[ File Resource ]
- Title: Draft for Pilot 2023
- Description: AH Learning Matrix Pilot 2023
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/AH%20Learning%20Matrix_2.pdf?VersionId=kc4Y34RkPLBC1d195itvIxQAO5rLAYcU
- File Extension: pdf
- File Size: 217KB
• Draft for Pilot 2023.pdf
Draft for Pilot 2023
What is Agricultural and Horticultural Science about?
[ Video Resource ]
- Title: Agricultural and Horticultural Science
- Description: Agricultural and Horticultural Science Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/571862330
- Transcript: In conversation with Ross Redpath Nane Ivetu Kaye Kerry Allen Transcript below: Hopefully a refocus on learning. The assessment falls organically or naturally out of that learning
In conversation with
Ross Redpath
Nane Ivetu Kaye
Kerry Allen
Transcript below:
Hopefully a refocus on learning. The assessment falls organically or naturally out of that learning, as opposed to having a situation at the moment where pretty much everything, from the student's perspective, is about credits. I think they'll notice that they will have a presence in there with their own cultures. With the experiences, and being able to contribute from their own perspectives. I think it's also connecting with your community, and who's in your community, and ensuring that you're meeting their needs.
I think it's really important for our whanau to actually have a voice in what is happening in the classrooms, in our Kura. Because their contribution is really important, and it makes it more valuable to our students. The change package, sadly, with events in the last year, has sometimes been forgotten. When the wider community, education community, is looking at these changes. But the principles of the changes in terms of less assessments, having mātauranga to the forefront, strengthening numeracy and literacy. Whilst that is not directly Ag-Hort's responsibility, there is probably a role there in terms of building on those numeracy and literacy aspirations. Mana ōrite mō te mātauranga is a huge change for our Māori and Pasifika people in regards to the fact that our mātauranga is actually going to be recognised. To our knowledge. That's a huge game changer for us as people, for our students. What's really exciting about that is that our Māori methodologies and epistemologies are also going to be recognised in how we actually teach our tamariki. Also getting them to value their own cultures. So that's really exciting.
It's had some challenges in terms of interpreting and working with the parameters that we've been given. I guess there's a real responsibility there in terms of we are carrying our subject's future, our subject's aspirations, yeah, all those things. Not on our shoulders, but there's a responsibility there that we're trying to do the absolute best for our teachers, for our students, for our subject.
It is hard work. Trying to ensure that you represent the whole of your sector. That is Ag and Hort, because both those subjects are either taught together or separately. And taught in different manners all throughout the country. It's trying to make sure that we are representative of everybody and we're able to bring everybody's needs, wants and aspirations through to the subject. It is able to be used appropriately in every school in the country. Aligning te ao Māori and te ao Pākehā kaupapa into our forum as SEGs has been very interesting and also at the same time challenging. That's going to take Aotearoa a bit of time. Certainly engage with the process. By stepping back or putting your head in the sand is not going to make it go away. It's happening, so embrace it, engage with it, actively, positively.
Give feedback where you like something, give feedback when you don't like something. Working with others, seeing what other people are doing, kōrero with other schools, other people, other teachers across the country, see what they're doing. Also looking at what the subject association is offering, or is there other things that we can do to upskill. Or help out in the areas to meet all teachers' and students' needs.
Kaiako need to be open to change, need to be agile about what is actually in front of us. So that we can get the best results, and everybody gets to benefit. And embracing both kaupapa, te ao Māori me te ao Pākehā. That's really important for us to go forward into the future. Because it is about our tamariki. It is about growing them, and ensuring that they are culturally aware of who they are, so that they can actually go forward into the future.
Subject-specific terms can be found in the glossary.
Learning in Agricultural and Horticultural Science develops students' understanding of the interconnectedness of all aspects of the growing environment, which includes people, soils, water, climate, plants, and animals.
This subject focuses on primary production and predominately stops at the site gate, excluding businesses that support the primary industry. Ākonga will learn about on-site decisions as well as the off-site considerations that influence the production of primary products. There is a strong emphasis on environmental, social, cultural, and economic sustainability, and a focus on innovation in response to economic and environmental challenges.
Primary production is of national significance as it provides significant export earnings, self-sufficiency, and employment opportunities. The knowledge and skills that ākonga develop through their learning in Agricultural and Horticultural Science open pathways to a wide range of opportunities in life, further study, and career, both in Aotearoa New Zealand, the Pacific, and elsewhere.
