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Level One Literacy and Numeracy unit standards -

Level One Literacy and Numeracy unit standards -. Contents. Definition of ‘literacy’ and ‘numeracy’ Unit standard titles Design Naturally occurring evidence Management of naturally occurring evidence Data Collection Implementation of the process New requirements for secondary schools

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Level One Literacy and Numeracy unit standards -

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  1. Level One Literacy and Numeracyunit standards-

  2. Contents • Definition of ‘literacy’ and ‘numeracy’ • Unit standard titles • Design • Naturally occurring evidence • Management of naturally occurring evidence • Data Collection • Implementation of the process • New requirements for secondary schools • Reporting achievement of the Literacy/Numeracy Requirements NZQA/literacy and numeracy/2010 1

  3. Definitions • Literacy: ‘The written and oral language people use in their everyday life, learning and work. It includes reading, writing, speaking and listening.’ • Numeracy: ‘The bridge between mathematics to everyday family and financial matters, learning, work and community tasks, social and leisure activities.’ NZQA/literacy and numeracy/2010 2

  4. Unit standards titles • 3 numeracy unit standards: • Use numeracy to solve problems (4 credits) • Use measurement to solve problems (3 credits) • Interpret statistical information in context (3 credits) • 3 literacy unit standards: • Write to communicate ideas for a purpose and audience (4 credits) • Read texts with understanding (3 credits) • Actively participate in spoken interactions (3 credits) NZQA/literacy and numeracy/2010 3

  5. Design Designed to: • assess the literacy and numeracy skills required to fully participate in work, community, learning and family life • be used in secondary and tertiary education, and in the workplace. • Support the principle of embedded literacy and numeracy • Use naturally occurring evidence in the process of problem-solving NZQA/literacy and numeracy/2010 4

  6. Naturally Occurring Evidence Key Points • Evidence is from naturally occurring evidence in real contexts ie from part of the candidate’s everyday life (classroom, their workplace, other contexts). • Evidence can be gathered from: • the classroom eg from different subjects or courses; different topics or aspects of the same course, • the workplace eg relating to employment documentation and conditions; or job performance focus (ie regular work tasks), and • other contexts eg from their involvement in their family, sport, leisure, or community. • Evidence is required from at least three separate activities within at least one context. • Evidence is obtained over a period of time. • Evidence is not one-off assessment events designed specifically for this purpose NZQA/literacy and numeracy/2010 5

  7. Management of Naturally Occurring Evidence • Gathering of evidence: Students gather evidence as they achieve during the course of their learning. • Type of evidence: Photocopies, scans or photographs of pages from student work books, video/audio recordings, powerpoint presentations, reading logs or other verified records – collated in a porftfolio. • Verification: The verifier is the person who is in a supervisory role, and who can authenticate the work: manager, supervisor, teacher/trainer. • Assessor: The asessor is the person who has the skills and knowledge to conduct the assessment. NOTE: Assessment under test conditions can not be organised. Assessments should not be artificial events designed specifically to award credits for the standard and unrelated to the objectives of the learning programme. NZQA/literacy and numeracy/2010 6

  8. Data Collection NZQA/literacy and numeracy/2010 7

  9. Implementation of the process Options for managing the process for schools: • Literacy specialists = Literacy Math specialists = Numeracy • A cross curricular committee of HODs and/or teachers Literacy and Numeracy ‘leaders’ • Principal’s Nominee and/or member of SMT team • Deans of pastoral houses or the academic level dean • A group of people from all levels of the school structure are involved NZQA/literacy and numeracy/2010 8

  10. New requirements for NCEA Level 1 from 2012 • The literacy requirements and numeracy requirements for NCEA Level 1 changes from 8 credits to 10 credits • 2011 students can achieve literacy + numeracy for NCEA through: • the new LN unit standards OR • current specified unit and achievement standards NB. Students can not mix and match • From 2012 students can achieve through: Either Achievement standards: Specified A/S available through a range of subjects (Min total of 10 credits) Or Unit standards: Package of three numeracy and/or 3 literacy standards (Total of 10 credits – all 3 required) NZQA/literacy and numeracy/2010 9

  11. Reporting Achievement of the Numeracy and Literacy Requirement • On the School Results Summary and the Results Notice a statement will say: • Either 'Numeracy/Literacy requirement met by achievement standards' Or ‘Numeracy/Literacy requirement met by unit standards' • If a student has met the requirements through both the unit and achievement standards methods, the statement will show that the requirement was met by achievement standards. NZQA/literacy and numeracy/2010 10

  12. Level OneNumeray Unit Standards in schools • Numeracy is the bridge between mathematics and daily life. It includes the knowledge and skills needed to apply mathematics to everyday family and financial matters, work and community tasks.

