More than 160 schools and kura are taking part in four pilots across the 2023 school year.
Pilots in both The New Zealand Curriculum and Te Marautanga o Aotearoa test the new teaching, learning and assessment materials driven by NCEA Change to improve credibility, well-being, equity, coherence, and pathways for kaiako and ākonga.
Following the implementation timeline change of April 2023 we liaised with kaiako and schools involved in The New Zealand Curriculum Level 1 pilots in 2022. Kaiako and ākonga from 2022 pilots are using existing standards and subject materials to achieve Level 2 in 2023.
More than 160 schools and kura are taking part in four pilots across the 2023 school year.
Pilots in both The New Zealand Curriculum and Te Marautanga o Aotearoa test the new teaching, learning and assessment materials driven by NCEA Change to improve credibility, well-being, equity, coherence, and pathways for kaiako and ākonga.
Following the implementation timeline change of April 2023 we liaised with kaiako and schools involved in The New Zealand Curriculum Level 1 pilots in 2022. Kaiako and ākonga from 2022 pilots are using existing standards and subject materials to achieve Level 2 in 2023.
Using the new NCEA Level 1 materials followed by existing Level 2 Standards
[ File Resource ]
- Title: Summary of insights from pilot teachers
- Description: Using the new NCEA Level 1 materials followed by existing Level 2 Standards
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-05/Using%20existing%20Level%202%20Standards%20in%202024%20after%20new%20Level%201-Summary%20of%20insights%20from%20sample%20of%20NZC%20pilots_May%202023.pdf?VersionId=5bM.zvWZtkhzrsTqkLQBUFrp7NtsLQLm
- File Extension: pdf
- File Size: 169KB
- Summary of insights from pilot teachers.pdf
- Description: Using the new NCEA Level 1 materials followed by existing Level 2 Standards
Summary of insights from pilot teachers
By early June 2023 we will distribute an information resource to provide reassurance and clarity on what the transition between the new Level 1 and existing Level 2 means for teaching and learning. This includes subject specific explanations and advice.
By early June 2023 we will distribute an information resource to provide reassurance and clarity on what the transition between the new Level 1 and existing Level 2 means for teaching and learning. This includes subject specific explanations and advice.
Pilots in 2023
More than 160 schools and kura are taking part in the four pilots that are being conducted this school year:
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Mini-pilot of all Te Marautanga o Aotearoa (TMoA) NCEA Level 2 Ako, which includes Te Reo Rangatira, Pāngarau, Hauora, Tikanga ā-Iwi, Ngā Toi (Toi Puoro, Ngā Mahi a te Rēhia, Toi Ataata), Pūtaiao and Hangarau
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Full-scale pilot of all New Zealand Curriculum (NZC) NCEA Level 1 subjects
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Full-scale pilot of all Te Marautanga o Aotearoa (TMoA) NCEA Level 1 Wāhanga Ako
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Mini-pilot of Level 2 Te Reo Māori NZC and a full-scale pilot of Level 1.
These wider pilots continue to build on the positive outcomes of the three mini-pilots that were conducted in 2022.
Te Ao Haka, the new Māori Performing Arts subject, is being implemented across all three NCEA levels and for University Entrance.
Resources to support pilot teachers in using the new Learning Matrices, Achievement Standards, Assessment Activities, and other supporting materials to plan programmes of learning are available on the respective subject pages.
Note: Although these resources will be available to all schools, only pilot schools and kura can use the new Achievement Standards to credential student learning.
NCEA literacy and numeracy assessment pathways for schools and kura piloting the new Level 1 achievement standards
-
The current NCEA literacy and numeracy requirements from 2013 apply until the end of 2023.
- To gain an NCEA qualification, students need 10 literacy credits and 10 numeracy credits.
For this year only, students can use one of three assessment pathways to meet the NCEA literacy and numeracy requirements:
the new literacy (reading, writing) and numeracy, te reo matatini and/or pāngarau co-requisite standards
OR
the package of literacy standards (26622, 26624, 26625) and/or the package of numeracy standards (26623, 26626 and 26627)
OR
10 credits from standards tagged for literacy and/or 10 credits from standards tagged for numeracy
The list of tagged standards is expansive. It includes the pilot Level 1 achievement standards, which were first tagged for use during last year’s mini pilot, and has been updated to reflect changes to those pilot standards for this year. You can see the pilot standards that are tagged for 2023 below.
More than 160 schools and kura are taking part in the four pilots that are being conducted this school year:
-
Mini-pilot of all Te Marautanga o Aotearoa (TMoA) NCEA Level 2 Ako, which includes Te Reo Rangatira, Pāngarau, Hauora, Tikanga ā-Iwi, Ngā Toi (Toi Puoro, Ngā Mahi a te Rēhia, Toi Ataata), Pūtaiao and Hangarau
-
Full-scale pilot of all New Zealand Curriculum (NZC) NCEA Level 1 subjects
-
Full-scale pilot of all Te Marautanga o Aotearoa (TMoA) NCEA Level 1 Wāhanga Ako
-
Mini-pilot of Level 2 Te Reo Māori NZC and a full-scale pilot of Level 1.
These wider pilots continue to build on the positive outcomes of the three mini-pilots that were conducted in 2022.
Te Ao Haka, the new Māori Performing Arts subject, is being implemented across all three NCEA levels and for University Entrance.
Resources to support pilot teachers in using the new Learning Matrices, Achievement Standards, Assessment Activities, and other supporting materials to plan programmes of learning are available on the respective subject pages.
Note: Although these resources will be available to all schools, only pilot schools and kura can use the new Achievement Standards to credential student learning.
NCEA literacy and numeracy assessment pathways for schools and kura piloting the new Level 1 achievement standards
-
The current NCEA literacy and numeracy requirements from 2013 apply until the end of 2023.
- To gain an NCEA qualification, students need 10 literacy credits and 10 numeracy credits.
For this year only, students can use one of three assessment pathways to meet the NCEA literacy and numeracy requirements:
the new literacy (reading, writing) and numeracy, te reo matatini and/or pāngarau co-requisite standards
OR
the package of literacy standards (26622, 26624, 26625) and/or the package of numeracy standards (26623, 26626 and 26627)
OR
10 credits from standards tagged for literacy and/or 10 credits from standards tagged for numeracy
The list of tagged standards is expansive. It includes the pilot Level 1 achievement standards, which were first tagged for use during last year’s mini pilot, and has been updated to reflect changes to those pilot standards for this year. You can see the pilot standards that are tagged for 2023 below.
[ File Resource ]
- Title: List of Tagged Standards for 2023
- Description: List of tagged literacy and numeracy-rich pilot achievement standards, including Te Ao Haka
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-06/Updated%20List%20of%20Tagged%20Standards%20for%202023.pdf?VersionId=JbMAqn4cY0IT0UiXraHu7xD3ngCdIE..
- File Extension: pdf
- File Size: 157KB
- List of Tagged Standards for 2023.pdf
- Description: List of tagged literacy and numeracy-rich pilot achievement standards, including Te Ao Haka
List of Tagged Standards for 2023
Changes to Subject Material for 2023
Learnings from the 2022 mini-pilot have been used to refine and revise the Level 1 standards and assessments for further testing in the full pilot in 2023. The final pilot-ready versions of these materials will be published on NCEA.education during Term 1 2023. Pilot teachers attended a planning workshop in January 2023 and have access to the revised standards for planning purposes. Piloteers are being supported by Ministry and NZQA as they engage with the revised NCEA subject materials throughout 2023.
Changes to Subject Material for 2023
Learnings from the 2022 mini-pilot have been used to refine and revise the Level 1 standards and assessments for further testing in the full pilot in 2023. The final pilot-ready versions of these materials will be published on NCEA.education during Term 1 2023. Pilot teachers attended a planning workshop in January 2023 and have access to the revised standards for planning purposes. Piloteers are being supported by Ministry and NZQA as they engage with the revised NCEA subject materials throughout 2023.
Literacy and Numeracy Transitional Year
In 2023, any school and kura can choose to use the Te Reo Matatini me te Pāngarau | Literacy and Numeracy standards to meet the literacy and numeracy requirement as long as your school has consent to assess.
Learn more about this opportunity
Read an update on the results of the first assessment for 2022.
Read a summary of the 2021 Literacy and Numeracy | Te Reo Matatini me te Pāngarau Mini-Pilot Evaluation.
In 2023, any school and kura can choose to use the Te Reo Matatini me te Pāngarau | Literacy and Numeracy standards to meet the literacy and numeracy requirement as long as your school has consent to assess.
Learn more about this opportunity
Read an update on the results of the first assessment for 2022.
Read a summary of the 2021 Literacy and Numeracy | Te Reo Matatini me te Pāngarau Mini-Pilot Evaluation.
NCEA Pilots in 2022
More than 360 schools and kura took part in four pilots that were conducted in 2022:
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Te Reo Matatini me te Pāngarau | Literacy and Numeracy - one of the NCEA changes is to create new standards that will directly assess Te Reo Matatini me te Pāngarau | Literacy and Numeracy as a co-requisite to the NCEA qualification
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All Te Marautanga o Aotearoa (TMoA) NCEA 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 and Hangarau. This was a mini-pilot ahead of the full-scale pilot of all the Wāhanga Ako in 2023.
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All New Zealand Curriculum (NZC) NCEA Level 1 subjects, including the four subjects that were part of the 2021 mini-pilot (English, Science, Religious Studies and Visual Arts). This was a mini-pilot ahead of the full-scale pilot of all these subjects in 2023.
-
Te Ao Haka, the new Māori Performing Arts subject was piloted across all three NCEA levels and for University Entrance.
These wider pilots built on the positive outcomes of the three mini-pilots that were conducted in 2021 - Te Ao Haka, Te Reo Matatini me te Pāngarau | Literacy and Numeracy, and NZC NCEA Level 1 mini-pilot.
NCEA Pilots in 2022
More than 360 schools and kura took part in four pilots that were conducted in 2022:
-
Te Reo Matatini me te Pāngarau | Literacy and Numeracy - one of the NCEA changes is to create new standards that will directly assess Te Reo Matatini me te Pāngarau | Literacy and Numeracy as a co-requisite to the NCEA qualification
-
All Te Marautanga o Aotearoa (TMoA) NCEA 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 and Hangarau. This was a mini-pilot ahead of the full-scale pilot of all the Wāhanga Ako in 2023.
-
All New Zealand Curriculum (NZC) NCEA Level 1 subjects, including the four subjects that were part of the 2021 mini-pilot (English, Science, Religious Studies and Visual Arts). This was a mini-pilot ahead of the full-scale pilot of all these subjects in 2023.
-
Te Ao Haka, the new Māori Performing Arts subject was piloted across all three NCEA levels and for University Entrance.
These wider pilots built on the positive outcomes of the three mini-pilots that were conducted in 2021 - Te Ao Haka, Te Reo Matatini me te Pāngarau | Literacy and Numeracy, and NZC NCEA Level 1 mini-pilot.
Pilot School Videos
[ Video Resource ]
- Title: Hamilton Girls' High School
- Description: Te Reo Māori NZC mini-pilot experience 2022
- Video Duration: 9 minutes
- Video URL: https://player.vimeo.com/video/811823318?h=9d1e05e5a2
- Transcript: English Let me burst forth into the world of light! I became a teacher because I had significant people in my life while I was at school
English
Let me burst forth into the world of light! I became a teacher because I had significant people in my life while I was at school, especially at secondary school that helped pave the way for me, and as my way to do that for others. I absolutely love being that person for other people, for rangatahi, specially for our rangatahi Māori in Kura Auraki. Being able to just guide them and help them make the right choices even if there are ka kotiti haere i ētahi wā, kei konei au hei pou mā ratau.
The song we learned – what is it? "Nanea" – good, we’ll do that one today too. We’ll look at the words. I learned te reo Māori at high school. I had a fabulous teacher there, and that’s why I wanted to continue teaching the language to our kids. I’m also one who knows it is challenging to learn. Yes, that’s why I am here – to uplift our language, our Māori language, for all of our benefit.
Because week 1 pretty much Monday of week 1, ka tu koutou, ne? You’re all going to do your mihi ki ngā ringawera.
One of our teachers, Whaea Holly, was eager to take on this new subject. That’s perhaps the main reason. But some of the other outcomes, or benefits of this new objective of ours...
As a tari, as a department, we are broadening our skills because there’s a new approach to Te Reo Māori going on at the moment, and that’s been inspiring for our entire tari. We’ve got a couple of quite experienced reo Māori teachers in there, as well as a ‘Limited Authority to Teach’ Teacher, and a student teacher. And so it’s been quite the journey for all of us because all of us are learning something new. And that’s actually been quite exciting.
We’re very fortunate to be running two pilots with Te Ao Haka and Te Reo Māori. So we’re actually able to – not all the students are the same, but we’re able to get together, and I feel like they’re learning so much, because they’re doing a lot of reo stuff, haka within this class, and actually coming in and doing very similar things. So they’re really complimenting one another. Being two university approved subjects as well, it’s amazing for our tauira. Absolutely. It’s life changing really that they do this.
