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Lauren Burr and Miriam Bookman

The new direction for Literacy and Numeracy in NCEA. Lauren Burr and Miriam Bookman.

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Lauren Burr and Miriam Bookman

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  1. The new direction for Literacy and Numeracy in NCEA Lauren Burr and Miriam Bookman

  2. NCEA Review Understanding the Changes to NCEA & The New Direction for Literacy and NumeracyLauren Burr (Senior Adviser) and Miriam Bookman (Lead Advisor)Ministry of Educationlauren.burr@education.govt.nz, miriam.bookman@education.govt.nz NZAMT16 2019

  3. What’s happened so far • NCEA requires a regulatory review every five years. • Last year, we asked all New Zealanders three things: • What they liked about NCEA • What wasn’t working • What would they do to make NCEA better? • With New Zealand’s help, we discovered definite areas where NCEA could be strengthened. Over 16,000 people engaged with us. • Using what we’ve heard, along with data and evidence, the Ministerial and Professional Advisory Groups and the Ministry of Education have come up witha set of changes for NCEA.

  4. What we heard

  5. Making shifts to strengthen NCEA

  6. Make NCEA more accessible Aligned with principles: Equity & Inclusion, Wellbeing • NCEA fees will be removed from this year (including scholarship) • Where possible, Special Assessment Conditions (SAC) will be made available and easily accessible to anyone. Students with disabilities and learning support needs will be provided with equal opportunities to achieve. • The application process for more specialised SAC is simplified • Achievement standards will be accessible and inclusive by design so that everyone has an equal opportunity to achieve, and the need to apply for a SAC is reduced.

  7. Mana ōritemō te mātauranga Māori Aligned with principles: Equity & Inclusion, Coherence, Pathways • We want to ensure there is equal status, support and resourcing for mātauranga Māori in NCEA, and that greater opportunities for students to follow mātauranga Māori pathways are available. • Teao Māori and mātauranga Māori are built into the outcome statements as part of the new ‘graduate profile’ for NCEA and in the design of achievement standards • We will develop new Achievement Standards and assessment resources derived from TeMarautanga o Aotearoa • We will work closely with Māori – in both Māori medium and English medium education and in the wider community, including iwi, hapū and whānau – to design what this looks like in practice.

  8. School chooses Fragmented learning How learning can become fragmented English Student chooses

  9. Have fewer, larger standards Aligned with principles: Coherence, Credibility, Wellbeing • The standards in each subject are rebuilt so there are fewer of them, but each covers a broader range of knowledge and skills: • Each standard worth between 4 to 6 credits with around 20 credits per subject. • The number of credits available from internally and externally assessed standards (not necessarily exams) rebalanced to a 50:50 split, with some exceptions. • When creating courses, schools and Tertiary Education Organisations will still have freedom of choice and will not be required to use specific standards • The Review of Achievement Standards (RAS) will deliver most of this.

  10. Internal Assessment Internal Assessment Mathematics and Statistics Psychology Can schools still offer integrated courses? External Assessment External Assessment Integrated course e.g. Sociological Research

  11. Unit Standard Tourism Mathematics and Statistics Achievement Standard Unit Standard Achievement Standard Integrated course e.g. Adventure Park Design

  12. Simplify NCEA’s structure Aligned with principles: Coherence, Wellbeing • We will remove the ability to ‘carry-over’ 20 credits from a lower level NCEA, and make each level of NCEA a 60 credit qualification. • We will also introduce clear guidance on the number of credits that a student should enter each year: 120 credits at level 1 and 2, and 100 credits at level 3. • Resubmissions will be limited to taking students from ‘Not Achieved’ to ‘Achieved’.

