English

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

Te reo Māori

Aku wheako o te paerete i tētahi kaupapa NCEA

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

English

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

Te reo Māori

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

Transcript (English)

This school year, the ministry of education is conducting three pilots as part of it’s work to strengthen NCEA. The first of these pilots is Te Ao Haka, the new Māori performing ats subject. 36 schools and kura are piloting the subject across all three NCEA levels and for university entrants. “So Te Ao Haka in the context of the school – it’s a way to provide equality within the education system. We teach Te Ao Haka in a bilingual language. We also get the students to help retain the knowledge that they’ve been taught by actions. So within Te Ao Haka, the key competencies that they learn is all about time management, commitment, resilience, perseverance; we talk about New Zealand geography, we talk about our local narratives and our local history. If the wharekura is not succeeding then the school is not succeeding. So a lot of emphasis and a lot of resources have been put up to help bring Te Ao Haka to where it should be.” Draft Te Reo Matatini me te Pāngarau Literacy and Numeracy standards are also being piloted in 13 schools, 6 kura and 2 tertiary providers.  

“So with the new standards that are coming in, we want them to be prepared with the new level of reading or new level of writing, as well as how to do maths – not just in books, but also maybe on the internet. So having them prepared with different schools in order to be ready for what’s out there for them.” 

“The literacy standards are important because they’re the backbone of learning. Every other skill you need to learn in life requires some aspect of being able to read and write. Currently, a level 1 student, for example, has to have 10 credits – 5 writing, 5 reading – they can get that through a number of standards. Level 2 students working towards university entrance – they, again, need another 10. The problem, as I see it, which is why I decided to do this pilot program, is right now there are hundreds of standards that include literacy. Including math standards. So the results aren’t reliable. We need to have something more structured to know that all kids are getting the benefit from this.”  

“NCEA offers a lot of choice, which is great because it can be catered to fit the needs of the kids. But what it also means is you can end up with some gaps. So its really important to strengthen this because this provides that benchmark that makes sure that every single one of our kids, no matter which school their coming out of, is going to have that basic or that core set of skills that’s going to allow them to be successful in whatever they choose to do in the future.” We want them to know these skills in the beginning of year 9 and 10 so when they head into their senior years, they already have the basic skills when starting with NCEA.” 

 A mini pilot with NCEA level 1 English, science, religious studies and visual arts is also being run in 25 schools this year.  

“We are currently trialling the level 1 English pilot standards. This is being trialled in our whole English department, so every single level 1 student in our school is currently being assessed using those new pilot standards. So being part of a pilot program means that we get to trial some of the resources and assessment tasks that have been created and actually see how they’re going to work in a every day situation and how our students will engage with those.”  

“So we are currently running a pilot in science. We decided we wanted to try and help our students in terms of achieving the standards they require for their learning, and we have struggled with traditional methods for doing that. So the pilot’s another really good opportunity for helping them attain level 1.”  

“Often in religious studies you look at texts within religions. Studying what different religions do, what they teach, what their ethical principles are, what their dogmas and doctrines are and all that sort of stuff. In people’s minds, I think, there’s always a little bit of a credibility crisis about standards that are internally assessed. As soon as you get externally assessed credits, the credibility goes up a little bit. And so that’s a really positive thing for religious studies.”  

“Visual arts NCEA level 1, at it’s best, is a way to get kids to be creative. It’s a way to get kids to express themselves through visual image. The pilot program that we agreed to fits really well with some of the stuff that our friends in the ministry have told us they’re trying to test this year to get things right. What used to be only unit standards for traditional Māori arts, you could only get unit standards, we want to lift the mana of that thing and now hopefully what will happen with the new standards, you can get achievement standard credits.”  

“As we know, there’s no such thing as one size fits all, so it’s really important that we see how they work for our students - how well our students engage. At the end of this process, we will be able to inform the ministry of the effectiveness of these new standards and the assessment tasks that have been developed and we will be able to provide feedback.”  

“Well the pilot is very important because it allows us to iron out any issues that might come up in a very small scale. You have to iron them out by actually practicing the pilot and actually having real life students coming up with real life things and real life resources, that’s how you iron it out.”

Transcript (te reo)

I tēnei tau kura, e whakahaere ana Te Tāhuhu o te Mātauranga i ētahi whakamātau e toru hei wāhanga o tana mahi ki te whakapakari ake i te NCEA. Ko te tuatahi o ēnei whakamātau ko Te Ao Haka, te kaupapa toi whakaari Māori hou. 36 ngā kura e whakamātau ana i te kaupapa puta noa i ngā kaupae e toru o te NCEA me te whakaurunga ki te whare wānanga.  