This year, we are in a pilot, so things are a bit different to previous years. We have to deliver mihi and those sorts of things. I did it at my old school, so I find those things relatively easy. But as anexample, at the beginning of the year we learned about the ‘a’ and ‘o’ categories, and when you should use ‘a’ or ‘o’.
I hadn’t really ever thought much about it before, because I’d just talk, just like English, where it would just come out. So I had never really given any though to whether something was ‘a’ or ‘o’ Nō reira, just like thinking about kind of, when, like how to properly speak I guess?
At the beginning of the year, it wasn’t very easy.
I didn’t like it. Cause I’d be just sitting, and oh my god, that’s it you know? I should be just not in this class. But knowing now, like learning the things we are knowing now, it’s making me like them. Here I was back then thinking I was ‘all that’ , and I don’t even know how to answer these questions, in that specific way, and I just like it, and I’ve made more friends in class, and learnt more about them. So I really like it.
As a student here, never really appreciated what or knew how much work teachers put behind what goes into the classes, So I do now, think back and kind of regret sometimes when I didn’t turn up to class, and all that kind of stuff. Because coming back as a kaiako, seeing the amount of work that teachers do put in to help us as students, or with Hols (Holly) anyway, it’s breathtaking. It’s quite inspirational.
Never really thought I’d come back as a teacher, but when it was proposed to me at the starting of the year I was like “OK”. They said it would be like kapa haka, how you teach just do that in the classroom and I was like “OK” but still unsure.
But just seeing Whaea Hols talking to you frankly, what it does not just to Te Reo Māori, Te Ao Māori, that’s kind of inspired me to come back, and kind of give back to the kids, and hopefully instill something in them, as they have to me as a student and a kaiako.
I suppose for me as a teacher, I create a really safe learning environment, and we have girls that have come from Kura Kaupapa, and we’ve also got girls that are not connected at all to their culture, and know nothing, but they may look Māori.
So my first thing, and one of the first things I do in my classes is actually say to them “this is a safe space to make mistakes, kaua e whakaiti, all of those things, and I just want to empower those students to feel connected. One to their culture, and it’s OK not to know. That’s why we’re here.
It’s not actually their fault that they don’t know, and one of the standards that we do do, is looking at Te Ora o Te Reo, so we actually go back and we address all those issues. What happened when the arrival of Pākehā, and for a lot of our students they didn’t know that that happens, and they were able to kind of get an understanding and actually feel proud that they are learning Te Reo and continuing this in their life journey.
I was really quite scared to go into it, cause I didn’t take Māori last year, and I was like “oh all these girls probably came from Kura Kaupapa and they’re all fluent, and they will know heaps more than me now. I’m just not going to do well.” I found it especially scarey because I am like a fair skinned Māori, so I don’t want people to think “oh like she’s plastic” like that kind of thing.
But now, I’ve like totally learnt that it’s not how people are thinking at all, and even if I was like not as up – like if everyone else was up here and I was down there, I’ve grown and I’ve learnt more, and we’re all at par with each other I guess.
But it’s super safe environment, and everyone’s super understanding of mistakes. You know? And I’ve learnt heaps. It’s been mean, and I love it so much. Everything we’ve been learning is so fascinating and it’s like we’re not just learning the Reo, we’re learning the culture. We’re learning everything. It’s awesome.
I think for a first year mini pilot, I feel like this one in particular, especially with Whaea Holly and Whaea Pani, I think they’ve done amazing. To be honest, I would not have been able to do what she has accomplished.
Multi-talented. I just want to acknowledge them. They worked relentlessly, for the benefit of the girls, our language and our Māori word. I cannot thank them enough.
Te Reo Māori
Ā kia pūea ai au, ki te whei ao, ki te ao mārama kokiri!
I whai au i te mahi kaiako i te mea nōku i te kura, otirā i te kura tuarua, tērā ētahi tino tāngata i āwhina ki te para i te huarahi whakamua mōku, ā, koinei te ara e taea ai e au te pērā mō tangata kē. He rawe ki ahau te noho hei tuarā mō tangata kē, mō te rangatahi, otirā mō te rangatahi Māori i te kura auraki. He mea nui ki a au te ārahi, te āwhina hoki i a rātou kia tika ai ngā mahi. Ahakoa pea te kotiti haere i ētahi wā, kei konei au hei pou mō rātou.
Ko te waiata kua akonga e tātau. He aha te waiata? Nānea, kapai, ka mahi tēna i te ra nei hoki. Ka tirohia ki nga kupu. I ako au i te reo i au i te kura tuarua i reira tētahi kaiako rawe rawa atu, ana koira te take i hiahia au kia whangai i te reo ki a tātau tamariki. Ko au hoki tēra e mōhio ana he huarahi tino uaua ki te ako. Ae, koira te take kei konei au, hei hāpai tō tātau reo rangatira, tātau reo Māori, mō tātau katoa.
Nā te mea hei te wiki tuatahi, arā, hei te Mane o te wiki tuatahi, ka tū koutou nē? Ka mihi koutou ki ngā ringawera.
Ko tētahi o a mātau pouako, Whaea Holly, i te tino hikaka ia ki te ruku ki roto i ngā āhuatanga o tēnei mea hōu. Koia pea te take matua. Ēngari ko ētahi atu o ngā putanga, ngā hua o tēnei whainga o mātau….
Ā-tari nei, ā-wāhanga nei, e whakawhānui ana mātou i ō mātou pūkenga, i te mea he huarahi hou e whāia ana mō te reo Māori i tēnei wā, me te aha, he mea whakaihiihi i tō mātou tari katoa. Ko ētahi i te tari he kaiako reo Māori tautōhito, ko tētahi he LAT, ko tētahi he kaiako ākonga. Nō reira he haerenga mīharo tēnei i te mea katoa mātou e ako ana i tētahi mea hou. Kātahi te mea whakaihiihi ko tērā.
Nō mātou te whiwhi e whai wāhi ana mātou ki ngā whakamātautanga e rua, arā, ko Te Ao Haka me Te Reo Māori. Nō reira, ahakoa kāore i pērā ngā ākonga katoa, ka oti i a mātou te noho tahi, ā, e whakapae ana ahau he nui ngā akoranga ka puta, nā te mea, he nui ngā akoranga mō te reo me te haka i tēnei karaihe, ā, ka kuhu mai rātou, ka mahi ai i ngā mea hanga ōrite. Nō reira, e haere ngātahi ana ngā mea e rua. E whakaaengia ana anō ēnei marau i te whare wānanga, nō reira, he pai katoa tēnei mō ā mātou tauira. Ka huri ō rātou ao i ēnei mahi.
I tēnei tau, he Pilot tātau nō reira kua mahia tētahi mea rerekē mai aua atu tau. Nō reira ko ngā mahi ko te tuku mihi me aua mea. Nō reira kua mahia e au ki tōku kura tawhito. Nō reira he māmā aua mea ēngari hei tauira i te timatanga o te tau i ako mātau e pā ana ki ngā ‘a’ me ngā ‘o’. He te wā ka whakamahi koe i te ‘a’ me te ‘o’. Kaore au kia tino whakaaro ki aua mea. Nā te mea, ka just like kōrero au. Pēra ki te like reo pākeha, ka just puta mai. Nō reira kaore au ka tino whakaaro mehemea he ‘a’ he ‘o’ ranei.
Nō reira, ko te whai whakaaro ki te tika o te reo kōrero.
I te timatanga o tēnei tau. Kaore i tino māmā.
Kāore i pai ki ahau, nā te mea ka noho noa, ā, koirā noa iho. Ka whakaaro ake kāore i tika taku noho mai ki tēnei karaihe. Heoi anō, i runga i ngā mea e ākona ana ināianei, e rata haere ana ahau. I reira au e whakaaro ana i tērā wā, kāore i tū atu i ahau. Kāore au i te mōhio me pēhea te whakautu i ēnei pātai mā te whai i tētahi ara whāiti, heoi, ka rata tonu au, otirā, kua whai hoa hou au, kua ako i ngā kōrero mō rātou. Nō reira, e tino rata ana ahau.
Nōku i konei hei ākonga, kāore au i tino mārama ki te nui o ngā mahi i oti i ngā kaiako mō ā rātou akoranga. E mārama ana ināianei. Ka hoki ngā mahara, ka wāhi pōuri au i te korenga ōku e tae ki ētahi akoranga, me aua momo āhuatanga. Hoki mai ana hei kaiako, me te kite atu i te nui o ngā mahi a ngā kaiako hei āwhina i te ākonga, koia tāku e kite nei i a Holly, he mīharo. Kātahi te āhuatanga whakaihiihi!
Kāore au i whakaaro ka hoki pēnei mai au hei kaiako, heoi anō, ka whakatakotongia mai te whakaaro i te tīmatanga o te tau, ka whakaae atu au, ‘Ka pai’. Ko tā rātou, ka ōrite ki te kapa haka – ko tō āhua whakaako, me pērā tonu i te akomanga. Ka ‘āe’ atu au, engari e ngākaurua tonu ana.
Heoi anō, i te āhua o te kōrero hāngai mai a Whaea Hols mō ngā painga mō te reo Māori me te ao Māori anō, nā reira au i hoki mai ai, kia hāpai i ngā tamariki, kia whakatō anō i tētahi āhuatanga whai tikanga ki roto i a rātou, pērā i tā rātou mai ki ahau hei ākonga, hei kaiako anō hoki.
Mōku ake, hei kaiako, ko tāku he whakarite i tētahi taiao ako e haumaru ana. Ko ētahi kōtiro ka tae mai i te kura kaupapa, ko ētahi kāore i whai hononga ki tō rātou ahurea - e kūare ana, ahakoa pea te Māori o te hanga.
Nō reira, ko tētahi o aku mahi tuatahi i aku akoranga ko te āta kī atu ‘he wāhi haumaru tēnei mō te hapa’, 'kaua e whakaiti', aua āhuatanga katoa. Heoi anō tāku e whai ana kia rongo aua ākonga i tērā hononga ki tō rātou ahurea, me te mōhio, e pai ana mēnā kāore rātou i te mōhio. Koinā tā mātou mahi.
Ehara i a rātou te hē kāore rātou i te mōhio, ā, ko tētahi o ngā paerewa ka whāia e mātou e aro ana ki Te Ora o Te Reo. Nō reira ka hoki mātou ki te aro ki aua āhuatanga katoa, arā, i ahatia i te taenga mai o te Pākehā? He tokomaha ā mātou ākonga kāore i mōhio ki aua kōrero, me te aha, i whai māramatanga rātou, i whakahīhī hoki e ako ana rātou i te reo.
I tino hopo au i te mea kāore au i ako i te reo Māori i tērā tau, me te aha i whakaaro au, "kāore e kore i tae mai ēnei kōtiro i te kura kaupapa Māori, ā, e matatau ana ki te reo. Ka nui atu anō ō rātou mōhiotanga i ōku. E kore au e eke". I hopo pai au i te mea he Māori kiritea au, nō reira kāore au i te hiahia kia whakaaro ētahi, “He purei Māori ia”, me aua momo āhuatanga.
Heoi anō, i āianei kua ako au, ehara i te mea e whakaaro pērā ana ngā tāngata, ka mutu, ahakoa kāore pea i pērā rawa taku pakari – arā, ko te katoa kei runga rā, ko au kē kei raro e putu ana, ko te mea nui, kua whanake au, he nui hoki ngā akoranga, ā, e hanga ōrite ana ō mātou pūkenga i āianei.
Engari, he taiao haumaru pai, ka mutu, e ngākau māhaki ana te katoa ki te hapa. He nui aku akoranga. Kua rawe katoa, ka mutu, e tino rata ana ahau. Whakamīharo ana ngā mea katoa e ākona ana, ā, ehara i te mea e ako noa ana i te reo, engari ko te ahurea anō hoki. E ako ana mātou i ngā mea katoa – he rawe!
Ki a au, hei whakamātautanga whāiti i tōna tau tuatahi, i tēnei kaupapa tonu, kua rawe katoa ngā mahi a Whaea Holly rāua ko Whaea Pani. Kia pono te kōrero, e kore e oti i a au tāna i mahi ai.
Pūkenga rau. Ko tāku noa, ko te mihi ki a rātau. I ōkea roa mō te hemo tonu atu. Mō nga kotiro te take. Ko tō tātau reo, ko tō tātau ao Māori te take. Kāore i kō atu i aku mihi ki a rātau.
[ Video Resource ]
- Title: Te Kura Kaupapa Māori o Te Whānau Tahi
- Description: Te Marautanga o Aotearoa mini-pilot experience 2022
- Video Duration: 9 minutes
- Video URL: https://player.vimeo.com/video/811836424?h=6ebc48dd86
- Transcript: English Ū ana mai te waka tipua ki te taka o Rapanganui
English
Ū ana mai te waka tipua ki te taka o Rapanganui, ki te tai o Wāhanui. Ko Kātiritiria o te moana te pae maunga, i naia aukura, i naia te herukahukura o Tuawera ko Raikura ko Wharekura. Ko Tane nui a raki te poutiriao, ko Te Ao waka ki te whaika Hi!