  13. Show clearer pathways to further education and employment Aligned with principles: Coherence, Pathways • Develop Vocational Entrance (VE) Award • Strengthen industry-derived standards • Develop a clear ‘graduate profile’ for each level of NCEA • Re-design Record of Achievement (RoA) to make it clear what the student has achieved, including adding course endorsements for ‘Achieved’ grades • Enhance Vocational Pathways to improve effectiveness as a navigation and planning tool

  14. Keep NCEA Level 1 as an optional level Aligned with principles: Coherence, Wellbeing • We want to keep NCEA Level 1 for schools who wish to continue to use this qualification. • Others are free to adopt alternative approaches to Year 11, in a way that best meets the needs of their students • We will rebuild Level 1 as a broad foundational qualification with re-shaped standards which enable wide exploration across a broad range of Learning Areas | WāhangaAko.

  15. Currently, 40% of Level 2 NCEA graduates are not sufficiently literate or numerate*. * Alignment of literacy and numeracy measures – TEC report 2014.

  16. Current State – how much do you know? • How do students currently get the literacy and numeracy “tick” for NCEA? • How many standards can be used for literacy? • How many standards can be used for numeracy? • Who sets the requirement for UE literacy? Note: there is no UE numeracy!

  17. Strengthen literacy and numeracy requirements Aligned with principles: Coherence, Credibility • NCEA literacy and numeracy requirements will be replaced with a package of new external standards (10 credits for literacy, 10 for numeracy), set to a standardised benchmark which must be met to gain any level of NCEA. • There will be English medium standards for the NZC students and Māori medium standards for the TMoA students

  18. Strengthen literacy and numeracy requirements Aligned with principles: Coherence, Credibility • The 20 credit literacy and numeracy requirement does not contribute towards the 60 credits needed for each level of NCEA (it’s a co-requisite) • Learners require this for any NCEA but only need to pass it once

  19. Strengthen literacy and numeracy requirements Aligned with principles: Coherence, Credibility • It was originally proposed that students will be able to meet the standard whenever they are ready, which may be as early as year 7 • based on wider consultation, it is unlikely that students in Years 7 and 8 will attempt the co-requisite. A final decision will be announced in due course.

  20. Strengthen literacy and numeracy requirements Aligned with principles: Coherence, Credibility • Existing tools will be used to help teachers make good, valid judgement on literacy and numeracy, to assess students whenever they are ready. These standards will be assessed externally. • Teachers need support to develop literacy and numeracy within their teaching programmes and in tracking students progress accurately • Currently PaCT is being used by many NZC schools to check progress, and for the Māori Medium schools, Te WaharoaArarau is an equivalent programme

  21. Timing of Review of Achievement Standards with Num/Lit 2025 2023 2024 2020 2022 2021 2019 The new Num/Lit needs to be implemented in 2023 with new L1 Planning Process trial Pilot subjects start Fully implemented Expiry Transition (old and new standards available) Trialling & revision Identify big ideas Develop new matrix Draft L1 standards and assessment tasks Level 1 Expiry Trialling & revision Fully implemented Transition (old and new standards available) Draft L2 standards and assessment tasks Level 2 Expiry Fully implemented Transition (old and new standards available) Trialling & revision Draft L3 achievement standards and assessment tasks Level 3

  22. What do you think? What do you think is the best way of assessing numeracy and literacy? How do you see this working within your school? What do you think we need to consider as we build these standards? What other things should we consider?

  23. Timeline for design and implementation of the NCEA Change Package 2025 Nov Dec 2020 Oct June July Aug May The Ministry is due to provide Cabinet with the final change package including detailed implementation plan Minister announces change package Implementation of NCEA changes across levels 1-3 Focus one – Ensure people fully understand the change package and are preparing for change Focus two – Undertake detailed design with targeted groups (ongoing into 2020 and beyond) Focus three – gather the necessary insights from key groups to support the implementation Review of Achievement Standards – Systematic revision of all achievement standards and resources

  24. Questions Lauren Burr lauren.burr@education.govt.nz Miriam Bookman miriam.bookman@education.govt.nz

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