto i te kaupapa, ā, he pōrangi te whakaaro ki te hoki whakamuri ināianei.

Ka puta ōkawa mai ngā, nā, he aha te hē o te kore e whāia tonu?

Kua tīmata kē te whakamahere mō te tau e tū mai nei mō te āhua o ngā panoni me te tino hiki i tō mātou hōtaka.

Ae, e uru kaha ana mātou.

Ka tika kia uru mātou, otirā ka oti i a mātou.

Transcript (English)

Garin College is part of the mini-pilot for Religious Studies. Our entire Year 11 cohort is involved. A total of 125 students. We have all five of our Religious Education teachers involved, with one class each. The new standards definitely allow scope for creativity and doing things a little bit differently. Fortunately, there's enough of the standards that have new and familiar content not to throw teachers too far off their mark. Most of the standards are significantly lower word limits. The students are taking a while to get this because they are used to thinking that excellence means lots more words. But of course, that's not the case. We're looking for quality, not quantity. They're definitely getting that, and they're learning to consolidate their ideas much better. One new standard that we've done this year is around religious communities in New Zealand, and our students really enjoyed the more in-depth study of New Zealand 19th century history, particularly around the Treaty of Waitangi. We used timelines, we researched local history, and this gave our students a huge amount of engagement and enjoyment. The external assessment format was novel. While there were logistical challenges with a new external, particularly falling at mid-year, one takeout was that it catered for a range of learning styles. If you're doing the pilots next year, my advice would be to get on board in terms of professional development by the end of this year. We all know how busy the school calendar year is so you need to plan very specifically for your own school's needs. Collaboration has been one of the most important aspects of the entire pilot. The questions and feedback and frustrations that we share via the Review Team Zoom meetings have been invaluable for tackling a pilot year.

Transcipt (te reo)

Ko te kura tuarua o Garin tētahi e whai wāhi ana ki te paerata iti mō te Mātai Whakapono. Kei te whai wāhi te tau 11 katoa. 125 ngā ākonga katoa. Kei te whai wāhi ā mātou kaiako Mātai Whakapono e rima katoa, kotahi karaehe ki ia kaiako. Mā ngā paerewa hou e āhei ai ki te whai I ngā mahi auaha me ngā mahi āhua rerekē. Waimarie, he nui tonu ngā paerewa whai kaupapa hou, ā, me ngā kaupapa e mōhiotia ana kia kaua e whakararu i te kaiako. He iti rawa ngā tepenga kupu mō te nuinga o ngā paerewa. Kāore anō kia waia ngā ākonga ki tēnei nā te mea kua waia kē rātou ki te whakaaro me nui ngā kupu e whiwhi kairangi ai. Ehara tērā i te tika. Ko te kounga kē te painga, kaua ko te rahinga. Kei te mārama haere rātou ki tēnā, ā, kei te ako kia pai ake tā rātou whakatōpū i ō rātou whakaaro. Ko tētahi o ngā paerewa kua mahia e mātou i tēnei tau e pā ana ki ngā hapori whakapono o Aotearoa, ā, i pārekareka ki ā mātou ākonga te ruku hōhonu atu ki tētahi kaupapa mō te hītori o Aotearoa i te rautau 19, inarā mō te Tiriti o Waitangi. I whakamahi mātou i ngā rārangi wā, i rangahau i te hītori ā-rohe, ā, i pārekareka katoa ā mātou ākonga ki tēnei. He hou te hōputu o te aromatawai ā-waho. Ahakoa he uaua ētahi o ngā nekeneke o te aromatawai ā-waho hou, inarā te tū i waenganui tau, ko tētahi painga, i whai wāhi ngā momo ako maha. Mēnā kei te mahi koe i ngā paerata ā tērā tau, ko tāku me whai i ngā mahi whakawhanake ngaio i mua i te mutunga o tēnei tau. Kei te mōhio katoa mātou he nui ngā mahi o te kura i tētahi tau nō reira me āta whakamahere mō ngā hiahia o tōu ake kura. Ko te mahi tahi tētahi o ngā āhuatanga hira o te paerata katoa. Te mutunga kē mai o te pai o ngā pātai, ngā whakahokinga kōrero me ngā hēmanawatanga i roto i ā mātou kōrerorero i ngā Hui Topa Rōpū Arotake mō te whai i tētahi tau paerata.