We were aware the new Te Ao Haka standards were being tested last year, but we didn’t participate. We decided to wait until this year to take part in Te Ao Haka. I floated the idea with the wharekura teachers, believing we had a good kaiako team at the wharekura. They’re not all beginning teachers. One is a new teacher, but the others have perhaps 5 or 6 years' experience. They are also raukura of Te Aho Matua.
They’ve grown up immersed in te ao Māori. Others are experts in their subject areas. They’ve come from English medium schools to this kura kaupapa. I do believe they are a good kapa. It’s also a good challenge for us at the wharekura to take part in those pilots. We also decided not to wait until the standards areformally approved before we consider them, as we may become swamped.
So how many of you are going to Rarotonga in the next three weeks?
No one if they don’t get their moderation in . . . (laughter)
We also figured, if we piloted those standards in the wharekura, we might get a lot of support on this side. It may be better than waiting until they’re confirmed and approved because of the multitudes from around the country who will then take part. It’s better if we get a chance to look at them first. It's good too to see Te Rūnanga Nui o Ngā Kura Kaupapa Aho Matua, the Ministry and NZQA in discussions together at the same table. As such we thought it was a good year to participate in those pilots.
Today, I want us to watch and listen to my elder, my grandfather, speaking about his upbringing and his time in the war.
We attended the first meeting in Wellington. I suspect the curriculum has been refreshed to help improve teaching, and to condense multiple things into something more concise, making it easier to teach to my students.
These people, have you seen the pictures of them as they went to WW2? Handsome, eh! Their skin, their features. Māori nowadays, there are only a few boys like that. This is a new waka. We are all paddling this waka in unison. It has been challenging at times to set things up so the main objectives are achieved. Some weeks, it’s great. Some weeks, not so! This is a challenging job, so things are different each week. What’s that?
Maybe it’s not that different for those times, that’s my take on it. The way they talk, it’s not different, it was fine. It’s inherently Māori I’d say.
I really enjoy this sort of stuff. I’m excited to see the changes, and what the future brings. Furthermore, these things are fun. Despite perhaps the challenges, no matter how hard it might get, it's fun, as it should be!
Te Marautanga o Aoteaora is there to guide the teacher, the school and students in their everyday teaching and learning at school. Perhaps it is similar to English medium schools, but through a Māori lens. Māori customs and beliefs are instilled for the benefit of ākonga Māori and kura Māori more broadly.
The goal today is to establish the connection between pāngarau and other things outside of that. That’s our goal for these remaining weeks, as we have finished pāngarau.
I think there’s a huge benefit in jumping on the Pilots. You have that Kāhui so you have that support. I guess you know, you can swap, or give and receive rauemi from other kaiako, to I guess really fill your kete.
But I guess for us we jumped on the pilot, because we knew that it was going to be implemented, and we wanted to get ahead of it so that we’re not on the back foot trying to catch up.
And we can see it has really benefited our ākonga even though they’ve finished early (laughs), in some subjects that also gives time for kaiako to kind of strengthen their tūāpapa of knowledge within whatever marau that they are doing.
We’ll work together for 10 minutes or so, eh? I’ll help you. I’m relatively new to this stuff. I’ll say this, yes, I am a teacher, but as Māori, we never stop learning. So I am a teacher, I am also a student. It is challenging to learn this new curriculum area. If I’m honest, I never studied Music, I studied Te Reo Māori and Social Studies. So, yes, it's a challenge, but it is a good experience for me.
‘The topic has been set. What’s one thing that can help you tocompose this song?’ To my knowledge, Music is different to Toi Puoro.
With Toi Puoro – content is aligned with te ao Māori, affirming the belief that children should be free to learn in ways that reflect their own lived experience and style. It’s not that they must do this and that in order to express who they are through the compositions and in the music. It is up to them. So for me, this is something that is tailored specifically to the student.
At the start, it was hard – you could say it was a new world. Midway, it was good because I knew what I was doing. Now, things have gone downhill a bit, because I’ve become a bit lazy with my work. Yeah, that’s perhaps it.
There’s probably two that I like at the moment. Maths is probably up there just because it was all done at the start of the year and now, we don’t have to worry about it any more (laughs). And then another one is probably Toi Puoro, just cause it’s like different varieties of puoro me kī. So we did rangahau at the start of the year, and now we are doing performances and that. So it’s just a good opportunity I guess you could say to look into what you like about puoro and stuff like that, and so that’s probably it.
Listen up. To wrap things up, let’s go back to that game.
Te Reo Māori
Ū ana mai te waka tipua ki te taka o Rapanganui, ki te tai o Wāhanui. Ko Kātiritiria o te moana te pae maunga, i naia aukura, i naia te herukahukura o Tuawera ko Raikura ko Wharekura. Ko Tane nui a raki te poutiriao, ko Te Ao waka ki te whaika Hi!
E mōhio ana mātau i te whakamātauria ēra Paerewa hōu mō te Āo Haka i tēra tau engari kāore mātau i whai. I whakaaro mātau kia tatari ki tēnei tau kia whai i Te Ao Haka. Kātahi ka tuku au i tēnei whakaaro ki ngā Pouako o Te Wharekura nei i runga i te whakapono i te tuatahi, he kapa pai tō mātau i te wharekura. Ehara i te mea he kaiako hōu te katoa. Tetahi he Pouako hōu, ētahi atu, e rima, e ono pea ngā tau. He raukura hoki o Te Aho Matua.
No reira kua tipu i te ao Maori. Ko ētahi atu he tino toki i roto i o rātau marau. Kua whakawhitia i ngā kura Auraki ki te Kura Kaupapa nei. No reira, e whakapono, he kapa pai. He wero pai hoki mā mātau mō te Wharekura, kia aro, kia ruku ki ēra Pilots. Me te whakaaro hoki, kia kaua e tatari ki te whakamana o ēra paerewa kia tiro atu, kia aro atu. Kei pokea e te mahi.
Nō reira, tokohia koutou ka haere ki Rarotonga hei ngā wiki e toru e haere ake nei?
Karekau, ki te kore e oti i a rātou ā rātou mahi whakaōrite... (he katakata)
I te whakaaro hoki ina ka whakamatau mātau i te Wharekura ēra Paerewa he nui hoki pea te tautoko i tēnei taha. Pai ake pea i te wā ka Pūmau, ka whakamana era Paerewa nā te tini me te mano o te motu e whai ana. He pai ake mā mātau te tiro i te tuatahi. Engari, te pai hoki mā mātau te rongo me te kite Te Runanga Nui o ngā Kura Kaupapa Aho Matua o te motu, me te Tahuhu, me NZQA hoki, e noho ngātahi ana ki te tēpu me te whakawhiti kōrero. Nō reira, nā tēna i whakaaro mātau he tau pai mā mātau te whai, me te whakamātau ēra Pilots. Ae!
A i tēnei rangi kei te pirangi au kia titiro tātau, otira, kia whakarongo tātau ki ētahi o ngā kōrero o tōku tupuna tōku koroua, e pā ana ki tana tipuranga, tana mahi ki te pakanga.
I tae atu mātou ki te hui tuatahi ki Te Whānganui -a-Tara. Taku whakapae, kua whakahouhia te ahuatanga o Te Marau, kia pai ake te whakaako, kia whakarapopoto i ngā mea maha ki tetahi mea whaiti nei, e māmā ake ai te whakaako i aku ākonga.
Tēnei hunga kua kite koutou i ngā whakaakua o rātau i haere ki te pakanga tuarua? Pūrotu nē! Te kiri, te hanga. Ngā Māori o naianei, he tokoiti noiho nga poi pēra. He waka hou tenei. Tātau katoa kei te hoe ngatahi i tēnei waka. Engari kua uaua i ētahi wā, te whakarite i ngā mahi e tutuki pai ai ngā whainga matua. I ētahi wiki, pai mutunga. I ētahi wiki, aue! Kātahi ra te mahi uaua ko tēnei, nō reira, he rereke te mahi i tēna wiki, i tēna wiki. He aha tēna?
Ehara i te mea he mea rereke mō aua wā pea, koira ra taku e mōhio ai. A te ahua o te kōrero ehara i te mea rereke tēra, i te pai noa. He mea Māori ake nei me kī.
He tino pai ēnei mahi ki au. He hikaka te kite ngā āhuatanga hōu a, mō ngā tau e heke mai nei. A wai hoki, he pārekareka wēnei ahuaka mahi. Ahakoa pea te uaua, ahakoa pea te uaua o te mahi, a, he parekareka ka tika.
Tēnei mea Te Marautanga o Aotearoa he kaupapa e arahi ana i te kaiako, otira te kura, i ngā ākonga i roto i ngā ākoranga o ia ra ki te kura. He ahua ōrite ki ngā āhuatanga o te kura Auraki pea, engari, ko ngā mōhiti pea, he Māori te tirohanga kua whakatō ngā tikanga me ngā tūponotanga o te ao Māori hei painga mō ngā ākonga Māori, otira mō te kura Māori.
Ko te whainga pea o tēnei ra, ka kite i te hononga o roto i te pāngarau, me etahi atu mahi i waho atu. Koira o mātau whainga mō enei toenga wiki, koina kua mutu nga mahi pangarau.
Ki ōku whakaaro, he nui ngā hua o te whai wāhi atu ki ngā whakamātautanga. Ka whai wāhi ki tērā kāhui, nō reira, ka tautokona koe. Ka āhei tō whakawhiti rauemi ki kaiako kē atu hei whakakī i tō kete.
Heoi anō, mō te wāhi ki a mātou, i uru mātou ki te whakamātautanga, he mōhio nō mātou ka whakaūngia ā tōna wā, he hiahia hoki nō mātou kia mātau haere ai, kia kore ai e mahue ki muri.
Ka mutu, e kite ana mātou kua tino whai hua ā mātou ākonga, ahakoa kua mutu wawe ngā mahi (ka kata) mō ētahi marau, heoi, nā tērā ka whai wā anō ngā kaiako ki te whakapakari i ō rātou tūāpapa mātauranga ki ngā marau e whakaakona ana e rātou.
Ka noho Tahi tātou mō te tekau meneti nē? Ka awhina i tētahi. Nō reira, He tore kai huruhuru au ki ēnei mōmo mahi. Me pēnei au, ae he kaiako engari ka kore te ako e mutu ki a tatau te iwi Māori. No reira he kaiako, ae he tauira hoki ahau. He uaua te ako i tēnei Marau hōu. Kia pono mai, kaore au i i wānganahia tēnei kaupapa o te Pūoro, ko Te Reo Māori, ko Tikanga ā Iwi kē. Ā, ae he uaua, engari he whēako pai mōku.
Kua whakatau te kaupapa, he aha tetahi mea hei āwhina i a koe kia tito i tēnei waiata. Ki ōku nei mōhiotanga, he rerekē te Pūoro ki te Toi Pūoro.
A, ki tā te Toi Pūoro, he mea whakahāngai enei mahi ki te Ao Māori. He mea e whakaae ana, e wātea ana mā te tamaiti e ako ki tōna ake ao, ki ōna ake āhuatanga. Ehara i te mea, me pēnei, me pēra ki te whakaatu i ōna āhuatanga ki roto i te titonga, ki roto i te whakatangi. Kei a ia te tikanga. Nō reira ki au nei, he mea motuhake mā te tauira.
I te timatanga ae i uaua i te mea he ao hōu me kī. And then i waenganui i pai i te mea ae, kei te mohio au he mahia, and then inaianei kua ahua heke, i te mea kua mangere me kī, a ki ngā mahi. No reira ae koira pea.
E rua pea ngā marau e rata nei au i tēnei wā. Ko te Pāngarau pea tētahi nā te mea i oti i a mātou i te tīmatanga o te tau, ā, ehara i te mea me māharahara ki tērā i āianei (ka kata). Ko Toi Puoro pea tērā atu, nā te mea ka whai wāhi atu ki ngā momo puoro rerekē, me kī. I aro mātou ki te taha rangahau i te tīmatanga o te tau, ā, i āianei, kei te aro ki ngā whakangahau. Nō reira, he huarahi pai pea tēnei mō te aro atu ki ngā āhuatanga pai ki a koe mō te puoro me aua momo, nō reira, koirā pea.
Areare mai nga taringa. Hei whakaotinga mā tātau, ka hoki atu ki tēra kemu.
'Toi tū te reo Māori' Koinei te tau tuatahi e whakamātauria ana i ngā Paerewa Paetae hou o Te Marautanga o Aotearoa. Anei ngā whakaaro, ngā kōrero, ngā whēako a Te Kura Kaupapa Māori o Te Whānau Tahi i te timatatanga o te tau whakamātau. Mātakitaki mai!
'Toi tū te reo Māori' This is the first year piloting the new Standards for Te Marautanga o Aotearoa. Hear from the teachers of Te Kura Kaupapa Māori o Te Whānau Tahi who are involved in the mini pilot this year. Check it out!
'Toi tū te reo Māori' Koinei te tau tuatahi e whakamātauria ana i ngā Paerewa Paetae hou o Te Marautanga o Aotearoa. Anei ngā whakaaro, ngā kōrero, ngā whēako a Te Kura Kaupapa Māori o Te Whānau Tahi i te timatatanga o te tau whakamātau. Mātakitaki mai!
