level one literacy numeracy unit standards n.
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Level One Literacy + Numeracy unit standards -. Contents. New requirements for secondary schools Unit standard titles Design Naturally occurring evidence Overall management of the process Management of naturally occurring evidence Recording of evidence Summary References.

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contents
Contents
  • New requirements for secondary schools
  • Unit standard titles
  • Design
  • Naturally occurring evidence
  • Overall management of the process
  • Management of naturally occurring evidence
  • Recording of evidence
  • Summary
  • References

NZQA/literacy and numeracy/2010 1

ncea level 1 numeracy requirements for 2011 and 2012 onwards
NCEA Level 1 numeracy requirements for 2011 and 2012 onwards
  • 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)

NB. The literacy requirements and numeracy requirements for NCEA Level 1

changes from 8 credits to 10 credits

NZQA/literacy and numeracy/2010 9

unit standards titles
Unit standards titles
  • 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)
  • 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

design
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

naturally occurring evidence
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

overall management of the process
Overall management 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

management of naturally occurring evidence
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 eg in a portfolio, electronically.
  • Verification: The learners’ work must be authenticated by a person in a supervisory role eg manager, supervisor, teacher/trainer.
  • Assessment of evidence: The learners’ work must be assessed by a person who has the literacy/numeracy skills and knowledge to conduct the assessment.

NOTE:

Assessments (eg tests) 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

summary

Intent

Summary

Who Implements?

Which Students?

How –

What Processes?

Where are the lit/num standards situated in learning areas?

What school data helps selection?

What systems will gather “naturally occurring evidence?”

references
References
  • For more information: (links to..)
    • Decision-making process (implementation of literacy and numeracy unit standards)
    • Level One Numeracy unit standards in schools
    • Level One Literacy unit standards in school
    • Frequently asked questions

NZQA/literacy and numeracy/2010 11