“Nā ko Te Ao Haka, i te horopaki o te kura, he huarahi hei whakarato manarite i roto i te pūnaha mātauranga. He reorua tā mātou whakaako i Te Ao Haka, ka whakahau hoki mātou i ngā ākonga ke te whakamahi i ngā ringaringa hei āwhina ki te pupuri i ngā mātauranga. Nā, i roto o Te Ao Haka, ko ngā pūkenga matua ka ākona e rātou e hāngai ana ki te whakahaere i te wā, te pūmautanga, te aumangeatanga me te manawaroratanga. Ka kōrero mātou mō ngā tohu whenua o Aotearoa, ka kōrero tuku iho o te takiwā nei. Ki te kore Te Whare o Raukura i te angitu, kua kore te kura whānui e angitu. Ngā reira he nui te aoronga, he nui hoki ngā rauemi kua whakaritea hei āwhine ki te hiki i Te Ao Haka ki tōna tūranga tika.” 

E whakamātauhia ana hoki ngā paerewa hukihuki o Te Rea Matatini me te Pāngarau i roto i ngā kura auraki 13, ngā Kura e ono, me ētahi kaiwhakarato mātauranga tuatoru e rua.  

“Heoi i runga i te āhua o ngā paerewa hou e kuhu mai ana e hiahia ana mātou kia rite rātou mō te kaupae pānui, tuhi hou rānei ā, me pēhea hoki te mahi pāngarau, haua ki te pukapuka anake negari i runga i te ipurangi pea. Nō reira ko te whakarite i a rātou me ngā pūkenga rerekē kia rite ai rātou mō ngā āhuatanga o te ao e tatari ana.” 

He hira tonu hoki ngā paerewa reo matatini nā te mea koinā te iho o te ako. Kei ērā atu pūkenga katoa ka hiahiatia ke te ako i tōu ao tētahi āhuatanga e pā ana ki te zmōhio ki te pānui me te tuhi. I tēnei wā, hei tauira, me whiwhi rawa te ākonga kaupae 1 i ngā whiwhinga 10. E rima mō te tuhituhi, e rima mō te pānui. Ka taea e rātou ēnei mā ētahi paerewa huhua. Ko ngā ākonga Kaupae 2 e mahi ana ki te tohu whakaru whare wānanga me whai 10 anō. Ko te mate kē i taku tirohanga, otirā koinā te take i whakatau ahau ki te uru ki te kaupapa whakamātau, i tēnei wā e hia rau ngā paerewa he reo matatini kei roto, tae atu ki ngā paerewa pāngarau. Nō reira he hārakiraki ngā hua, ā, me whai rawa tātou i tētahi āhuatanga raupapa ake e mōhio ai e whai hua ana ngā tamariki katoa mai i tēnei.” 

“He nui ngā kōwhiringa o te NCEA, otirā he pai nā te mea ka taea te panoni kia hāngai ai ki ngā matea a ngā tamariki. Heoi ko tētahi atu putanga, tērā pea ka hua mai ētahi whāruarua. Nō reira he whai take nui tonu te whakapakari i tēnei nā te mea mā tēnei e whakatau te paerewa e whakarite ana kia whiwhi ia tamaiti ahakoe e puta mai ana i tēhea kura i te ngako matua, te pū rānei a ngā pūkenga e āhei ai rātou kia angitu ahakoa he aha tā rātou i kōwhiri ai hei ngā tau e tū mai nei.” 

“E hiahia ana mātou kia mōhio rātou ki ēnei pūkenga i te tīmatanga o te tau 9 me te 10, i te mea kia tae rātou ki ngā tau tuakana kei a rātou kē ngā pūkenga taketake o te tīmata atu mā te NCEA.” 

E whakahaeretia ana hoki tētahi whakamātau iti o te NCEA Kaupae 1 Ingarihi, Pūtaio, Ako Whakapono, me Ngā Toi Ataata i roto i ngā kura 25 i tēnei tau.  