'Toi tū te reo Māori' This is the first year piloting the new Standards for Te Marautanga o Aotearoa. Hear from the teachers of Te Kura Kaupapa Māori o Te Whānau Tahi who are involved in the mini pilot this year. Check it out!
[ Video Resource ]
- Title: NCEA Level 1 2022 mini-pilot
- Description: Te Marautanga o Aotearoa ki te hoe
- Video Duration: 6 minutes
- Video URL: https://player.vimeo.com/video/https://vimeo.com/741659446
- Transcript: Te Marautanga is the curriculum for children on a pathway through Māori medium education. In the past some schools didn’t want to use Te Marautanga. Conversely
Te Marautanga is the curriculum for children on a pathway through Māori medium education. In the past some schools didn’t want to use Te Marautanga. Conversely, some schools really wanted to. The main issue was the lack of resources and training, it has been very difficult to find
The appropriate resources to know what the main objectives of the national office were.
That is also something new, so they really acknowledged that in years passed they had difficulty going to NZQA for a kaupapa, then going to the Ministry for another kaupapa entirely.
Those two offices have long been working independently of each other. Now they are working together. We know now, we’ve seen who is who, we’ve spoken to them. It’s much better that way, it’s much more Māori.
He mea nui kia kaua e pērā tonu ngā āhuatanga whakahaere i waenganui i Te Tāhuhu o Te Mātauranga me NZQA ā haere ake nei, tērā kua roa e noho tōtara wāhi rua ana. He waka eke noa tatou kia kotahi te reo, kia kotahi te aronga, ko ā tātou tamariki mokopuna tērā. He kawenga torowhānui tā Te Marautanga o Aotearoa, ā, koirā e rerekē nei ia ki te kaupapa reo Pākeha o NZC.
The teachers wanted a training wānanga organized, so we obliged the first time a wānanga of this kind has been organized. A Māori-led wānanga attended by NZQA, the Ministry, teachers and supporting staff alike. The focus of those wānanga being the new standards, and collaborating with the teachers in their own group. So that the teachers and panel leads understand why the new resources were created that way.
Ko te hiahia kia tuitui te āhuatanga whakaako i a tātou tamariki, hāngai ki a rātou pū kaua ki te aromatawai.
I am here as an observer and student.
Kua tae mai ahau ki te ako mō ngā paerewa pūtaiao, ka mutu me pēhea e whai koha atu au ki roto i āna whakaakoranga.
We have come to learn about the new changes made for Te Reo Rangatira, new resources, new assessments.
We’ve come here to prepare the assessments so teachers assessing them have a thorough understanding, to aid progress moving forward and students achieve.
But by its nature brings the various subjects together with elements of the Māori world, of Māori knowledge.
He momo titiro ki te ao.
There’s nothing better than teachers speaking to teachers about this content.
This is a good start because Māori teachers have not had faith in the Ministry. The good thing about this is that those who haven’t really had a high level of trust have been invited to see the benefits, the beginning.
We’ve met, now I know you and you know me.
From a governmental position, ours is to support them in their efforts and needs.
He mea nui kia hui ngātahi te tangata, kanohi ki te kanohi, ki te whakawhitiwhiti kōrero, ki te tūhono me te whakaū hononga.
Our main objective is to work as a whānau, as Māori, for the benefit of all.
One of the learnings might be that I’ve seen with my own eyes the internal workings of this office. Before I assumed how things worked here in the office. But now I know all of the different aspects at play. This is a big deal. To have time to sit and discuss these issues. It’s an amazing thing to be here.
I mokemoke, ināianei kua whai hoa mātou i ngā ohu.
The pinnacle, the hope of this year’s pilot the focus, our students achieving excellence.
Me mahi nui tātou kia puāwai mai a tātou tamariki mokopuna,ā, me kaha hoki tātou kia hāngai te āhuatanga whakaako i a rātou ki ēnei wā, ā, haere ake nei.
So the hope is that the teachers will continue to support, will continue to have confidence in the conversation, in the kaupapa, and to implement the standards for our tamariki.
May Te Reo edure.
[ Video Resource ]
- Title: Napier Boys’ High School – TMoA Level 1 pilot
- Description: Hear about Napier Boys' High School's TMoA pilot experience.
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/778646600?h=d2d75cad0b
- Transcript: English There are three streams of learning we have been following this year - namely
English
There are three streams of learning we have been following this year - namely, tribal customs, recreational activities and Māori language. In each class, we started with about ten students but that dropped to about six students. From what I see and from what I hear, these new achievement standards are better. We are free to find new pathways, new pathways that will benefit the students. Yes, it's good to find new ways forward.
So we decided to take part in this pilot. We have the capacity. And so I talk about our kaiako, our teachers, who are willing and capable to deliver that content. I think for students, it’s access to mātauranga Māori, you know, the ability to learn as Māori.
The subject for Māori, it's been really good. We've been working on Whare Tapere. We have to write about the story of Tinirau and Kae, and then we've made an essay on ourselves and the school, and had to write that all in Māori.
So we’ve been learning about the Māori creation story, about Ranginui and Papatūānuku. Pretty challenging but fun at the same time. I get to learn new things about Māori history, the tikanga, the learning behind all the stories.
Our current study has involved, has been about all the issues relating to equal status for Māori traditional knowledge. In this school, in this type of school and our work. So we think that's a good thing because this school's staff have started to carefully think about the issue of equality. As well as about traditional Māori knowledge, how are we supposed to use these things in our work as teachers?
As part of these new achievement standards we saw them create a video to speak about the work they are doing.
For one of my assessments, I submitted a video of me speaking Māori and I find this better than public speaking because normally if you're speaking in front of a group, you’d stutter and it’d come out worse than how you can actually speak.
For me, personally, I would say to teachers who are considering this work: Go for it. Find a way forward that suits you. Create you own group, your own support group. That could be your headmaster, other staff, or even staff and teachers from other schools.
I would hope that we continue with the pilot in 2023. There might be some adaptations to what we delivered in the curriculum, but that’s the purpose of the pilot - to understand what worked and what didn't work. And let's make it better so more of our students can engage in that and be willing to engage in that. If we can give students opportunity, then it will empower us collectively to be better. So I think the opportunity to pilot this in our school is that we can have those conversations.
Te Reo Māori
E toru ngā wāhanga ako kua whakamahia e mātou i tēnei tau arā ko Tikanga ā-Iwi, ko Ngā mahi o te Rēhia me Te Reo Rangatira Ki ia karaehe i tīmata mātou āhua tekau ngā ākonga engari kua heke iho te ono ngā ākonga. E ai ki taku titiro, e ai ki taku rongo he pai ake ēnei paerewa paetae hou. Kua wātea mātou ki te kimi i ngā huarahi hou, i ngā huarahi hei painga mā ngā ākonga āe, he pai ake te kimi i tētahi huarahi hou.
Kua whakatauria e mātou kia whai wāhi ki tēnei rangahau tōmua. Kei a mātou te āheinga. Me te aha, ka kōrero au mō ā mātou kaiako, e hiahia ana, e āhei ana ki te tuku i tērā ihirangi. Ki a au nei, mā ngā ākonga, ko te āheinga ki te mātauranga Māori ngā take, me kī, te āheinga ki te ako hei Māori.
Ko te kaupapa mō te karaehe Māori, he tino pai. I te mahi mātou mō te Whare Tapere. Me tuhi mātou mō te kōrero mō Tinirau rāua ko Kae, kātahi mātau ka tuhi i tētahi pito kōrero mō mātau anō me te kura, ā, me tuhi tērā ki te reo Māori anake.
Heoi anō, kua ako mātau mō te pūrākau orokohanga Māori, arā mō Ranginui rāua ko Papatūānuku. He āhua uaua, engari he mea ngahau i te wā kotahi. He ako i ngā mea hou e pā ana ki te hītori Māori, i te tikanga, i te akoranga i muri i nga pūrākau katoa.
Ko ēnei mahi nei, kua whai wāhi, kua whai wāhi atu ki ngā āhuatanga mō te mana ōrite mō te mātauranga Māori. I roto tonu i tēnei kura, i tēnei momo kura, me ā mātou mahi. Nā reira, he pai tērā ki a mātou nō te mea kua tīmata ngā kaimahi o tēnei kura ki te āta whakaaro he aha tēnei mea te mana ōrite. Waihoki, he aha tēnei mea te mātauranga Māori, me pēhea rā hoki te whakamahi i aua āhuatanga ki roto tonu i ngā mahi a te kaiako.
Ko ēnei o ngā paerewa paetae hou nei kua kitea e mātou i hanga rātou i tētahi ataata hei whakakōrero i wā rātou nā mahi.
Ko tētahi o āku aromatawai, ka tukuna e au tētahi ataata i reira rā au e kōrero Māori ana, ā, e pai ake tērā ki a au i te kōrero i te wāhi tangata nā te mea, i te nuinga o te wā, mēnā kei te kōrero koe i mua i tētahi rōpū, ka kīkiki koe me te aha he kino ake te whakapuaki i tērā ka tino taea e koe.
Ki a au nei, mōku ake ki ngā kaiako e āta whakaaro nei ki ēnei mahi Kia kaha. Kimi i tētahi huarahi pai ki a koe. Hangaia tō ake tira, tō ake rōpū manaaki, arā, ko tō ... tērā, ko tō tumuaki tērā, ko ētahi atu kaimahi, otirā ki ngā kaimahi me ngā kaiako o kura kē atu.
Ko taku tūmanako ka whai tonu mātou i te whakamātau ā te tau 2023. Tērā pea he panonitanga ki ngā mea i tukuna ai e mātou i te marautanga, engari koinā te take o te whakamātau, ki te mōhio he aha i pai, ā, he aha kīhai i pai, kia pai ake ai tērā kia taea ai te nui ake o ā mātou ākonga te whai wāhi ki tērā, me te hiahia hoki ki te whai wāhi ki tērā. Mēnā ka taea e mātou te tuku tēnei āheinga ki ngā ākonga, kātahi ka whakamanatia ngātahitia tātau, kia noho pai ake. Na, ko te hua o te āheinga kia whakamātautauria tēnei i roto i tō mātou nei kura, ko te āheinga kia kōrerorerotia e tātou.
More than 90 secondary schools took part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. See how the new standards are working for teachers and students.
More than 90 secondary schools took part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. See how the new standards are working for teachers and students.
[ Video Resource ]
- Title: Fraser High School | Te Kura Tuarua o Taniwharau
- Description: Fraser High School | Te Kura Tuarua o Taniwharau is one of several secondary schools and kura that piloted NCEA Level 1 Te reo Māori in the 2022 school year.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/772178974?h=2f8fce33cb
- Transcript: English We have one class
English
We have one class, Level 1 Te Reo Māori here at Fraser High School and we have 27 students enrolled in that class. And the students have actually approached the new standards with enthusiasm. The journey that they've been on has been amazing for me as a kaiako just to see the understanding that they've been able to manage and unpack for themselves.
Yeah, I think the greatest change for us is definitely around the context of the standards. Having less is better and has enabled us to actually deep dive into it a lot more. It’s the history of reo, I think it has been a great learning point for our students because a lot of them didn't know what their parents, what their grandparents, what their great grandparents had experienced through their time at kura and how reo was treated not only within schools but also within society and the attitudes towards te reo and how that has changed over time.
We've been learning about the history of Te reo Māori and how the language was taken away from us. It's been great to learn what happened to my whānau back then so I can get an understanding of what school was like for them, how they were treated. I guess it just made me proud for who I am and my Māori, my Māori language. It’s just has been awesome, you know?
My great grandmother, she's still alive. So I got to speak with her one-on-one about her experiences during school and how she feels about it now that it's accepted in schools and in society, now that you can speak Te reo Māori openly and not feel like you have to hide it. At first I was angry and sad to hear what had happened to her, but then I felt overjoyed and just sort of at peace that now, I have an opportunity to learn te reo and learn our history in a safe space where I don't have to fear that I'll get hit for being Māori and speaking Māori.
Mana ōrite mātauranga Māori is just integrated naturally, seamlessly really within Te Reo Māori. So irrespective of whichever the context is in which we're talking, those aspects are just woven through the learning for our ākonga.
You know, initially, I was quite hesitant with the new standards and how they were asking us to assess. However, it provided scope and opportunity for us to be more creative in different ways. Each kura I think will be on their own journey as to what they're capable of doing. But really, I think the sky's the limit for us as Kaiako because we are only restricted by our own creativity.
Te Reo Māori
Kotahi tā mātou akomanga o Te Reo Māori Taumata 1 i konei i Fraser High School, ā, e 27 ngā ākonga kei roto i taua akomanga. Ā, kua rikarika katoa ngā ākonga ki te whai i ngā paerewa hou nei. He tino mīharo tēnei haerenga a rātou, mōku hei kaiako, ki te kite i te mōhiotanga kua whakahaeretia, kua wetewetetia hoki e rātou tonu.