The subject provides valuable opportunities for hands-on practical work that will help establish ākonga appreciation for the growing environment.
Whakataukī
Mā te whakaaro nui e hanga te whare; mā te mātauranga e whakaū.
Big Ideas create the house; knowledge maintains it.
The Science Learning Area whakataukī draws on the image of the wharenui to describe important ideas. This is significant in several ways.
Before the wharenui is built, the foundation must be firm and level. In science, respect for evidence is the foundation on which all ideas are built. The wharenui is constructed using various materials, and each serves a specific purpose with its own uniqueness. A poupou (wall post) is not the same as a heke (rafter), but they are joined and connected to make one wharenui. Science is also made of various disciplines, with their own properties, that focus on different areas of knowledge. The different areas of science connect and overlap to strengthen our understanding of complex ideas.
The wharenui is built by people, for people. It is a place of meeting and learning, built to protect and serve people through time. Science too, is a knowledge base built by people, for people. It informs decisions we make about health and our environment, it leads to technological advancement, and wellbeing. It is important that people and their wellbeing are housed at the centre of scientific developments, so that the wharenui of ideas can protect and serve us well.
The whakataukī also refers to the maintenance of the wharenui through knowledge. To maintain the wharenui, scientists must think critically about new and old ideas, and constantly work to refine understanding. As new knowledge comes to light, scientists must adjust their thinking to carry the knowledge and ideas of the past into the future.
This wharenui of collected wisdom is a shared responsibility. Everyone who lives in this wharenui is responsible for its maintenance, and we, as kaitiaki, must learn the tools needed to maintain it well. Science learning from the past is a gift to us from our ancestors, and science literacy is how ākonga access this gift and contribute to it. Kaiako, ākonga, scientists, and society, build and maintain the wharenui of knowledge and ideas.
Subject-specific terms can be found in the glossary.
Learning in Agricultural and Horticultural Science develops students' understanding of the interconnectedness of all aspects of the growing environment, which includes people, soils, water, climate, plants, and animals.
This subject focuses on primary production and predominately stops at the site gate, excluding businesses that support the primary industry. Ākonga will learn about on-site decisions as well as the off-site considerations that influence the production of primary products. There is a strong emphasis on environmental, social, cultural, and economic sustainability, and a focus on innovation in response to economic and environmental challenges.
Primary production is of national significance as it provides significant export earnings, self-sufficiency, and employment opportunities. The knowledge and skills that ākonga develop through their learning in Agricultural and Horticultural Science open pathways to a wide range of opportunities in life, further study, and career, both in Aotearoa New Zealand, the Pacific, and elsewhere.
The subject provides valuable opportunities for hands-on practical work that will help establish ākonga appreciation for the growing environment.
Whakataukī
Mā te whakaaro nui e hanga te whare; mā te mātauranga e whakaū.
Big Ideas create the house; knowledge maintains it.
The Science Learning Area whakataukī draws on the image of the wharenui to describe important ideas. This is significant in several ways.
Before the wharenui is built, the foundation must be firm and level. In science, respect for evidence is the foundation on which all ideas are built. The wharenui is constructed using various materials, and each serves a specific purpose with its own uniqueness. A poupou (wall post) is not the same as a heke (rafter), but they are joined and connected to make one wharenui. Science is also made of various disciplines, with their own properties, that focus on different areas of knowledge. The different areas of science connect and overlap to strengthen our understanding of complex ideas.
The wharenui is built by people, for people. It is a place of meeting and learning, built to protect and serve people through time. Science too, is a knowledge base built by people, for people. It informs decisions we make about health and our environment, it leads to technological advancement, and wellbeing. It is important that people and their wellbeing are housed at the centre of scientific developments, so that the wharenui of ideas can protect and serve us well.
The whakataukī also refers to the maintenance of the wharenui through knowledge. To maintain the wharenui, scientists must think critically about new and old ideas, and constantly work to refine understanding. As new knowledge comes to light, scientists must adjust their thinking to carry the knowledge and ideas of the past into the future.
This wharenui of collected wisdom is a shared responsibility. Everyone who lives in this wharenui is responsible for its maintenance, and we, as kaitiaki, must learn the tools needed to maintain it well. Science learning from the past is a gift to us from our ancestors, and science literacy is how ākonga access this gift and contribute to it. Kaiako, ākonga, scientists, and society, build and maintain the wharenui of knowledge and ideas.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Agricultural and Horticultural Science Big Idea.