“I tēnei wā e whakamātauria ana e mātou ngā paerewa whakamātau Ingarihi Kapae 1. E whakamātauria ana ēnei i roto i tā mātoutari Ingarihi katoa, e pai ai te aromatawaitia o ia ākonga Kaupae 1 i tō mātou kura i raro i aua paerewa whakamātau hou. Nā, mā te noho hei wāhanga o te kaupapa whakamātau nei ka āhei mātou ki te whakamātau i ētahi rauemi me ngā aromatawai i hangaia, ā, me te tiro ka pēhea ērā a mahi ai i roto i ngā whakahaere o ia rā, ā, ka pēhea te whai wāhi o ā mātou ākonga ki ērā.” 

“Nō reira i tēnei wā e whakahaere ana mātou i tētahi whakamātau Pūtaiao. I whakatau mātou e hia hia ana mātou ki te āwhina i ā mātou ākonga ki te whakatutuki i ngā paerewa e hiahiatia ana mō tā rātou akoranga, ā, i uaua hoki mātou ngā tikanga tuku iho mō te mahi i tēnei mahi, nō reira he āheinga pai rewa tēnei whakamātau ki te āwhina i a rātou kia eke ai ki te Kaupae 1.” 

“He nui ngā wā i roto i ngā Akoranga Whakapono e tiro ai koe ki ngā tuhinga o ngā whakapono rerekē. Te ako i ngā whakahaerenga o ngā whakapono rerekē, ngā akoranga, he aha ō rātou mātāpono matatika, ngā tikanga whakaaro me ngā whakaaroranga, ā, me ērā tūāhua katoa. I roto i te hinengaro tangata, ki ōku whakaaro, he pōhēhētanga anō kei reira e pā ana ki ngā paerewa aromatawai ā-roto. Nā, kia tīmata koe ki te aromatawai ā-waho i ngā whiwhinga ka āhua piki te ngakau pono. Nā rā he pai tino pai tēnei mō te Akoranga Whakapono.” 

“I tōna tiketiketanga, ko te Toi Ataata NCEA Kaupae 1, he huarahi e auaha ai ngā tamariki. He huarahi e tea ai e ngā tamariki te whakaatu ko wai rātou mā tētahi atahanga ataata. Ko te kaupapa whakamātau i whakaaetia ai e mātou, e hāngai pū ana ki ētahi atu mahi e kōrero mai ana ō hāngai pū ana ki ētahi atu mahi e kōrero mai ana ō mātou hoa o te Tāhuhu, e ngana ana rātou ki te whakamātautau i ēnei i tēnei tau kia tika ai. I mua he paereqwa anake mō ngā toi tūturu a te Māori, arā he paerewa anake, e hiahia ana mātou ki te hiki i te mana o taua mea, ā, ko te tūmanako ka taea ināianei mā ngā paerewa hou, ka taea e koe ngā whiwhinga paerewa paetae.” 

“E mōhio ana mātou kāore he whakaurunga kotahi mā te katoa. Nō reira he hire nui kia tirohia e pēhea ana te mahi o ēnei mā ō tātou ākonga, ka pēhea tā rātou whai wāhi. I te mutunga o tēnei tukanga ka taea e mātou te whakamōhio i te Tāhuhu ki te hua o ēnei paerewa hou me ngā mahi aromatawai kua whanaketia, ā, ka taea e mātou te whakahoki kōrero.” 

“He take nui ki a mātou te whakamātau nā te mea ka taea e mātou te paku whakatikatika i ngā raru kei pupū ake. Me āta whakatikatikia mā te whakatinana i te whakamātau me te whakarite kia rapua e ngā ākonga tūturu, ngā āhuatanga tūturu, mā ngā rauemi tūturu koinā te huarahi whakatikatika.” 

Transcript (English)

One of the NCEA changes is to create new standards that will directly assess Te Reo Matatini me te Pāngarau Literacy and Numeracy. These standards are being piloted in 13 schools, 6 kura and 2 tertiary providers in 2021 with a wider pilot planned for 2022.  

“The literacy standards are important because they’re the backbone in learning. Every other skill you need to learn in life requires some aspect of being able to read and write.” “The ministry and our school in particular has noticed that many of our students are leaving school without the prerequisites to be able to go on to further pathways.”  

“So with the new standards that are coming in, we want them to be prepared with the new level of reading or new level of writing as well as how to do maths not just in books, but also maybe on the internet. So having them prepared with different schools in order to be ready for what’s out there.” 

