NATIONAL STANDARDS. “… the most important thing about a child's performance at school is their progress. So even those children who come in, who are not necessarily prepared for school, it's the progress that they're making against the standards that's important.
“… the most important thing about a child's performance at school is their progress. So even those children who come in, who are not necessarily prepared for school, it's the progress that they're making against the standards that's important.
It's not important where they are at any particular point. What is important is where they've come from and where they are and if they're not making the necessary progress what needs to be done to lift them”.
Anne Tolley, Q&A, 20 September 2009
“Lifting Māori educational achievement will help raise the overall performance of our education system, productivity and the economy. It is the right of every learner to be successful and the education system must deliver on this entitlement”.
Foreword to Ka Hikitia, 2009
Overview of this session:
Consultation - Issues and Responses
ERO - Reporting about use of Standards 2010
The quality of teaching and learning within the NZ Curriculum
Boards’, principals’ and teachers’ understanding of and preparedness to use the standards
How current school practices enable:
teachers to use assessment data to provide focused teaching
judgements about student achievement and rates of progress
teachers to report accurately to parents, families, whānau and students
school leaders to benchmark achievement information for self review, planning and reporting
Reading and Writing Standards
The standards are set at desirable and achievable levels
Writing and reading standards are aligned with the Literacy Learning Progressions
Improved clarity with some of the illustrations
English Language Learners (ELL) assessment against the standards
An educationally sound approach to assessment
Gathering evidence & making an overall teacher judgement in relation to the standards is not a separate activity for teaching and learning, but rather a process of drawing on, and applying, the evidence.
Use a ‘best fit’ approach after drawing on multiple sources – not multiple tests. You decide on the assessment programme (mix of assessment information to gather) that best suits your context.
Students should participate in the determination of the overall teacher judgement about their work.
Overall teacher judgements are about progress (growth)and achievement (level).
What are our students’ strengths and learning needs?
What are our professional
What has been the impact of our changed actions on students?
Engagement in professional learning
Engagement of students in new learning
National Standards and English Language Learners
English Language Learning Progressions (ELLPs) enables teachers and schools to identify starting points for new learners of English, and to track and monitor progress over time.
Works alongside the Literacy Learning Progressions. Learners will be working towards proficiency in the same reading and writing competencies as all NZ students.
Progress and achievement of ELLs may be assessed and reported using the ELLP rather than National Standards for specified periods of time.
Students With Special Needs
National Standards Support
National Standards Pack - November 2009
Regional facilitated sessions- from November 2009
Web seminars – from 9 November 2009
Online resources include:
*General information about National Standards
*Assessment *Literacy *Numeracy * Self review tool
*Information for parents *Reporting to parents, families and whānau
All principals and lead teachers, teachers and boards will have the opportunity to take part in workshops and seminars. Further support will be tailored to meet your specific needs.
National Web Conferencing Seminars
Starting 9 November 2009
1 hour session running over 5 weeks (Mon-Thurs)
9am, 12pm, 3.30pm and 7pm
What do I need to learn next?
How will my teacher help me?
How will my parents/ whanau help me?
Responses to questions
Questions can be given now or sent to [email protected]