Āe, ki ōku whakaaro, ko te huringa nui mō mātou mātua rā ko te horopaki o ngā paerewa. He pai ake kia iti ake, ā, i āhei ai mātou ki te ruku hōhonu ki ngā mahi. Ko te hītori o te reo, ki ōku whakaaro he akoranga nui tērā mō ā mātou ākonga, nā te mea he tokomaha tonu rātou kāore i mōhio ki ngā wheako o ō rātou mātua me ngā pākeke, tae atu ki ngā tīpuna i te wā i a rātou i te kura, me te tūkinotanga o te reo, kaua noa i roto i te kura, engari i te porihanga tonu, me ngā waiaro ki te reo me te huringa o tērā i te pahuretanga o te wā.
I te ako mātou i te hītori o te Te Reo Māori otirā o te tangohanga o te reo i a mātou. He mea mīharo te ako i ahatia taku whānau i mua, kia pai ai taku whai māramatanga o te āhua o te kura mō rātou, otirā o tā rātou noho i taua wā. Nā tērā, e poho kererū ana ahau ināianei i roto i taku tuakiri, me taku reo Māori. He mea tino pai nē?
Ko taku tipuna kuia, kei te ora tonu. Nā, ka kōrero atu ahau ki a ia, tētahi ki tētahi, mō ōna wheakoi te wā o te kura, me ōna whakaaro ināianei inārā kua whakaaetia i roto i ngā kura me te porihanga, te kōrero noa i Te Reo Māori ehara i te mea he huna. I te tuatahi, i whakatakariri ahau, ā, he pouri te rongo ake i ngā mahi i pā ki a ia, engari nō muri ka harikoa katoa ahau, otirā kua tau taku noho, kua whai wāhi au ki te ako i te reo me te ako i ngā kōrero tuku iho i tētahi wāhi haumaru, kāore nei au i te noho mataku kei patua ahau nō te mea he Māori au, e kōrero ana i taku reo.
Mana ōrite mātauranga Māori he ngāwari noa te pāhekoheko ki roto i Te Reo Māori. Nō reira ahakoa te momo horopaki e kōrero nei tātou, kua kōtuituihia aua āhuatanga ki roto i ngā mahi ako o ā mātou ākonga.
Me kī, i te noho tawhitawhi au i te tuatahi me ngā paerewa hou me te āhua o ngā aromatawai. Engari, nā tērā i whai hōkaitanga me te āheinga kia auaha ake, i ngā momo tikanga maha. Ki ōku whakaaro, kei runga pea ia kura i tō rātou ake haerenga i runga anō i ngā mahi ka taea e rātou. Engari ko te rangi te mutunga mai mō mātou ngā kaiako i te mea ko tō tātou ake auahatanga anake te mea e here ana i a tātou.
[ Video Resource ]
- Title: Aotea College’s NCEA Pilot Journey
- Description: Aotea College is one of our lead NCEA pilot schools, piloting nine New Zealand Curriculum NCEA Level 1 subjects in the 2022 school year.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/767139471?h=09333b9923
- Transcript: English Aotea College is one of more than 90 secondary schools that are taking part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects. In 2022
English
Aotea College is one of more than 90 secondary schools that are taking part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects.
In 2022, we have nine mini-pilots running for Level 1. We have 207 Year 11 students doing one mini-pilot, but many more doing more than that across those nine. The reasons we decided to go into the mini-pilot were mainly founded on the pursuit of equity. And there are some big ideas in the NCEA Change Package that really motivated them. And we have a group of teachers who like to be at the cutting edge and like to be trying what's best. The highlights have included our teachers enjoying the space that the larger standards have provided them, to exercise more professional autonomy and really engage deeply in the process of teaching and learning.
So fewer, larger standards and greater credit value means for us more time. More time to actually teach our students and enjoy the teaching and learning, rather than just focus on constantly getting content through to assess.
Deadlines being less frequent because of the fewer standards allows that the play-based learning can really thrive. So the programme and the tools available allow the students to be more individually responsive and find their passion.
It gives us a lot more time to go in a lot more depth with things so we can go off on those tangents and go talk about things that they're interested in. Yeah, just lots more practical work I think is the real highlight; it's the chance to do more interesting things.
Personally, for me being, like, I'm dyslexic, and so having a lot of time and like being able to take my time to read through everything and make sure that I have the right answer and I know what I'm doing, it was a lot more helpful than what I was doing in my other classes.
Integrating te ao Māori into our lessons is probably the most worrying aspect for most new teachers coming into the pilot. But actually once you delve into it and see the relevance to some of our students and the things in a local context that we can do, the resources and the connections happen quite quickly.
Since we've never done anything like this before, it's been a good challenge for everybody.
So taking part in the pilot means that we're not having to catch up because we're at the cutting edge of it. We have time to have that focussed conversation. We have time in the Teacher Only Days to look at those standards and really do a good job around our preparation.
In 2023, we'll have 20 subjects being piloted. We know that we've learned a lot from this year, but we're expecting to have the same satisfaction rate from teachers and students.
Te Reo Māori
Ko te Kāreti o Aotea tētahi o ngā kura tuarua 90 e whai wāhi ana ki te whakamātau tōmua iti o te tau 2022 o ngā marau katoa o te Taumata 1 NCEA o te Marautanga o Aotearoa.
I te tau 2022, e iwa ā mātou whakamātau tōmua iti e whakahaerehia ana mō te Taumata 1. E 207 ngā ākonga o te Tau 11 e mahi ana i tētahi whakamātau tōmua iti otirā he maha ake e mahi ana I ētahi atu puta noa i aua mea e iwa. Ko ngā take i whakatau ai mātou ki te uru ki te whakamātau tōmua iti i takea mai i te whāinga o te tautika. Ā, he ariā nui i roto i te Kaupapa Panoni NCEA i kaha whakahihiko i a rātou. He rōpū kaiako tā mātou e pai ana ki a rātou te whai i ngā aronga hou me te whakamātau i ngā mea pai rawa. Ko tētahi o ngā mea nui ko te pārekareka o ō mātou kaiako, i a rātou e whakamahi ana i te wāteatanga o ngā paerewa whānui ake ki te whakaatu i te motuhaketanga ngaio nui ake me te uru rawa ki te tukanga o te ako.
Nā te iti iho o ngā paerewa whānui me te nui ake o te wāriu o ngā whiwhinga i nui ake ai te wā ki a mātou. He nui ake te wā ki te whakaako i ā mātou ākonga me te pārekareka ki ngā mahi ako, mahue kē mai te aro ki te ako haere tonu i ngā kaupapa kia aromatawaihia.
Ko te roroku o ngā rā kati, i te iti iho o ngā paerewa e puāwai ai te ako ā-tākaro. Nā, ko te kaupapa me ngā rauemi e wātea ana e whai wāhi ai ngā ākonga ki te urupare takitahi me te rapu i ō rātou kaingākautanga.
Ka whai wā anō mātou ki te ruku hōhonu ki ngā mahi kia pai ai te whakakōpeka haere me te kōrero mō ngā kaupapa e pai ana ki a rātou. Āe, he maha ake ngā mahi ā-ringa koinā te tino painga; he āheinga ki te whai i ngā mahi pārekareka ake.
Mōku ake, he tīpaopao kupu, nō reira ko te maha ake o te wā me te whai wā ki te āta haere ki te pānui i ngā mea katoa me te whakarite he tika taku whakautu me te mōhio anō he tika taku mahi, he nui ake ngā hua i ō aku mahi i ērā atu o aku karāhe.
Ko te whakauru i te ao Māori ki roto i ā mātou Akoranga te āhuatanga nui e āwangawanga ai te maha o ngā kaiako hou e uru mai ana ki te whakamātau tōmua. Engari kia ruku rā anō ki ngā mahi me te kite i te hāngai ki ētahi o ā mātou ākonga me ngā mahi e taea ana i roto i te horopaki ā-rohe, ka tere ara mai ngā rauemi me ngā hononga.
I te mea kua kore mātou e mahi pēnei i mua, he wero pai mō te katoa. Nā te whai wāhi ki te rangahau tōmua kua kore mātou e mate ki te whaiwhai haere i te mea kei te ihu kē mātou o te waka. Kua whai wā mātou ki ngā kōrerorero aro pū. Kua whai wā mātou i ngā Rā Kaiako Anake ki te tirotiro i ngā paerewa me te āta whakarite i ngā mahi kia pai rawa. I te tau 2023, 20 ā mātou marau e whakamātau tōmuatia ana. E mōhio ana mātou he nui ngā akoranga i tēnei tau, engari e tūmanako ana mātou ka ōrite tonu te rata o ngā kaiako me ngā ākonga.
[ Video Resource ]
- Title: Green Bay High School
- Description: Green Bay High School is one of more than 90 secondary schools that took part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects.
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/763629523
- Transcript: English Here at Green Bay
English
Here at Green Bay, it’s our second year of piloting. Putting together the courses was really fun and it brought out the creativity in us. It was really cool. We could throw out everything we knew that had to be done and start from scratch so we could put together this course that really resonated with us and we weren't tied to assessment. You've got the freedom to do what works for your student and what they're interested in and that really helps engagement, which is so good.
My experience so far this year has been pretty good because it's interesting and it's engaging, but you don't spend so long on one topic that it kind of just drags on and on. I think that the changes have been positive because it's more inclusive what we do. We've done a lot of writing in Science this year. But there’s also been a lot of practical experiments and stuff, and you can be creative in different ways.
It's very different from what I did at school. And you know, we'd come to exams and we'd have lots of preparation and lots of revision to do at this time of year. Doing the work over the course of the year means that, that pressure of really pushing hard for a limited period is lessened, and that will undoubtedly reduce the stress.
Fewer assessments means that you can do a lot more formative assessments. You can give them a lot more opportunities to actually present their learning in different contexts. But they're repeating those skills, and in repeating those skills over and over again, they're doing a lot of learning. They're actually learning the Science without actually realising they're learning the Science half the time. It’s cool.
So seeing Annie-Rose, my youngest daughter, go through the pilot programme, the difference I guess that stood out the most is that instead of just talking about content or some interesting fact that she's learned, she's talking more about bigger picture ideas around Science.
I think it really just gives you more of a grasp of the wider idea around Science and how to use it in life after school. In terms of for Level 2 and 3, I'm going into Physics next year and I feel confident enough with what we've done. I've got all the learning needed. I think that I've benefited as much as I can off it. I don't feel stressed about going into Level 2. Really, it set me up well.
My advice to teachers who are planning to go for the pilots in 2023 is to completely rethink what you're doing, completely rethink how you teach, how you put courses together. Talk to the students about context. That's really important. If it's what they know and interested in, they'll remember more than the first 20 elements of the periodic table.
Talk to your kids. That’s what I’d say is the biggest advice is - talk to them. Ask them what they’re doing, keep in touch with the teachers if you're concerned at all, and just try to be a part of that journey with them. You only get them as these gorgeous, crazy thinking teenagers once, and it's a real journey for them as well. So I think being there for them through that once in a lifetime is really important.
Te Reo Māori
I konei i Green Bay,koinei te tau tuarua o ngā pairete. He tino pārekareka te whakarite haere i ēnei Akoranga otirā i puta tō mātou taha auaha. He tino rawe. I tareka e mātou te porowhiu i ngā mōhiotanga o mua, ngā mea hei mahi, otirā ka tīmata anō mai i te kore kia pai ai te whakarite i tēnei Akoranga otirā i tino tōiri tērā ki a mātou, ā, kāore i herea ki ngā aromatawai. Kua wātea koe i te mahi i ngā mahi hei painga mā te ākonga me ngā mea e kaingākautia ana e rātou,ā, he āwhina nui tērā ki te whakauruuru i a rātou ki ngā mahi he tino pai tēnā.
He tino rawe aku wheako i tēnei tau i te mea he mīharo, ā, he whakaohooho,engari kāore e tino roa tō noho ki te kaupapa Kotahi e tino auroa nei te āhua. Ki ōku whakaaro, he pai katoa ngā huringa i te mea he nui ake te whakaurunga o ā mātou mahi.He nui nga tuhituhi i mahia e mātou i roto i te Pūtaiao i tēnei tau. Engari he nui hoki ngā mahi whakamātautau ā-ringa me ērā mahi,ā, he nui ngā huarahi mahi auaha.
He tino rerekē i tāku i mahi ai i te kura. Otirā kua tae koe ki ngā whakamātautau,ā, he nui te mahi whakariterite me te mahi huritao i tēnei wāhanga o te tau. Ko te tikanga o te mahi i te mahi i te roanga kē o te tau,kua ngāwari ake taua taumahatanga o te whakapeto ngoi i te wāhanga whāiti o te tau, otirā kāore e kore ka iti ake te kohuki.
Ko te tikanga o te ruarua ake o ngā aromatawai, ka nui ake ngā aromatawai Arataki. Ka taea e koe te tuku i ngā āheinga nui ake ki te whakaatu i ā rātou mahi ako i ngā horopaki rerekē. Engari e tōai ana rātou i aua pūkenga, otirā mā te tōai i aua pūkenga,hoki atu, hoki atu,he nui ngā mahi ako. Kei te ako kē rātou i te Pūtaiao engari kāore i te mōhio kei te ako rātou i te Pūtaiao i te nuinga o te wā. He rawe.