“NCEA offers a lot of choice, which is great because it can be catered to fit the needs of the kids. But what it also means is you can end up with some gaps. So its really important to strengthen this because this provides that benchmark that makes sure that every single one of our kids, no matter which school their coming out of, is going to have that basic or that core set of skills that’s going to allow them to be successful in whatever they choose to do in the future.”  

“The problem, as I see it, which is why I decided to do this pilot program, is right now there are hundreds of standards that include literacy. Including math standards. So the results aren’t reliable. We need to have something more structured to know that all kids are getting the benefit from this.”  

“With the pilot, what will happen is the literacy and numeracy standards will be separate to the credits in the NCEA package. They will have their own individual assessments.” “This opportunity for literacy to be imbedded across all departments means that kids will come out of all of their subjects with more skill for literacy.”  

“We want to make sure that it also engages our students, especially with the content, making sure the topics and texts suit the way they would like to learn and not just for us to get the results.”  

“I think it’s important because there’s an opportunity here for kids to have more maths and literacy that actually means something rather than just credit hunting somewhere that actually we know that fundamentally that they have those skills before they leave us.”  

“The kind of support the schools need to give firstly is time to do the PD and to learn the process. To ensure that kids are actually learning it though, we need time to work in our groups. Also, giving us some advice on how to record and measure the process so that when it comes time to determine whether the pilot was successful or not, I can offer that information up.”  

“There needs to be a strategic support system in place – it needs to come from the top – because there’s massive resourcing required, and that’s not just human resources in the way of teachers and support staff. But that’s around time to be able to develop the literacy and numeracy teaching across the younger year levels. The other support needs to come from the lower levels of primary and intermediate as well.”

Transcript (te reo)

Ko tētahi o ngā rerekētanga o te NCEA ko te waihanga paerewa hou e aromatawai pū i Te reo Matatini me te Pāngarau. Kai te whakamātauria ēnei paerewa ki ngā kura 13, ki ngā Wharekura e ono me ngā Whare Wānanga e rua i te tau 2021 me tētahi whakamātau whānui e whakaritea ana mō te 2022.” 

“He hira tonu hoki ngā paerewa rea matatini nā te mea koinā te iho o te ako. Kei ērā atu pūkenga katoa ka hiahiatia ke te ako i tōu ao tētahi āhuatanga e pā ana ki te mōhio ki te pānui me te tuhi.” 

“Kua kite te Tāhuhu me tō mātou kura hoki he nui ā mātou ākonga e wehe ana i te kore me te kore whai i ngā tohu tika e hare tonu ai rātou i ngā ara ako.” 

“Heoi i runga i te āhua o ngā paerewa hou e kuhu mai ana e hiahia ana mātou kia rite rātou mō te kaupae pānui, tuhi hou rānei ā, me pēhea hoki te mahi pāngarau, kaua ki te pukapuka anake, engari i runga i twe ipurangi pea. Nō reira ko te whakarite i a rātou me ngā pūkenga rerekē kia rite ai rātou mō ngā āhuatanga o te ao e tatari ana.” 

“He nuingā kōwhiringa o te NCEA, otirā he pai nā te mea ka taea te panoni kia hāngai ai ki ngā tamariki. Heoi ko tētahi atu puntanga, tērā pea ka hua mai ētahi whāruarua. Nō reira he whai take nui tonu te whakapakari i tēnei nā te mea mā tēnei e whakatau te paerewa e whakarite ana kia whiwhi ia tamaiti i te ngako matua, te pū rānei o ngā pūkenga e āhei ai rātou kia angitu ahakoa he aha tā rātou i kōwhiri ai hei ngā tau e tū mai nei.” 

“Ko te mate kē i taku tirohanga, otirā koinā te take i whakatau ahau ki te uru ki te kaupapa whakamātau, i tēnei wā, e hia rau ngā paerewa he reo matatini kei roto, tae atu ki ngā paerewa pāngarau. Nō reira he hārakiraki ngā hua, ā, me whai rawa tātou i tētahi āhuatanga raupapa ake e mōhio ai e whai hua ana ngā tamariki katoa mai i tēnei.” 

“Mō te whakamātau, ko ngā mahi ko ngā paerewa reo matatini me te pāngarau ka wehea mai i ngā whiwhinga tei te pūhara NCEA. Ka whai i ōna aromatawai ake. 

“Ko te tikanga o tēnei āheinga mō te reo metatini kia tāurutia ki ngā tari katoa ka puta ngā tamariki i ō rātou kaupapa ako katoa me ngā pūkenga nui o te reo matatini.” 