The Science Learning Area, including its whakataukī, informs this subject's Significant Learning – learning that is critical for students to know, understand, and do in relation to a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their education.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject. There is no prescribed order to the Learning Matrix within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.
There are three Big Ideas in Agricultural and Horticultural Science. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Agricultural and Horticultural Science Big Idea.
The Science Learning Area, including its whakataukī, informs this subject's Significant Learning – learning that is critical for students to know, understand, and do in relation to a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their education.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject. There is no prescribed order to the Learning Matrix within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.
There are three Big Ideas in Agricultural and Horticultural Science. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
Agricultural and horticultural production has a purposeful nature. Every product is grown in a particular place to be used for a particular purpose. This purpose may be, for example, providing for future generations, making a profit, or providing food for a community.
The use should improve wellbeing for individuals, communities, and wider collectives, which can include economic, social, cultural, legal, technological, and environmental outcomes.
Agriculture and horticulture connect people to locations of purposeful production
Agricultural and horticultural production has a purposeful nature. Every product is grown in a particular place to be used for a particular purpose. This purpose may be, for example, providing for future generations, making a profit, or providing food for a community.
The use should improve wellbeing for individuals, communities, and wider collectives, which can include economic, social, cultural, legal, technological, and environmental outcomes.
Big Idea Body:
Primary producers should understand the relationship of the primary product to its growing environment in order to gain optimal conditions and output. Plants and livestock have multiple connections with the growing environment and other living things. Relating this understanding to knowledge of life processes and natural cycles allows for management of plants and livestock to gain particular product outcomes.
Respect and care of the growing environment is an important concept in food production. Producers should understand that if they care for an interconnected growing environment then the land will reward them.
Primary producers manage life processes and the growing environment
Primary producers should understand the relationship of the primary product to its growing environment in order to gain optimal conditions and output. Plants and livestock have multiple connections with the growing environment and other living things. Relating this understanding to knowledge of life processes and natural cycles allows for management of plants and livestock to gain particular product outcomes.
Respect and care of the growing environment is an important concept in food production. Producers should understand that if they care for an interconnected growing environment then the land will reward them.
Big Idea Body:
Production systems are connected to the land and growing environment, and are affected by seasonal and climate changes, cultural practices, markets, and ethical considerations. Primary producers take into account all these factors as they consider sustainability of their production system over the short-term and the long-term. They have environmental sustainability responsibilities as their everyday decisions will impact the sustainability of resources, ecosystems, and enterprises.
This knowledge is important for Aotearoa New Zealand and Pacific countries as we make our production systems resilient in order to manage limited resources and the needs of growing populations.
Primary producers make informed decisions about sustainability
Production systems are connected to the land and growing environment, and are affected by seasonal and climate changes, cultural practices, markets, and ethical considerations. Primary producers take into account all these factors as they consider sustainability of their production system over the short-term and the long-term. They have environmental sustainability responsibilities as their everyday decisions will impact the sustainability of resources, ecosystems, and enterprises.
This knowledge is important for Aotearoa New Zealand and Pacific countries as we make our production systems resilient in order to manage limited resources and the needs of growing populations.
Key Competencies in Agricultural and Horticultural Science
Developing Key Competencies through Agricultural and Horticultural Science
Learning in Agricultural and Horticultural Science provides meaningful contexts for developing Key Competencies from the New Zealand Curriculum. These Key Competencies are woven through, and embedded in, the Big Ideas and Significant Learning. Students will develop their critical thinking, explore different perspectives on agricultural and horticultural issues, and develop their understanding of the role of agriculture and horticulture in society.
Thinking
Students of Agricultural and Horticultural Science will:
- extend their critical thinking through considering the questions that Agricultural and Horticultural Science addresses
- develop opinions and justify them with evidence
- problem-solve in real-life agricultural and horticultural contexts, and reflect on their progress.
Using language, symbols, and text
Students of Agricultural and Horticultural Science will:
- extend their use of language, symbols, and text to include industry-specific and context-dependent terminology
- develop their understanding of mātauranga Māori concepts that may be accessed through te reo Māori
- develop skills in discerning appropriate sources of information and advice.
Relating to others
Students of Agricultural and Horticultural Science will:
- acknowledge and explore multiple perspectives that apply to agricultural and horticultural issues
- practise collaboration within their own agricultural and horticultural learning.