  13. Focussing on the Numeracy Unit Standards • Numeracy pathways • 3 numeracy unit standards • Unit: Interpret Statistical Information in Context • Unit: Use Measurement to Solve Problems • Unit: Use Number to Solve Problems • An integrative approach to number and statistics standards • Moderation requirements??? • References NZQA/literacy and numeracy/2010 1

  14. Numeracy Pathway • Students in years 9 and 10 will be in mathematics classes. Most students will be operating between curriculum levels 4 and 5 in mathematics, some will be at a level significantly above or below these levels. • Decisions about year 11 mathematics courses will depend on the level at which individual students are operating at the end of year 10. NZQA/literacy and numeracy/2010 2

  15. 1st Numeracy Pathway year 11 Thematic teaching/learning programme with assessment covering some of the unit standards and some achievement standards. Evidence from a range of subjects in school OR Evidence from a range of subjects and activities both in and out of school 10 credits for numeracy from NUMERACY STANDARDS NZQA/literacy and numeracy/2010 2

  16. 2nd Numeracy Pathway year 11 No maths class Evidence from a range of subjects and activities both in and out of school 10credits for numeracy from NUMERACY STANDARDS From a combination of internal achievement standards in a range of subjects (but not mathematics and statistics) 10 credits for numeracy from ACHIEVEMENT STANDARDS NZQA/literacy and numeracy/2010 2

  17. 3rd Numeracy Pathway year 11 Teaching/learning programme focused on the strands with assessment covering a selection of achievement standards. From a combination of internal achievement standards in a range of subjects (but not mathematics and statistics) From a combination of internal achievement standards in a range of subjects as well as mathematics and statistics Evidence from internal and external mathematics and statistics achievement standards 10 credits for numeracy from ACHIEVEMENT STANDARDS NZQA/literacy and numeracy/2010 2

  18. 3 Numeracy Unit Standards • Use number to solve problems (4 credits) • Use measurement to solve problems (3 credits) • Interpret statistical information in context (3 credits) NZQA/literacy and numeracy/2010 3

  19. Unit: Use Number to Solve Problems Purpose: to use a variety of types of numbers and operations in a meaningful way to solve a problem. Note: As with the other standards, simply doing calculations for no real purpose other than a demonstration of a procedure is not appropriate. The result of the calculation must contribute to solving a meaningful problem eg a student calculates expenditure and income for a week to determine whether they have enough money to go on trip on the weekend. NZQA/literacy and numeracy/2010 8

  20. Use Number to Solve Problems Element 1 Use number to solve problems. (NB. Evidence drawn from 3 different contexts) Performance Criteria 1.1 Effective strategies are used to solve problems. 1.2 The methods used are described in terms of their appropriateness to the problems. NZQA/literacy and numeracy/2010 9

  21. Unit: Use Measurement to Solve Problems Purpose: to take measurements, make simple calculations, and use these calculations in a meaningful way to solve a problem. Note: Taking a measurement and calculating a result from it in isolation ie without a context is not appropriate for this standard. As much as possible an authentic context should be used eg ‘Redecorating my bedroom’ - a student might measure the dimensions of a wall, and calculate the area to decide how much paint to buy in order to paint the wall. NZQA/literacy and numeracy/2010 6

  22. Use Measurement to Solve Problems Element 1 Use measurement to solve problems. (NB. Evidence drawn from 3 different contexts) Range measurements include at least four of - length, capacity, mass, angle, time, temperature. (NB. 11 pieces of evidence is required) Performance Criteria 1.1 Effective methods are selected and used to solve problems. 1.2 The methods used are described in terms of their appropriateness to the problems. NZQA/literacy and numeracy/2010 7

  23. Unit: Interpret Statistical Information in Context Purpose: to interpret statistical information to draw conclusions that contribute to answering a question related to the overall objective of the learning Note: Statistical information may be supplied by the teacher, or supplied by the student eg. a student interested in athletics might look at statistical information for world record times for the men’s 100m, identify features and trends and make predictions about future records. Note that the investigation is not assessed in the unit standard. NZQA/literacy and numeracy/2010 4

  24. Interpret statistical information in context • Element 1 Interpret statistical information in context • (NB. Evidence drawn from 3 different contexts) • Performance Criteria • 1.1 The general features of the information are identified. • Range general features may include but are not limited to 4 of • measures of centre (mean, median, mode) • measures of spread • trends • unusual features eg extreme values • (NB. 15 pieces of evidence is required) • 1.2 Conclusions are drawn based on the evidence from the statistical information. • 1.3 The conclusions drawn are appropriate and reasonable in • terms of the information provided and the problem. NZQA/literacy and numeracy/2010 5

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