“E hiahia ana mātou ki te whakarite kia whāi wāhi ā tātou ākonga mātua rā ki ngā kaupapa Te whakarite kia hāngai ngā kaupapa me ngā tuhinga ki te āhuatanga o tā rātou ako kaua noa kia puta he hua ki a mātou.” 

“Ki ahau he tino whaitake nā te mea he āheinga kei konei mā ngā tamariki kia nui ake te pāngarau me to rea matatini e whai pānga ana, hei aha te rapu whiwhinga noa engari kia mōhio pū mātou kei ā rātou aua pūkenga i mua i te wehenga i a mātou.” 

“Te momo tautoko me tuku rawa ngā kura i te tuatahi kua tae te wā ki te mahi PD me te ako i te tukanga. Kia mōhio mārika e ako haere ana ngā tamariki me whai wā ki te mahi i roto i ā mātou rōpū. Ana ko te tuku kōrero tohutohu mai me pēhea te hopu e te ine i te ahunga kia tae ki te wā whakatau mēna i whai hua te whakamātau kīhai rānei Ka taea e au te tuku i ērā mōhiohio.” 

“Me whai rawa i tētahi pūnaha tautoko ā-rautaki. Me ahu mai i runga nā te mea he tino nui ngā rauemi e hiahiatia ana. Ehara kau noa i te rauemi ā-tangata pēnei i ngā kaiako me ngā kaitautoko, engari ko te wahi wā ki te whakawhanake i te whakaakoranga rea matatini me te pāngarau puta noa i ng1ā tau pūhou. Me ahu mai te toenga o ngā tautoko m,ai i ngā taumata ō raro iho o ngā kura tuatahi, takawaenga hoki.”

English

A mini-pilot with NCEA Level 1 English, Science, Religious Studies and Visual Arts is being run in 25 schools in the 2021 school year. The mini-pilot is a test run of the processes of piloting standards and supporting resources ahead  of a mini-pilot of all NCEA Level 1 subjects, which will involve over 80 schools and kura in 2022.

Level 1 English is the exploration of language. It's looking at texts, and it's understanding how language and identity are linked. 

We are currently trialling the Level 1 English pilot standards. Two of them are internal, two of them are external. There's a total of 20 credits. This is being trialled in our whole English department so every single Level 1  student at our school is currently being assessed using those new pilot standards.

Often in Religious Studies you look at texts within religions. Studying what different religions do, what they teach, what their ethical principles are, what their dogmas and doctrines are, and all that sort of stuff. Previously, in Religious Studies, every achievement standard was six credits and we do three standards a year. The change here is they're doing four standards, each one is worth five credits,  and there's two external standards, which we've never done before in Religious Studies. In people's minds I think, there's always a little bit of a credibility crisis around standards that are internally assessed. As soon as you get externally assessed credits, the credibility goes up a little bit. And so that's a really positive thing for Religious Studies.

So we're currently running a pilot in Science. So the pilot runs as an iterative process. So we get a lot of information given to us and then a lot of resources that are sent through, and we have to decimate and take that stuff apart and then feed it out to the students. At the end of the day what we're looking at is ways of ensuring that the kids succeed, and we are hoping that these standards, or these pilots, will give us that ability.

Visual Arts NCEA Level 1 at its best is a way to get kids to be creative. It's a way to get kids to express themselves through visual image. I'm teaching this class along with Toko Waaka. He had a great success in the last couple of years teaching traditional whakairo to some of our at-risk Māori boys here at school and we wanted to expand on that. This piloting programme may help our students that are not so good at theory, but more practical; it might help them in the long run.

The pilot programme that we agreed to fits really well with some of the stuff that our  friends in the Ministry told us that they're trying to test this year to get things right. What used to be only unit standards for traditional Māori arts, you could only get unit standards. We want to lift the mana of that thing and now, hopefully, what will happen with the new standards, you can get achievement standard credits.

So being part of a pilot programme means that we get to trial some of the resources and assessment tasks that have been created and actually see how they're  going to work in an everyday situation, and how our students will engage with those. As we know, there's no such thing as one-size-fits-all. So it's really important that we see how they work for our students, how well our students engage.

These pilots are a really good way of ensuring that everybody gets an opportunity to see what's entailed and what's involved with the process. But what it really entails is ensuring  that the students end up with the best possible opportunity to get their Level 1 qualification.
At the end of this process, we will be able to inform the Ministry of the effectiveness of these new standards and the assessment tasks that have been developed, and we will be able to provide feedback.