Managing self
Students of Agricultural and Horticultural Science will:
- build their sense of self as an interconnected part of the taiao
- develop their sense of agency and resilience through active participation in practical projects.
Participating and contributing
Students of Agricultural and Horticultural Science will:
- use their understanding of the interconnections in agriculture and horticulture to support environmental sustainability
- develop the confidence to contribute to public issues rooted in agricultural and horticultural science.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Developing Key Competencies through Agricultural and Horticultural Science
Learning in Agricultural and Horticultural Science provides meaningful contexts for developing Key Competencies from the New Zealand Curriculum. These Key Competencies are woven through, and embedded in, the Big Ideas and Significant Learning. Students will develop their critical thinking, explore different perspectives on agricultural and horticultural issues, and develop their understanding of the role of agriculture and horticulture in society.
Thinking
Students of Agricultural and Horticultural Science will:
- extend their critical thinking through considering the questions that Agricultural and Horticultural Science addresses
- develop opinions and justify them with evidence
- problem-solve in real-life agricultural and horticultural contexts, and reflect on their progress.
Using language, symbols, and text
Students of Agricultural and Horticultural Science will:
- extend their use of language, symbols, and text to include industry-specific and context-dependent terminology
- develop their understanding of mātauranga Māori concepts that may be accessed through te reo Māori
- develop skills in discerning appropriate sources of information and advice.
Relating to others
Students of Agricultural and Horticultural Science will:
- acknowledge and explore multiple perspectives that apply to agricultural and horticultural issues
- practise collaboration within their own agricultural and horticultural learning.
Managing self
Students of Agricultural and Horticultural Science will:
- build their sense of self as an interconnected part of the taiao
- develop their sense of agency and resilience through active participation in practical projects.
Participating and contributing
Students of Agricultural and Horticultural Science will:
- use their understanding of the interconnections in agriculture and horticulture to support environmental sustainability
- develop the confidence to contribute to public issues rooted in agricultural and horticultural science.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Agricultural and Horticultural Science is multidisciplinary and draws on four main Learning Areas – Science, Technology, Social Sciences, as well as Mathematics and Statistics.
Ākonga would benefit by being given opportunities to develop further understanding of Agriculture and Horticultural Science by engaging in complementary subjects of:
Health and Physical Education – Food and Nutrition
Science – Biology, Chemistry, Physics, Earth and Space Science, Physics
Social Sciences – Geography, Environment and Societies, Commerce
Technology – Processing Technologies, Digital Technologies.
In this subject, science literacy provides opportunities to be active participants in society and contributes to capabilities in literacy and numeracy.
Agricultural and Horticultural Science is multidisciplinary and draws on four main Learning Areas – Science, Technology, Social Sciences, as well as Mathematics and Statistics.
Ākonga would benefit by being given opportunities to develop further understanding of Agriculture and Horticultural Science by engaging in complementary subjects of:
Health and Physical Education – Food and Nutrition
Science – Biology, Chemistry, Physics, Earth and Space Science, Physics
Social Sciences – Geography, Environment and Societies, Commerce
Technology – Processing Technologies, Digital Technologies.
In this subject, science literacy provides opportunities to be active participants in society and contributes to capabilities in literacy and numeracy.
Learning Pathway
The knowledge and experiences that ākonga gain through their engagement with Agricultural and Horticultural Science transfer into and support a wide range of pathways in life, further study, and careers within the primary sector.
Ākonga will be able to learn the knowledge and skills to be able to feed themselves, their whānau, and contribute to the community. Through engaging in this subject, ākonga will build understanding of where food products come from, what has contributed to its production, and therefore helping them to become more conscious consumers.
Further study and training opportunities are found in numerous programmes that support the primary sector such as:
- AgScience, Agribusiness, and Technology
- Soil, Animal, Plant Sciences, and Forestry
- Viticulture
- Microbiology
- Environmental Sciences
- Aquaculture.
Primary sector careers include:
- Dairy, Sheep, and Beef
- Crops and Horticulture
- Fishing and Seafood
- Nursery and Floriculture production
- Silviculture
- Amenity Garden and Sports Turf Management.
Careers outside of direct field work can include teachers, geneticists, accountants, and scientists working in the agricultural and horticultural industries, as well as roles in government such as advisors in policy, law, and regulatory practice.