Heoi, nā taku kite i taku tamāhine pekepoho a Annie-Rose e uru atu ana ki te hōtaka pairete, ko te rerekētanga pea i tino kite au, kaua ko tana kōrero i ngā ihirangi i tētahi āhuatanga mīharo rānei i ako ia, kei te kōrero kē ia mō te whānuitanga o ngā ariā e pā ana ki te Pūtaiao.
Ki ōku whakaaro ka tino mau i a koe te whānuitanga o te kaupapa o te Pūtaiao me pēhea hoki te whakamahi i tērā i muri i tō putanga i te kura. Ki te taha o te Taumata 2 me te 3, e kuhu atu ana au ki te Mātai Ahupūngao ā tērā tau, ā, e manawanui ana au ki tāku i mahi nei. Kua whiwhi au i ngā mātauranga e tika ana. Ki ōku whakaaro,he nui taku whai hua i tēnei mahi. Kua kore au e āwangawanga mō te kuhunga ki te Taumata 2. Me kī, i tino whakarite i ahau.
Ko taku kōrero ki ngā Kaiako e whakaaro ana ki te mahi i ngā pairete ā te 2023, kia whakaarotia anōtia ngā mahi e whakaritea ana e koe,kia tino rerekē ō whakaaro ki ō mahi whakaako, te āhua o tō whakarite akoranga. Me kōrero ki ngā ākonga mō te horopaki.He mea tino nui tērā. Mēnā koinā ngā kōrero e mōhio ana rātou,ā, e kaingākau ana rātou, ka nui ake te tūpono pupuri i ngā korero tēnā i ngā pūmotu 20 tuatahi o te Taka Pūmotu.
Kōrero ki ō tamariki. Koirā taku tohutohu nui rawa- kōrero ki a rātou. Pātai ake kei te aha rātou,me kōrerorero ki ngā Kaiako mēnā e māharahara ana,ā, me whai haere i te tūāoma e whāia nei e rātou. Kotahi anake te wā e whiwhi ai koe,i ēnei rangatahi ātaahua, whakaaro auaha,otirā he tūāoma tūturu hoki mō rātou. Ki ōku whakaaro he mea tino nui te noho hei taituara mō rātou i taua wāhanga mokorea.
[ Video Resource ]
- Title: Mount Maunganui College – Te Ao Haka Pilot
- Description: Hear about Mount Maunganui College's experience piloting the new Te Ao Haka standards.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/778650741?h=c227f952b8
- Transcript: English So we chose to take Te Ao Haka and have it as a timetabled class that works on our normal line structure within our school timetable. It's one class of 22 senior students from Year 11 to Year 13. Lots of reasons why we chose to do the Te Ao Haka standards at Mount Maunganui College. One was that we actually had staff that were competent and capable and ready to go. So we could certainly see and feel that there was change coming with NCEA. So it was really important to us to get a bit of a lens on it
English
So we chose to take Te Ao Haka and have it as a timetabled class that works on our normal line structure within our school timetable. It's one class of 22 senior students from Year 11 to Year 13. Lots of reasons why we chose to do the Te Ao Haka standards at Mount Maunganui College. One was that we actually had staff that were competent and capable and ready to go. So we could certainly see and feel that there was change coming with NCEA. So it was really important to us to get a bit of a lens on it, see how it might work, so when it's rolled out across the country that we are in a really good place to be able to take that and make it useful for our students.
For me, it’s been a different experience than I think most of the other students in here because I've taken more of like a teacher role as the kaitātaki of the group. I’ve been quite disconnected from the language over the last four years at the school. So having this programme to kind of have that there more now. So yeah, being a lot more connected to my language has been pretty good.
With Te Ao Haka I think it goes in hand in hand, mātauranga Māori is sort of already incorporated in it. But I suppose the storytelling is probably the biggest thing. Taking stories from around Tauranga or some of the lyrics, teaching them all the histories of the area because some of our kids, they haven't grown up with that knowledge, they haven't grown up on the marae. And so learning all the basic whakataukī from here in Tauranga is probably the biggest way we've sort of incorporated mātauranga Māori into Te Ao Haka.
I think it's honestly the best thing I've done this whole year. I've learnt so much about myself, my culture, where I'm from, my family. I've met so many amazing people and I've had the best guidance.
One of the highlights is actually acknowledging that haka and Te Ao Haka is a fundamental part of our curriculum as opposed to something that you choose to do as a co-curricular activity. And so giving it the mana that it deserves to be part of your curriculum and part of your timetable gives the students the value and the sense of ownership around that learning as a core part of what they do on a daily basis. And it should be valued in much the other ways that our other arts are valued across the school as well.
My advice to parents is 'embrace it'. It's definitely a way for kids to connect to Te Ao Māori. So yeah mine is sort of embrace Te Ao Haka. Chuck your kids in it because it's fun and exciting. It's an innovative way of teaching.
Te Reo Māori
Nā, i kōwhiria e mātou kia noho Te Ao Haka hei karaehe i runga i te wātaka e whai ana i tā mātou rārangi karaehe i roto i tā mātou wātaka kura. Kotahi te karaehe, e 22 ngā ākonga tuākana mai i teTau 11 ki te Tau 13. He nui ngā take i kōwhiria ai e mātou ki te whai i ngā paerewa o Te Ao Haka ki Mount Maunganui College. Ko tētahi, he kaimahi ā mātou e matatau ana, e whai pūkenga ana, e rite ana hoki. Nō reira, i kite, i rongo hoki mātou he panonitanga ki te NCEA e haere ake nei. Nā, he mea nui kia āta mātaitia e mātou, kia kitea ai ka pēhea pea te mahi, kia rite ai mātou ki te whakaako hei te wā ka whakarewaina puta noa i te motu, kia whai take ai ki ngā ākonga.
Mōku ake, he rerekē taku wheako i ō te nuinga o ngā ākonga o tēnei karaehe nā te mea kua tū au hei kaiako, i roto i aku mahi hei kaitātaki o te rōpū. I ngā tau e whā kua hipa i te kura kua motukia au i te reo. Nā tēnei kaupapa i āhua kaha ake te hononga ki te reo. Ā, ko te whakakaha i taku hononga ki tōku nei reo, he mea pai.
I roto i Te Ao Haka e haere tahi ana ngā mea e rua, kua uru kē te mātauranga Māori ki te kaupapa. Engari, ko te āhua nei ko te mea matua ko te kōrero paki. Te kapo i ngā kōrero puta noa i Tauranga Moana, i ētahi o ngā kupu rānei, me te whakaako i ngā hītori katoa o te takiwā i te mea ko ētahi o ngā tamariki, he kūare ki aua mātauranga, kāore rānei i tipu ake i runga i te marae. Nō reira, mā te ako i ngā whakataukī waiwai katoa nō konei, nō Tauranga, koia pea te huarahi matua i whakaurua ai e mātou te mātauranga Māori ki roto i Te Ao Haka.
Kia pono te kōrero, koinei te mea pai katoa i mahia i tēnei tau. He nui ngā akoranga mōku ake, mō taku ahurea, nō hea au, mō taku whānau. E hia kē ngā tāngata mīharo i tūtakina, ā, kua riro i a au ngā tohutohu pai katoa.
Ko tētahi o ngā mea rawe ko te mōhio he tino wāhanga te haka me Te Ao Haka o tā mātau marautanga, ehara i te kōwhiringa noa iho hei mahi runaruna i te kura. Nā, mā te whakamana i te kaupapa kia noho hei wāhanga o te marautanga, o te wātaka hoki e whai uara, e whai mana ai hoki ngā ākonga i aua akoranga hei wāhanga matua o ā rātau mahi o ia rā. Me whai uara tēnei kaupapa ka tika, pērā i ērā atu o ā mātou kaupapa toi puta noa i te kura.
Kia pēnei taku kupu tohutohu ki ngā mātua, 'tauawhitia'. He huarahi tēnei e hono ai ngā tamariki ki Te Ao Māori. Nā, ko tāku, me whakapono ki Te Ao Haka. Tukuna ō tamariki ki te kaupapa he ngahau, he whakaihiihi. He huarahi whakaako auaha.
[ Video Resource ]
- Title: Saint Kentigern College
- Description: Saint Kentigern College is one of more than 70 secondary schools and kura that piloted Te Ao Haka, the new Māori Performing Arts subject, in the 2022 school year.
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/763631547
- Transcript: English With Te Ao Haka
English
With Te Ao Haka, we have two pilot classes. This is a composite class. We've got Level 1 and 2 in this class. It works as a tuakana-teina relationship. So, yeah, it's very effective. It's teaching our tamariki to come outside of their comfort zones and really push their learning. They’ve loved the impacts that learning the basic key features and elements within Te Ao Haka has given them the freedom to express who they are. It doesn't matter what culture. It transcends culture.
The most interesting thing for me is the haka because you’ve seen the All Blacks do it. Like, you want to be part of it and a part of the mana that's going on. It’s deeper understanding and then like knowing what you're actually performing for, and knowing the background behind the haka is really something special.
Some interesting things I have learned is just expanding on basic practices like powhiri and waiata, and stuff like that, go further along the lines of waiata, and like different types of waiata. And the same for haka and all the other disciplines and stuff like that. It was really interesting to, I guess, just expand my knowledge about our culture.
One thing that I've learned is definitely the meaning behind how the wiri being used can show how strong you are and the mana that you hold. I definitely will do it next year. Yep, I've enrolled for it next year. It means that I can learn more about my culture.
Te Ao Haka is such a fabulous programme. When you think about it, it's the real essence of performance, of love, of culture, enthusiasm. When we saw that NCEA was offering such a programme, we thought ‘Why wouldn't we offer Te Ao Haka as a pilot?’
So you get traditionally one assessment and one task for everybody. One task fits all. Whereas these new pilot programmes you get three different ways to assess that one standard. So that's been very beneficial to cater to the different needs within our classes. So we might have people who are not afraid to be expressive and those who are very good at writing. We can use external experiences to bring in that knowledge and make it accessible and make it relevant for the students to connect with it.
From my experience this year, I would encourage teachers to look at the matrices across any of the subjects because within that, they've got a whakatauki that is relevant to each subject. And within that is the Big Ideas. So you can come at it in lots of different ways and that's where you can be quite creative and innovative. And then you've got guided Significant Learning experiences that you can provide the students with. I think that's where the innovation and creativity comes from as well. It's looking at those and using that as the guiding principle. And then you can have fun and develop your own localised curriculum based on the kind of kura context that you have.
The highlights for us is the smiles on the faces of our kids, the beautiful smiles of our families as we get to see something that they haven't seen before. It's a journey, and for teaching, it's all about discovering that journey alongside our students.
Te Reo Māori
Mō Te Ao Haka, e rua ngā akomanga pairete. He akomanga whakahiato tēnei. Kei roto i tēnei akomanga te Taumata 1 me te 2. Ka mahi i runga i te tikanga o te tuakana-teina. Āe, he nui te hua. E whakaako ana i ā mātou Tamariki ki te puta ki waho ake o ngā nōhanga hāneanea, me te tino kōkiri i ngā mahi ako. He rawe ki a rātou ngā panga o ngā akoako āhuatanga taketake matua me ngā āhuatanga i roto o Te Ao Haka otirā kua wātea rātou ki te whakaatu ko wai rātou. Ahakoa he aha te ahurea. Otirā he whiti ahurea.
Ko te mea tino mīharo ki ahau ko te haka i te mea kua kite rātou i te Kapa Ōpango e haka ana. Ānō nei kei te hiahia uru mai koe kia rongo ai i te mana o roto. Otirā tōna hōhonutanga me te mōhio he aha ake tāu e haka ana, me te mōhio ki ngā tikanga o te haka, he mea tino mīharo tērā.
Ko ētahi mea mīharo kua ako au ko te whakawhānui ake i ngā tikanga taketake pēnei i te pōwhiri me te waiata, me ērā āhuatanga, kia hōhonu ake te whai haere i ngā rārangi o ngā waiata, me nga momo waiata rerekē. He pērā anō mō te haka me ētahi atu o ngā mahi pērā. He mīharo hoki te, Me kī, te whakawhānui i aku mōhiotanga mō tō tātou ahurea.
Ko tētahi mea kua ākona e au ko te tino tikanga o te āhua o te whakamahi i te wiri otirā he whakaatu i tō kaha me tō mana ake. Ka mahia anō e au hei tērā tau. Āe, kua whakauru kē au mō te tau e tū mai nei. Ko te tikanga o tērā, ka piki ake taku ako i ngā āhuatanga o tōku ake ahurea.