Well the pilot is very important because it allows us to iron out any issues that might come up in a very small scale.You have to iron them out by actually practicing the pilot and actually having real-life students coming up with real-life things and real-life resources. That's how you iron it out. Not through a theory or a focus group or something.

Te reo Māori

E whakahaeretia ana tētahi whakamātau-iti mō te NCEA Kaupae 1 Te Reo Pākehā, Pūtaiao, Akoranga Whakapono, me Ngā Toi Ataata ki ngā kura e 25 i te tau 2021.

He whakaharatau te whakamātau-iti nei i ngā tukanga o te whakamātau i ngā paerewa me ngā rauemi tautoko i mua i te whakamātau-iti nui o ngā marau katoa o te NCEA Kaupae 1, ā, ka whai wāhi ngā kura 80 neke atu rānei i te tau 2022.

He mea tūhura reo te Kaupae 1 Reo Pākehā. He tirotiro i ngā tuhinga, me te mārama anō ki ngā hononga o te reo me te tuakiri.

I tēnei wā e whakamātauria ana e mātou ngā paerewa whakamātau Reo Pākehā Kaupae 1. E rua o ēnā he aromatawai ā-roto, e rua anō he aromatawai ā-waho. 20 ngā whiwhinga katoa.

E whakamātauria ana ēnei e tō mātou tari Reo Pākehā katoa, kia aromatawaihia   ngā tauira Kaupae 1 katoa o tō mātou kura mā ngā paerewa whakamātau hou.

I roto i ngā Akoranga Whakapono ka auau te tiro atu ki ngā tuhinga o ngā whakapono rerekē.

E ako ana i ngā mahi o ngā whakapono rerekē, ō rātou akoranga, ā, he aha ō rātou mātāpono matatika, he aha ō rātou tikanga, akoranga whakahaere hoki , ā, me ērā tūāhua katoa.

I mua, e ono ngā whiwhinga o ia paerewa paetae o te Akoranga Whakapono, ā, e toru ngā paerewa ka mahia i ia tau. 
Ko te rerekētanga, ka mahia ngā paerewa e whā, ā, e rima ngā whiwhinga o ia paerewa, e rua ngā aromatawai ā-waho, kāore anō mātou kia pērā i roto i te Akoranga Whakapono.

Ki a au nei, ka āhua āwangawanga ētahi mō te pono o ngā paerewa aromatawai ā-roto.

Ina mahi i ngā aromatawai ā-waho ka nui ake te whakapono.

Nō reira he tino pai tēnei mō te Akoranga Whakapono.

I tēnei wā e whakahaere ana mātou i tētahi whakamātau i roto i te Pūtaiao.

Ko tā te whakamātau nei he toai i te tukanga whakamātau.

Ka tukuna mai ngā mōhiohio maha, kātahi ka tukuna mai ngā rauemi maha, ā, ko tā mātou he wetewete kātahi ka whāngai atu ki ngā ākonga.

Hei te mutunga o te rā ko tā mātou he kimi huarahi e angitu ai ngā tamariki, ā, ko te tūmanako mā ēnei paerewa, ēnei whakamātau rānei, e pērā ai mātou.

I tōna tiketiketanga, ko NgāToi Ataata NCEA Kaupae 1, he huarahi e auaha ai ngā tamariki.  

He huarahi e taea ai e ngā tamariki te whakaatu ko wai rātou mā tētahi atahanga ataata.

Kei te whakaako māua ko Toko Waaka i tēnei akomanga. Kua angitu ia i ngā tau e rua i mua nei e whakaako ana i ngā mahi whakairo tūturu ki ētahi o ā mātou tama Māori e raruraru ana i te kura nei, ā, e hiahia ana mātou ki te whakawhānui i aua mahi.

Ka āwhina pea tēnei kaupapa i ngā ākonga kāore i te tino pai ki te ako ariā, engari he pai ki ngā mahi ā-ringa, ka āwhina pea i a rātou i muri mai.

Hāngai pū ana te whakamātau i whakaaetia ai e mātou, ki ētahi atu o ngā mahi a ō mātou hoa i te Tāhuhu, arā ngā mea e ngana ana kia whakamātautauria i tēnei tau kia tika ai.