The knowledge and experiences that ākonga gain through their engagement with Agricultural and Horticultural Science transfer into and support a wide range of pathways in life, further study, and careers within the primary sector.
Ākonga will be able to learn the knowledge and skills to be able to feed themselves, their whānau, and contribute to the community. Through engaging in this subject, ākonga will build understanding of where food products come from, what has contributed to its production, and therefore helping them to become more conscious consumers.
Further study and training opportunities are found in numerous programmes that support the primary sector such as:
- AgScience, Agribusiness, and Technology
- Soil, Animal, Plant Sciences, and Forestry
- Viticulture
- Microbiology
- Environmental Sciences
- Aquaculture.
Primary sector careers include:
- Dairy, Sheep, and Beef
- Crops and Horticulture
- Fishing and Seafood
- Nursery and Floriculture production
- Silviculture
- Amenity Garden and Sports Turf Management.
Careers outside of direct field work can include teachers, geneticists, accountants, and scientists working in the agricultural and horticultural industries, as well as roles in government such as advisors in policy, law, and regulatory practice.
Document List: [{"file_url":"https:\/\/ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com\/s3fs-public\/2022-08\/AH%20Course%20Outline%201.docx?VersionId=CsyuG_4Go.Hky5rP_p7kU.6g2cMlaP2z","file_size":55510},{"file_url":"https:\/\/ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com\/s3fs-public\/2021-11\/AH%20Course%20Outline%202_1.docx?VersionId=RIylAXrruykdGFD63.ptHJyocz5dYf55","file_size":52409},{"file_url":"https:\/\/ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com\/s3fs-public\/2021-11\/AH%20Course%20Outline%203_1.docx?VersionId=Y0vJkDQxShpjdveze2GO.IEpK_OPtWN4","file_size":59498}]
Documents Count: 3
[ File Resource ]
- Title: AH Course Outline 1
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-08/AH%20Course%20Outline%201.docx?VersionId=CsyuG_4Go.Hky5rP_p7kU.6g2cMlaP2z
- File Extension: docx
- File Size: 54KB
[ File Resource ]
- Title: AH Course Outline 2
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2021-11/AH%20Course%20Outline%202_1.docx?VersionId=RIylAXrruykdGFD63.ptHJyocz5dYf55
- File Extension: docx
- File Size: 51KB
[ File Resource ]
- Title: AH Course Outline 3
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2021-11/AH%20Course%20Outline%203_1.docx?VersionId=Y0vJkDQxShpjdveze2GO.IEpK_OPtWN4
- File Extension: docx
- File Size: 58KB
[ File Resource ]
- Title: AH Course Outline 1
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-08/AH%20Course%20Outline%201.docx?VersionId=CsyuG_4Go.Hky5rP_p7kU.6g2cMlaP2z
- File Extension: docx
- File Size: 54KB
[ File Resource ]
- Title: AH Course Outline 2
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2021-11/AH%20Course%20Outline%202_1.docx?VersionId=RIylAXrruykdGFD63.ptHJyocz5dYf55
- File Extension: docx
- File Size: 51KB
[ File Resource ]
- Title: AH Course Outline 3
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2021-11/AH%20Course%20Outline%203_1.docx?VersionId=Y0vJkDQxShpjdveze2GO.IEpK_OPtWN4
- File Extension: docx
- File Size: 58KB
[ File Resource ]
- Title: AH Course Outline 1
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-08/AH%20Course%20Outline%201.docx?VersionId=CsyuG_4Go.Hky5rP_p7kU.6g2cMlaP2z
- File Extension: docx
- File Size: 54KB
[ File Resource ]
- Title: AH Course Outline 2
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2021-11/AH%20Course%20Outline%202_1.docx?VersionId=RIylAXrruykdGFD63.ptHJyocz5dYf55
- File Extension: docx
- File Size: 51KB
[ File Resource ]
- Title: AH Course Outline 3
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2021-11/AH%20Course%20Outline%203_1.docx?VersionId=Y0vJkDQxShpjdveze2GO.IEpK_OPtWN4
- File Extension: docx
- File Size: 58KB
Introduction to Sample Course Outlines
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning and Assessment Matrices. Examples of how a year-long AgHort course could be constructed using the new Learning and Assessment Matrices is provided here. They are indicative only and do not mandate any particular context or approach.
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning and Assessment Matrices. Examples of how a year-long AgHort course could be constructed using the new Learning and Assessment Matrices is provided here. They are indicative only and do not mandate any particular context or approach.
