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Level One Literacy + Numeracy unit standards -

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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Level One Literacy + Numeracy unit standards -

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  1. Level One Literacy+ Numeracyunit standards-

  2. 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

  3. 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

  4. 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

  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. 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

  8. 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

  9. Recording of Evidence – to be revisited/replaced? NZQA/literacy and numeracy/2010 7

  10. 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?”

  11. 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

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