I mua he paerewa noa iho mō Ngā Toi Māori, arā koirā noa iho ngā paerewa e taea ana, ā, e hiahia ana mātou ki te hiki i tōna mana, ā, ko te tūmanako  mā ngā paerewa hou e taea ai ngā whiwhinga paerewa paetae.

Mā te whai wāhi atu ki te kaupapa whakamātau nei ka āhei mātou ki te whakamātau i ētahi rauemi, ngohe aromatawai hoki i hangaia ai, ā, ka kite me pēhea te whakamahi i roto i ngā mahi o ia rā, ā, ka pēhea o mātou ākonga e whai wāhi atu ai ki ērā mahi.

Kei te mōhio mātou ehara i te mea ka rata ngā ākonga katoa ki ēnei mahi, nō reira he mea nui kia tirohia mēnā e pai ana mō ā mātou ākonga, ā, ka pēhea tā rātou whai i ngā mahi.

He pai ēnei whakamātau kia whai wāhi ai te katoa ki te titiro ki ngā whakaritenga o te tukanga nei.

Engari ko te tino mahi he whai i te mahi pai rawa mā ngā ākonga kia pai ai tō rātou whiwhi i te tohu mō te Kaupae 1.

Hei te mutunga o tēnei tukanga ka taea e mātou te whakamōhio atu i te Tāhūhū ki te pai o ngā paerewa hou me ngā ngohe kua whakawhanakehia ā, ka taea hoki te whakahoki kōrero.

He kaupapa nui te whakamātau nei i te mea ka āhei mātou ki te whakatikatika i ngā raru ka pupū ake pea, ahakoa te paku o te raru.

Mā tēnei whakamātau, mā te mahi a ngā ākonga, mā te kite i ngā whakaputanga a ngā ākonga, mā ngā rauemi tūturu hoki e whakatikatika ai i ngā raruraru.

Kaua mā te whai ariā, mā te rōpū arotahi rānei.

English

Twenty-five schools across the country are piloting NCEA Level 1 English, Science, Religious Studies and Visual Arts this school year. Three of these schools shared with us their experience thus far. The mini-pilot is a test run of the process for piloting standards and supporting resources ahead of a mini-pilot of all NCEA Level 1 subjects in 2022.

Garin College is part of the mini-pilot for Religious Studies. The new standards definitely allow scope for creativity and doing things a little bit differently. Fortunately, there's enough of the standards that have familiar content not to throw teachers too far off their mark.

Here at Whakatane High School we've been piloting the Level 1 English standards to the whole school. One of the things that we've found as teachers is it's been a huge disrupter to our everyday teaching practice. It's really forced us out of our comfort zone. It has been a challenge but it's been a really valuable challenge, and I think it's going to be one that is really beneficial to our students.

So we've been part of the mini-pilot project with Visual Arts. Content hasn't really changed significantly from what we used to do. We were developing a new programme anyway and on the whole, I think most people will be able to actually see how their programmes can adapt across to it. 

The biggest change is that there's a lot more student-led learning. So students have a lot more responsibility for their own learning and the choices in terms of the texts that they select. This has meant that we've had better engagement from our students because they're actually selecting and studying texts that they actually enjoy and that are relevant to them. 

Most of the standards are significantly lower word limits. The students are taking a while to get this because they are used to thinking that excellence means lots more words but of course, that's not the case. We're looking for quality, not quantity. They're definitely getting that and they're learning to consolidate their ideas much better.

With the pilot, the timings are a little bit different and certainly stacked towards the end of the year for a lot of the assessments. They're not getting as much feedback at the moment, as far as grades are concerned.

So we need to communicate with them really clearly as to where they're at and how they're progressing, and that's been really important.

If you're doing the pilots next year, my advice would be to get on board in terms of professional development by the end of this year. We all know how busy the school calendar year is so you need to plan very specifically for your own school's needs.

I would really encourage people to look at the assessment activities and get a clear idea of exactly what you're going to be teaching and what's going to be working best for the students in front of you.

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

It's been a huge challenge but I think it's been a really important challenge. We needed that disruption because NCEA isn't working for some of our students. So we need to make changes to make it more equitable.

Te reo Māori

E 25 ngā kura puta noa i te motu e paerata ana i te NCEA Taumata 1 te Ingarihi, Pūtaiao, Mātai Whakapono, me te Toi Ataata i tēnei tau kura.

E toru o ēnei kura i tohatoha ki a mātou ō rātou wheakotanga tae noa ki tēnei wā.