He hōtaka tino mīharo a Te Ao Haka. Ina whakaaro koe, Ko te tino pūtake tēnei o te tū, o te aroha, o te ahurea me te ihi. I te kitenga e tāpae ana a NCEA i tētahi hōtaka pēnei, I whakaaro ake mātou “He mātou e kore nei e whakahaere i Te Ao Haka hei pairete?” I mua, kotahi te aromatawai, ā, kotahi hoki te tūmahi mā te katoa.Me rite te tūmahi ki ia ākonga. Engari i roto i ēnei hōtaka pairete hou e toru ngā huarahi rerekē ki te aromatawai i taua paerewa kotahi. Nō reira he hua nui tērā te aro ki ngā hiahia rerekē i roto i ō tātou akomanga. Arā te hunga kāore i wehi ki te whakaatu i ā rātou āhuatanga me te hunga e matatau ana ki te tuhi. Ka taea e tātau te whakamahi i ngā wheako o waho hei kawe mai i taua mātauranga kia āhei ake ai, kia hāngai ake ai hoki ki ngā ākonga kia pai ai te tūhono ake. Mai i aku wheako i tēnei tau, e akiaki ana ahau i ngā Kaiako ki te tiro ki ngā poukapa puta noa i tētahi o ngā kaupapa ako i te mea kei roto i tērā, ko te whakataukī e hāngai ana ki ia kaupapa ako. Ana kei roto i tērā ko ngā Ariā nunui. Nō reira he nui ngā huarahi o te mahi i ngā mahi, ā, koinā te wāhi e taea e koe te mahi auaha. Ka mutu kei te arahina koe e ngā wheako Akoranga Nui hei whakarato ki ngā ākonga. Ki ōku whakaaro koinei te wāhi e uru mai ai hoki te auahatanga.
Ko te titiro ki aua mea me te whakamahi hei mātāpono ārahi. Kātahi ka pārekareka te mahi me te hanga haere i tōu ake marautanga ā-rohe i poua ki runga i te horopaki o tō kura. Ko ngā mīharotanga mō mātou ko te koakoa o te āhua o ngā tamariki, ngā memene ātaahua o ō tātou whanau i te mea ka kite tātou i tētahi mea kāore i kitea i mua. He tūāoma tēnei, Otirā ki te taha whakaako, ko tōna ngako ko te whai haere i taua tūāoma i te taha o ā tātou ākonga.
[ Video Resource ]
- Title: Howick College
- Description: Howick College is one of more than 90 secondary schools that took part in the 2022 mini-pilot of all New Zealand Curriculum NCEA Level 1 subjects.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/772183680?h=f6fbb4760b
- Transcript: English At Howick College we're piloting the Level 1 Materials and Processing Technology standards across three different subject areas. We've had five teachers involved and five classes
English
At Howick College we're piloting the Level 1 Materials and Processing Technology standards across three different subject areas. We've had five teachers involved and five classes, about 105 students.
Design thinking makes up a large part of the 1.1 internal, and it's a five-step process where students work through solving a problem, collaborating with an end user. So the students have been assessed more on that process rather than the perfect outcome. It's a slower process and there's a chance for students to really delve quite deep into problem-solving.
It was a difficult concept to understand in the beginning, but after we started and she had some examples of what it should look like, it started to come together a bit more. I've learnt lots about materials, how they're made, what they’re used for. For a current standard, we're doing upcycling and we've all learned how to sort of make materials with lots of bits and pieces.
I've really enjoyed not having to like do loads and loads and loads of assessments, just focusing on one thing. So I feel like I've been able to focus on it and put like a lot more effort into it. We went more in depth about what fabrics we're using so I've got a better understanding about future years for when I do it.
Freya's experience in the pilot programme has been varied. It wasn't obviously what she was expecting from textiles in this year but she's she's enjoyed it. And I think she's learned a lot from it and got a lot out of it.
My classroom's probably been the messiest it has ever been, and that's really due to a lot of trial and error and giving something a go to see if it works. And it's been difficult for me to stand back as an expert and a teacher in the room. I can see what's about to happen but allowing them that space to be able to trial something and then if it doesn't work, learn from it, move on and improve their design.
I have absolutely loved this class and personally I really enjoyed that we got to take on bigger projects and only two internals and two externals. It's taken off the stress and the pressure of getting everything right because you can go back and change stuff during the middle of the project or the end, and so it's just really helped with anxiety, with school.
I think they do get quite a bit of time for learning around what they need to learn to be able to actually then go on and do the project. It's a longer process but it's clearer. I do believe the fewer assessments and longer are better for our students.
My advice to teachers about to begin the bigger pilot next year is to really understand and unpack the Big Ideas in the Learning Matrix to really, truly understand the essence of why this change is happening and to really grasp what it's all about. Before you even start to look at the assessment, you'll then be able to make connections with what it is that you're already doing. You don't need to reinvent the wheel. You're teaching this anyway but you just need to make sure you understand the essence of that change.
Te Reo Māori
I Te Kāreti o Howick i whakamātauria e mātou ngā paerewa Hangarau Rauemi me te Tukatuka Rauemi Taumata 1 puta noa i ngā kaupapa rerekē e toru. E rima ngā kaiako i roto i tēnei me ngā akomanga e rima, tata ki te 105 ngā ākonga.
He wāhanga nui tō te whakairo hoahoa nō te whakamātautau ā-roto 1.1, ā, e rima ngā wāhanga o te tukanga e whiriwhiri ai ngā ākonga i tētahi rapanga, e mahi tahi ana me tētahi kaiwhakamahi. Me kī i nui ake te aromatawai i ngā ākonga mō taua tukanga kaua te putanga rawe. He tukanga pōturi ake, ā, he wāhanga mō ngā ākonga ki te tino ruku hōhonu ki te whakaoti rapanga.
He uaua te mārama ki tēnei huatau i te tīmatanga, engari i muri i te tīmatanga me te whiwhi i ētahi tauira he aha te āhua, i tino mārama haere ki tērā. He nui ngā akoranga mōku mō ngā rauemi, he pēhea te hanga, te kaupapa e whakamahia ana. Mō tētahi paerewa onāianei, kei te whai mātou i te whakamahinga anō, ā, te hanga rauemi mā ngā mea rerekē.
Ko te mea tino pārekareka ki ahau kua kore au e mate ki te mahi i ngā aromatawai nui rawa, he arotahi kē ki te mea kotahi. Nō reira ko te mea kē i arotahi ahau ki tēnei me te tino whakapau kaha ki tēnei. I tino ruku hōhonu he aha ngā papanga e whakamahia ana e mātou nō reira kua mārama ake ki ngā tau e heke iho mō te wā ka mahia e au.
He rerekē te wheako o Freya i roto i te kaupapa tauira. Ehara koinei te mea i te tūmanakohia e ia mai i ngā papanga i tēnei tau engari i pārekareka ki a ia. Ā, ki ōku whakaaro he nui ōku akoranga mai i tērā, ā, he nui ngā painga ki ahau.
Kua tino pōrohe rawa atu taku akomanga, ko te take nā te nui o te whakamātautau āhuatanga me te tiro mēnā ka mahi. Me te aha he uaua mōku te tū tahanga hei tohunga, hei kaiako i roto i te rūma. Kei te kite ahau ka aha engari ko te tuku i a rātou i roto i aua mahi ki te whakamātautau āhuatanga, ā, ki te kore e mahi, he akoranga mō tērā, ka haere tonu me te whakapai ake i tā rātou hoahoa.
He tino rawe rawa atu ki ahau tēnei akomanga ā, mōku ake he tino pārekareka ki ahau tērā te mahi haere i ngā kaupapa nui ake me ngā aromatawai ā-roto e rua, ā-waho e rua hoki. Kua tino mahea ahau kua kore te taumahatanga kia tika ngā mahi i te mea ka taea e koe te hoki ka whakarerekē i waenga o te kaupapa, te mutunga rānei, nō reira ka tino āwhina tēnei i te anipā, me ngā mahi kura.
Ki ahau he nui te wā ki te ako i ngā mea e hiahia ana rātou ki te ako, ā, kātahi ka mahi i te kaupapa. He tukanga roa ake tēnei engari he mārama ake. E whakapono ana ahau nā te iti ake me te roa ake he pai ake mō ā mātou ākonga.
Ko tāku ki ngā Kaiako kua tata te tīmata i te tauira nui ake ā tērā tau me tino mārama me te wetewete i Ngā Whakaaro Nui i roto i te Poukapa Ako kia tino mārama rawa atu ki te iho o te uptake o tēnei huringa me te tino hopu i te māramatanga o tōna kaupapa. I mua hoki i tō tīmata ki te tirotiro i te aromatawai, ka taea e koe te honohono ki ngā mea e mahia kētia ana e koe. Ehara i te mea ka mahia e koe ēnei mea mai i te kore. Kei te whakaakona tonutia e koe tēnei engari me whakarite kē koe kei te mārama koe ki te iho o taua huringa.
[ Video Resource ]
- Title: Aotea College – Level 1 Science Pilot
- Description: NCEA Level 1 Science is one of nine Level 1 subjects that Aotea College piloted in the 2022 school year.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/768317992?h=a9085127bc
- Transcript: NCEA Level 1 Science is one of the nine Level 1 subjects that Aotea College is piloting in the 2022 school year. So we decided to give the choice to all students across Year 11 about which science they could choose. So we actually ended up with two classes of Science students with about 57 students in. Integrating te ao Māori into our lessons is probably the most worrying aspect for most new teachers coming into the pilot. But actually
NCEA Level 1 Science is one of the nine Level 1 subjects that Aotea College is piloting in the 2022 school year.
So we decided to give the choice to all students across Year 11 about which science they could choose. So we actually ended up with two classes of Science students with about 57 students in. Integrating te ao Māori into our lessons is probably the most worrying aspect for most new teachers coming into the pilot. But actually, once you delve into it and see the relevance to some of our students and the things in a local context that we can do, the resources and the connections happen quite quickly.
It's been really good this year and interesting. And since we've never done anything like this before, it's been a good challenge for everybody. The concepts of bringing Maori perspectives into the Science has helped a lot because it just helps you connect more to stuff.
Trying to make things relevant to the students is so important, especially in a local context, but also in New Zealand. We did some stuff about Kauri dieback up in Waipoua Forest up north. You know, the kids were certainly interested in everything to do with that, and mātauranga Māori and the aspects that mātauranga Māori has helped in the development of new ideas and the Science. One of the units that we did was about sea levels rising. It was incredibly important to some of our students having relations and connections to some of our Pacific islands. And so it was a real surprise to some of them to find out that sea levels were rising at such a rate, and what could be done about those. They found a real connection with that work. So the fewer standards really helped us because we're just trying to develop a lot of those skills. It gives us more chance to do it in different topics or develop one particular unit in more depth.
Personally for me, being, like, I'm dyslexic and so having a lot of time and like being able to take my time to read through everything and make sure that I have the right answer and I know what I'm doing. It was a lot more helpful than what I was doing in my other classes because I was quite stressed. And like with NCEA and doing like all the exams and stuff, it's quite hard to fit everything in and also having maybe a job or a social life, I would say.
If you're looking to pilot the standards next year or the course next year, then my advice would be - don't panic. Assemble your team early, you know. Get the Science teachers around you, brainstorming, and just looking at what's been done already with the previous pilots and making connections, especially if you've got other schools in your area that are also doing the pilot. Make those connections really early.
[ Video Resource ]
- Title: Aotea College – Level 1 Chemistry and Biology Pilot
- Description: NCEA Level 1 Chemistry and Biology is one of nine Level 1 subjects that Aotea College piloted in the 2022 school year.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/767147039?h=c364dda2a6
- Transcript: English NCEA Level 1 Chemistry and Biology is one of nine Level 1 subjects that Aotea College is piloting in the 2022 school year. At Aotea College
English
NCEA Level 1 Chemistry and Biology is one of nine Level 1 subjects that Aotea College is piloting in the 2022 school year.
At Aotea College, Science is compulsory at Year 11. And so this year, we offer the students Nature of Science, Physics, Earth and Space Science, and Chemistry/Biology. For us, that meant Chemistry/Biology is 130 students in five classes with five different teachers.
The new Achievement Standards are very broad, and the Big Ideas that underpin them are very broad. And so that gives schools a chance to choose their own focus that best suits their students and their community. And we've really noticed this, especially with internal Achievement Standards. It's allowed us to spend more time on the teaching and learning rather than just getting students rushing through to an assessment. We've been able to focus on students’ interests and follow the tangential questions that they always ask in class, and spend more time investigating those curious questions that they ask and making the links between what we're doing in class and what they know about the world around them.
Chemistry and Biology is one of my passions and I find it really interesting. And the difference between Chemistry with other subjects is - the assessment is like earlier on than normal exams. I find that less stressful.
I like how we are doing both test subjects together and it's like we're getting a bit of both the Chem and the Bio as well and also like the new concepts we're learning with it.We're learning lots of Māori concepts and stuff and integrating that into ChemBio, which has been good.
Well, we've always strived to achieve alternate modes of teaching and learning and assessing within our school. And I think this year we were really impressed by the way that students really took that and ran with it. Some of the assessments we got that were podcasts and videos and pamphlets, rather than just the normal docs and slides, really showed deeper understanding from our students, but also gave us alternate ways to see the learning and understanding.
In our first term assessment, we got to be creative. Instead of doing like a normal document or slideshow, I decided to be creative and do a podcast. It was called 'Daily Doses of Diseases'. I found that really good because I find being creative takes out the best of me and shows me how I am as a person.
did like lots of different activities, like flashcards, songs and like drawings, stuff like that to get the learning in. And it was a better way of actually understanding it without having to write pages of work and stuff. Yeah.