Assessment Matrix
Conditions of Assessment for internally assessed standards
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.
For all Achievement Standards
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts. Care needs to be taken to offer students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film), or a portfolio of evidence.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a course, particularly if that method is using a time-bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). This approach can also ease the assessment workload for both students and teachers.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example: an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.
For all Achievement Standards
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts. Care needs to be taken to offer students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film), or a portfolio of evidence.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a course, particularly if that method is using a time-bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). This approach can also ease the assessment workload for both students and teachers.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example: an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
Students may be provided with an agricultural or horticultural production system, or could select this themselves (with teacher approval).
The primary production system selected for this Standard must be different to the primary production system selected for Achievement Standard 1.2.
Form of assessment could include, but is not restricted to:
- an oral presentation (eg podcast, speech, cell phone recording, performance)
- a written response (eg scaffolded task sheet, report, article, story)
- a slideshow
- a graphic response (eg poster, cartoon, comic strip, infographic, pamphlet)
- a video or animation (3 - 5 mins)
- a scaffolded task sheet.
All of these forms of evidence could include karakia, mihi, whaikōrero, waiata, pūrākau, mōteatea, haka, whakairo, and tukutuku.
Evidence can be collected in digital or hard-copy formats, as appropriate.
Evidence may come from a variety of sources, including (but not restricted to):
- notes from teaching and learning
- observations from field trips (including virtual field trips)
- observations from experiments (including demonstrations or videos of experiments)
- research (secondary sources including websites, videos and books)
- interviews
- discussions with whānau or kaumātua
- tuakana teina discussions.
Evidence may be collected by students individually, or as part of a group. The presentation may also be developed either individually or as part of a group. Evidence can be in te reo Māori, English or New Zealand Sign Language.
The teacher may provide resources and information for use in the assessment, or the student may find their own resources as part of the learning programme (or a combination of both approaches may be used).
Authenticity needs to be assured according to school polices and practices. Where appropriate to the form of presentation, this may include:
- reference lists
- audio recordings or transcripts of interviews / discussions
- video recordings of experiments / field trips
- teacher observation of student progress
- teacher observation of student contribution to group work
- student identification of their contribution to the group research and/or presentation
- use of checkpoints.
Supporting evidence must be handed in if appropriate to the form of presentation.
The teacher can determine the time taken for the assessment as this is dependent on the context being used.
Appropriate technology such as digital devices (for example, the use of cell phones as audio recorders or video recorders) may be used.
Students may be provided with an agricultural or horticultural production system, or could select this themselves (with teacher approval).
The primary production system selected for this Standard must be different to the primary production system selected for Achievement Standard 1.1.
Form of assessment could include, but is not restricted to:
- an oral presentation (eg podcast, speech, cell phone recording, performance)
- a written response (eg scaffolded task sheet, report, article, story)
- a slideshow
- a graphic response (eg poster, cartoon, comic strip, infographic, pamphlet)
- a video or animation (3 - 5 mins)
- a scaffolded task sheet.
All of these forms of evidence could include karakia, mihi, whaikōrero, waiata, pūrākau, mōteatea, haka, whakairo, and tukutuku.
Evidence can be collected in digital or hard-copy formats, as appropriate.
Evidence may come from a variety of sources, including (but not restricted to):
- notes from teaching and learning
- observations from field trips (including virtual field trips)
- observations from experiments (including demonstrations or videos of experiments)
- research (secondary sources including websites, videos and books)
- interviews
- discussions with whānau or kaumātua
- tuakana teina discussions.
Evidence may be collected by students individually, or as part of a group. The presentation may also be developed either individually or as part of a group. Evidence can be in te reo Māori, English or New Zealand Sign Language.
The teacher may provide resources and information for use in the assessment, or the student may find their own resources as part of the learning programme (or a combination of both approaches may be used).
Authenticity needs to be assured according to school polices and practices. Where appropriate to the form of presentation, this may include:
- reference lists
- audio recordings or transcripts of interviews / discussions
- video recordings of experiments / field trips
- teacher observation of student progress
- teacher observation of student contribution to group work
- student identification of their contribution to the group research and/or presentation
- use of checkpoints.
Supporting evidence must be handed in if appropriate to the form of presentation.
The teacher can determine the time taken for the assessment as this is dependent on the context being used.
Appropriate technology such as digital devices (for example, the use of cell phones as audio recorders or video recorders) may be used.