He whakaharatau te whakamātau-iti nei i ngā tukanga o te whakamātau i ngā paerewa me ngā rauemi tautoko i mua i te whakamātau-iti nui o ngā marau katoa o te NCEA Kaupae 1 i te tau 2022.

Ko te kura tuarua o Garin tētahi e whai wāhi ana ki te paerata iti mō te Mātai Whakapono. Mā ngā paerewa hou e āhei ai te tangata ki te whai i ngā mahi auaha me te mahi i ngā mahi mā te āhua paku rerekē.

Waimarie, he nui tonu ngā paerewa kua whai kiko e mōhiotia ana kia kaua e whakararu i te kaiako. I konei i te Kura Tuarua o Whakatāne kua paeratatia e mātou ngā paerewa Ingarihi Taumata 1 ki te kura whānui.

Ko tētahi mea kua kite mātou hei kaiako – he whakararu nui tēnei ki ā mātou tikanga ako o ia rā.

Me kī nā tēnei mātou i whakaoreore mai kia wehe i tō mātou nōhanga hāneanea.

He mahi uaua tēnei engari he mahi tino whai hua hoki, ā, e whakaaro ana ahau he mahi tēnei e tino puta ai he hua ki ā mātou ākonga.

Nā, kua noho mātou hei wāhanga o te paerata-iti ki te Toi Ataata,

Kāore i pērā rawa te nui o te panoni i te āhua o ngā mahi o mua.

I te whakawhanake kē mātou i tētahi hōtaka hou, ā, hui katoa, i ōku whakaaro ka kite te nuinga o ngā tāngata i te āhua e taea e ō rātou hōtaka te urutau ake.

Ko te wero nui rawa ka nui ake ngā akoranga e ārahitia ana e ngā ākonga nā, he nui ake te kawenga a ngā ākonga ki ā rātou ake mahi ako, me ngā kōwhiringa e pā ana ki ngā tuhinga ka tīpakohia e rātou.

Ko te tikanga o tēnei he pai kē atu te whakaurunga o ā mātou ākonga nā te mea ko rātou kē e kōwhiri ana, e ako ana i ngā tuhinga e tino pārekarekatia ana, e tino hāngai ana ki a rātou.

He iti rawa ngā tepenga kupu mō te nuinga o ngā paerewa. E āta mahi haere ana ngā ākonga kia waia ai, nā te mea kua waia kē rātou ki te whakaaro rā, me nui ake ngā kupu e eke ai ki te kairangi, engari ehara koirā te tikanga.

Ko te kounga kē te painga, kaua ko te rahinga.

Kei te mārama haere rātou ki tēnā, ā, kei te ako kia pai ake tā rātou whakatōpū i ō rātou whakaaro.

Mō te paerata, he āhua rerekē te wātaka, otirā ko te nuinga o ngā mahi aromatawai kei te mutunga o te tau.

Kāore i te pērā te nui o ngā whakahokinga kōrero e whiwhi ana rātou i tēnei wā, inarā mō te taha ki ngā whiwhinga. Nō reira me mārama tonu te whakawhiti kōrero ki a rātou kia mōhio ai rātou kei hea rātou, me tā rātou kauneketanga, o tirā he take nui tērā.

Mēnā kei te mahi koe i ngā paerata  ā tērā tau, ko tāku me whai i ngā mahi whakawhanake ngaio i mua i te mutunga o tēnei tau.

Kei te mōhio katoa mātou he nui ngā mahi o te kura i tētahi tau nō reira me āta whakamahere mō ngā hiahia o tōu ake kura.

E tino akiaki ana ahau i te hunga ki te tiro ki ngā tūmahi aromatawai, me te mārama haere o te whakairo he aha ia rā tāu e whakaako ana, ā, he aha ngā mahi e whai hua ai mō ngā ākonga kei mua i a koe.

Nā, ka mahi haere tonu mātou me te paerata-iti ā tērā tau.

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

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

He wero nui, engari ki ōku whakaaro, he wero tērā i tino whai take.

I tino hiahia mātou i taua whakararunga, nā te mea kāore te NCEA i mahi tika mā ētahi o ā mātou ākonga.

Nō reira me panoni kia nui ake ai te mana taurite.

Transcript (English)

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

Transcript (te reo)

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

English

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

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

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

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

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

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

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

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

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

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

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

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

Te reo Māori

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Ae, e uru kaha ana mātou.

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

Transcript (English)

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

Transcipt (te reo)

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