My advice for teachers who are piloting next year: Upskill on your Te reo as much as you can. Be prepared for change. We are trialling these standards and things do change as we trial them. But you're part of a group who works really well together and has an amazing LSA to support us. So, yeah, look forward to the challenge.
[ Video Resource ]
- Title: Aotea College – Level 1 Physics, ESS Pilot
- Description: NCEA Level 1 Physics, Earth, and Space Science is one of nine Level 1 subjects that Aotea College piloted in the 2022 school year.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/767156056?h=7fe3241961
- Transcript: English NCEA Level 1 Physics
English
NCEA Level 1 Physics, Earth and Space Science is one of nine Level 1 subjects that Aotea College is piloting in the 2022 school year.
We have put all of our Year 11s into the pilot this year so they had the choice of the three subjects: Nature of Science, ChemBio, and the PESS, the Physics, Earth and Space Science. We got three classes of about 75 pupils in Physics, Earth and Space Science this year.
My experience of it has been pretty positive I’d say. Having less assessments. They’re a little bit bigger but I found that we have more of half a term, full term to kind of learn for it, rather than other classes where we only have two or three weeks and then do an assessment and then move on to another one.
It gives us a lot more time to go in a lot more depth with things so we can go off on those tangents and go talk about things that they're interested in. I kind of like that feature that we're making it more relevant to what we're currently living with in the world. So it's much more sort of hands-on.
We're learning about circuits and how circuits work around the house and the uses of circuits in our everyday objects. It's really fun to be honest because we're actually hands-on with the learning. So it's really fun, playing with electricity.
And that I found probably most interesting because I can really relate to that. Like, I’ve done a bit of stuff at home with different light bulbs we've installed in our house and everything. So we're busy drawing to scale drawings of the house and looking where we can really cut down our electricity use. Mum's often talking, “Oh, don't, don't turn the lights on. Don't leave the TV on when you're not there.” So now I actually understand why.
The nice thing is that we can take on board what they want to do as well. So they've been enjoying that aspect. They're a little less keen on obviously doing the writing projects and things like that. I mean, we give them the option to do videos, and podcasts, and things.
We've been open to more options in terms of presenting, such as you can present it on slides. We can orally present our findings, and even visually, like do it through art and stuff like that.
I do struggle with writing a bit so I think it's a lot easier for me to verbally get out my head what I want to put down on paper. But I would also again find a little bit tricky saying in front of the whole class. So it was quite good just being able to film myself and go straight to the teacher, not the whole class.
The new way of doing this means that we've got more time so we can spend more time on practical’s. It's a lot less of the chalk and talk, rush to get the theory done. So it literally opens you up to do whatever you fancy within what you need to teach. It's been very much of good fun so we've been doing a lot more practical work than we would normally have done at Level 1.
Te Reo Māori
Ko te NCEA Taumata 1 o te Mātai Ahupūngao, Te Ao me te Pūtaiao Ātea tētahi o ngā kaupapa ako Taumata 1 e iwa e pairetetia ana e te Kāreti o Aotea i tēnei tau kura 2022.
Ka whakanōhia e mātou ngā ākonga Tau 11 katoa ki te pairete i tēnei tau. I whai rātou i te kōwhiringa o ngā kaupapa ako e toru: Nature of Science, ChemBio, me te PESS -arā te Mātai Ahupūngao, Te Ao me te Pūtaiao Ātea.
E toru ngā akomanga o te 75 ākonga i te Mātai Ahupūngao, Te Ao me te Pūtaiao Ātea i tēnei tau.
He pai katoa te āhua o aku wheako. Te ruarua noa o ngā aromatawai, otirā he āhua nui ake, engari i riro i a mātou te haurua o te wāhanga o te tau, te wāhanga katoa rānei ki te ako i aua mahi, otirā i ētahi atu akomanga, ka waimaria mēnā e rua, e toru wiki kātahi ka mahi i te aromatawai, me te koke anō ki tētahi atu.
He nui ake te whai wā ki te ruku hōhonu ki ngā mahi, kia pai ai te whakakōpeka haere me te kōrero i ngā take e kaingākautia ana e rātou. E āhua rata ana ahau ki tērā āhuatanga arā te huri kia hāngai ake ai ki te ao e noho nei tātou ināianei. Me kī he nui te mahi ā-ringa.
Kei te ako mātou i ngā arahiko me te āhua o ngā arahiko puta noa i te kāinga, me ngā whakamahinga o ngā arahiko i roto i ngā taputapu o ia rā. He tino pārekareka te mahi i te mea he mahi ā-ringa katoa ngā mahi ako. Nō reira he tino pārekareka te tākaro me te hiko.
Ki ōku whakaaro koirā te mea mīharo katoa nā te mea e whirinaki ana au ki tērā. Kua oti i ahau ētahi mahi pēnei i te kāinga me ngā pūrama rerekē kua whakaurua e mātou i tō mātou kāinga me ētahi o aua mea katoa. Nā kua pukumahi tā mātou tā I ngā tuhinga āwhata o te whare me te kimi kei hea te wāhi hei whakaiti i te whakamahinga hiko. Kōrero ai a māmā, “Kaua e whakakā i ngā rama. Kaua e waiho i te whakaata kia kā tonu ina kore koe i taua rūma.” Nā, kua mārama haere au he aha ai.
Ko te mea pai, ka āhei hoki mātou ki te whai whakaaro ki ngā mea e hiahia ana rātou. Nō reira he rawe ki a rātou taua āhuatanga. E kitea ana te paku whakakeke ki te mahi I ngā kaupapa tuhituhi me aua āhuatanga. Ko tā mātou, he tuku i te kōwhiringa ki te mahi ataata, īpāho me aua mea.
E tuwhera ana mātou ki ētahi atu kōwhiringa mō te whakaatu mahi, pēnei i te tiro i ngā mahi i runga pana hiko. Ka taea te kōrero ā-waha i ō mahi, ā-ataata rānei, arā mā ngā mahi toi me aua āhuatanga.
Āe, kotahi te Canva kua mahia e au mā taku kaiako, ā, kua mahia e au tētahi ataata o aku mahi me te tuku ki te kaiako. He uaua ki ahau te tuhituhi nō reira he ngāwari ake mōku te kōrero ā-waha i ōku whakairo tēnā i te tuhi ki te pepa.
Otirā he uaua hoki ki a au te korero ki mua i taku akomanga katoa. Nō reira he pai mōku te hopu i aku korero me te tuku tika ki te kaiako, kaua ki te akomanga katoa. Ko te tikanga ia o tēnei huarahi hou o te mahi i ngā mahi, ka nui ake te wā, hei whakapau ake ki runga i ngā mahi ā-ringa. He iti ake te tioka me te kōrero, te whāwhai kia oti ai ngā mahi tuhituhi. Nā kua tino tuwhera ki a koe te huarahi ki te mahi i tāu e hiahia ana i roto i āu mahi whakaako. He tino ngahau ngā mahi. Nā reira kua nui ake ā mātou mahi ā-ringa tērā i ngā mahi o mua i te Taumata 1.
[ Video Resource ]
- Title: Aotea College – Level 1 DVC Pilot
- Description: NCEA Level 1 Design and Visual Communication is one of nine Level 1 subjects that Aotea College piloted in the 2022 school year.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/769193977?h=69d0be4858
- Transcript: English NCEA Level 1 Design and Visual Communication is one of nine Level 1 subjects that Aotea College is piloting in the 2022 school year. So at Aotea College Level 1 Design and Visual Communication is running one class of learners at 25 students. So there's a lot of advantages for the new course. One of the key ones is that there are less standards
English
NCEA Level 1 Design and Visual Communication is one of nine Level 1 subjects that Aotea College is piloting in the 2022 school year.
So at Aotea College Level 1 Design and Visual Communication is running one class of learners at 25 students. So there's a lot of advantages for the new course. One of the key ones is that there are less standards, and so the students can really focus on building their authentic learning in the classroom. They can spend more time in the play-based learning space without having to worry about rushing through to an assessment deadline.
I'm finding it a lot easier than having six or five assessments, and it's also easier without the exams at the end of the year and just a few externals through the middle of the year. I think that's helped with stress levels and yeah, just being able to finish the work and complete it on time.
I can work on the design more and put more time into it and think about it more in depth, and longer, so I can make it better than if I had less time.
So just having conversations with the students, their eyes are lighting up as they're talking about the work that they are creating. Their responses and the time that they have to make those responses purposeful and prideful is coming through. So students have been exploring a range of cultural artifacts that have steered their design work. And we've coupled that with the two briefs that they've been working through this year to do with our school, to do with our site, to do with this space and this place and how it all ties together and using that to enhance the work that they are creating this year. So the programme and the tools available allow the students to be more individually responsive and find their passion in communicating their designs, 2D or 3D. And that's wonderful.
We've been combining heaps of cultural artifacts into the projects and designs we've been doing. And it has helped us more connect with our cultures and bring culture into the design aspect of things and to the products that we are making.
If you’re piloting the subject next year, be brave. Think about opportunities that might present that are new for you. Be aware that you can explore. You can delve into play-based learning. You can experiment with a range of strategies that you may not have had time to cover in as much detail before. And then as students upskill, you can help them to use that range of creativity to move towards possible resolution of their design. But you may also still have time to go back and delve more into that play-based learning to support their final outcome. That's new.
Te Reo Māori
Ko te NCEA Taumata 1 Te Hoahoa me te Whakawhitiwhiti Ataata tētahi o ngā kaupapa Taumata 1 e iwa e whakamātauria ana e te Kāreti o Aotea i tēnei tau kura 2022.
Nā, kotahi te akomanga i te Kāreti o Aotea i te NCEA Taumata 1 Hoahoa me te Whakawhitiwhiti Ataata otirā 25 ngā ākonga. Na, he nui nga painga o te akoranga hou. Ko tētahi o ngā mea matua he iti iho ngā paerewa, nō reira ka taea e ngā ākonga te āta aro ake ki te whakapiki i te akoranga motuhenga i roto i te akomanga. Ka nui ake te wā ka pau i roto i te whaitua ako pārekareka me te kore e māharahara ake kia hohoro te whakaoti i te aromatawai.
He ngāwari ake ki ahau tēnā i ngā aromatawai e ono, e rima rānei, otirā he ngāwari ake i te korenga o ngā whakamātautau i te mutunga o te tau ā, he ruarua noa ngā whakamātautau ā-waho i waenganui o te tau. Nā tērā, i āwhina ki te whakamāmā i ngā taumahatanga āe, ko te whakaoti noa i ngā mahi i te wā tika.
Ka nui ake te wā ki te hoahoa me te whai wāhi ki te āta whakaaro ake, kia hōhonu ake, kia roa ake, otirā ka kounga ake ngā mahi nā te nui ake o te wā.
Nā kei te kōrerorero noa au ki ngā ākonga, e muramura mai ana ō rātou whatu i te wā e kōrero ana mō ngā mahi e hangaia ana.
Ā rātou urupare me te wā i whiwhi ai rātou kia whaihua ai aua urupare, otirā e kitea haeretia ana te whakahī. Nā kua hōpara haere ngā ākonga i te whānuitanga o ngā taonga ahurea kua pūmau ki roto i ā rātou mahi hoahoa, ā, kua tūhonotia atu ki ngā kaupapa mahi e rua e mahia ana e rātou i tēnei tau e pā ana ki tō mātou kura, ki tō mātou tauwāhi, ki tēnei mokowā, ki tēnei wāhi hoki, me te āhua o te honohono haere, me te whakamahi i tērā hei whakarākei ake i ngā mahi e waihangatia ana e rātou i tēnei tau. Nā te hōtaka me ngā taputapu e wātea ana, kua āhei ngā ākonga kia takitahi ake te urupare me te kimi kei hea te ngākau whiwhita ki te whakawhiti i ō rātou hoahoa, ahu-2, ahu-3 rānei. Otirā he mīharo tērā.
He nui ngā taonga ahurea kua pāhekohekotia e mātou ki roto i nga mahi me ngā hoahoa e mahia ana e mātou, otirā i āwhina i a mātou kia tūhonohono ake ki ō tātou ahurea, me te kawe mai i taua ahurea ki te āhuatanga hoahoa o ngā mahi tae atu ki ngā hua e hangaia ana e mātou. Mēnā e pairete ana koe i tēnei kaupapa ako ā tērā tau, kia manawanui. Whakaarotia ngā āheinga ka tūpono kitea, otirā e hou ana mōu. Ka taea e koe te tūhura haere. Ka taea e koe te ruku ki ngā mahi ako pārekareka. Ka taea te whakamātau i ngā rautaki maha kāore pea koe i whai wā i mua ki te āta ruku i ngā kōrero. Nā, i te wā e piki haere ana ngā pūkenga o ngā ākonga, ko tāu he āwhina i a rātou ki te whakamahi i taua auahatanga whānui hei koke whakamua ki te whakatau haere i tā rātou hoahoa. Heoi ka whai wā tonu pea koe ki te hoki whakamuri ki te āta ruku anō ki te ako pārekareka hei tautoko i te putanga whakamutunga. He mea hou tērā.