In this issue

• Forward Planner and interactive timeline
• Maps of tangata whenua place names
• Submissions are still open for the 2023 Ngarimu Video Competition!
• NCEA Change Programme
• Independent evaluations: reports now available
• NCEA co-requisite standards released
• Development of NCEA Level 2 subjects underway
• NCEA Level 1 New Zealand Sign Language subject materials now available
• Share your views on the new qualification
• Schools and kura using The New Zealand Curriculum
• Final NMSSA report available now
• New New Zealanders available – an Aotearoa New Zealand’s histories Resource

Read it here

We are thrilled to announce our core values and extend our heartfelt gratitude to everyone who has contributed to this incredible journey over the past six months!

Click here to read the values and what they mean to TENZ.

This serves as a reminder to our members that these values are a reflection of what TENZ has always stood for. By putting them into words, we are reaffirming our commitment to maintaining the high standards we are known for.

We want to express our sincere thanks to all the members who took the time to provide feedback on what truly encompasses the direction of TENZ. Your input has been invaluable in shaping our core values, and we are grateful for your active participation.

We also extend our appreciation to the experts who provided guidance on this journey. We would like to give a special acknowledgement to our mana whenua experts, whose insights have been instrumental in ensuring that our values are truly representative of our organisation and its place within Aotearoa.

As we move forward, guided by these core values, we are excited about the opportunities that lie ahead. Together, we can create a future where TENZ continues to thrive and make a positive impact.

Stay tuned for more updates and join us as we embark on this exciting journey together!

Recently TENZ has had some members approach us with concerns that due to the push of the new NCEA Te Reo Matatini me te Pāngarau | Literacy and Numeracy as well as the Literacy & Communication and Maths Strategy there have been some problematic things popping up in schools. Such as proposals to cut back “option” subject (eg. technology and arts) hours at the junior secondary in favour of dedicating more time to “core” (Eg. English, Maths, Science) subjects to support better literacy and numeracy. We know that is not a good choice, and that each of the eight learning areas has value, and technology has a wide range of literacy and numeracy within it.

We have approached the Ministry for comment and this is their response.

Thank you for your query regarding the requirements on schools to offer technology learning in the context of recent initiatives around literacy and numeracy. Following is our response, with links for further information if required:

Every school is required to provide all students in years 1–10 with effectively taught programmes of learning in technology. This legislated requirement is the same for all other learning areas, excluding learning languages which has its own expectations.

However, schools have flexibility to design programmes of learning around these areas that best meet the needs of their learners and communities. More information on implementing the New Zealand Curriculum can be found here: The New Zealand Curriculum / Kia ora – NZ Curriculum Online (tki.org.nz)

The Literacy & Communication and Maths Strategy and the new NCEA te reo matatini me te pāngarau | literacy and numeracy standards do not change this requirement. Rather, they emphasise more explicit attention to literacy and numeracy in learning across the curriculum, which supports learners to better access its richness. Therefore a focus on these skills should not lead to a narrowing of the curriculum. Further guidance on this point can be found in the Literacy & Communication and Maths Strategy.

The curriculum refresh will improve on the approach to literacy and numeracy in the current curriculum by explicitly describing literacy and numeracy outcomes as a component of all learning areas. This will be emphasised from Year 4 onwards, as focuses of learning shift from developing foundational skills to the specific demands of the different learning areas and to contexts outside the classroom.

I hope this information answers your question.

If you have any further questions you would like TENZ to follow up on, please send them through to [email protected]

The full list of standards approved for use to achieve the NCEA co-requisite during 2024 and 2025 is now available.

Standards available in the transition period reflect a reduction of around 85 per cent from the standards available for current requirements.

As of 2023, the five dedicated co-requisite standards are the recommended approach. MoE know time, support, and guidance is needed to help individuals be ready to use only the co-requisite standards. The two-year transitional period from 2024 to the end of 2025 provides time for schools, kura, and other NCEA providers to fully adapt to the change.

Alongside English, Mathematics and Statistics, Te Reo Māori, and Pāngarau, assessment standards are included from Science, Social Sciences, Pūtaiao and Tikanga-ā-Iwi. This reinforces the position that teaching and learning of te reo matatini, literacy, pāngarau, and numeracy should occur across the curriculum and a schoolwide approach is required.

Fuller information is available here:

• Approved standards reflect skills and competency in te reo matatini, pāngarau, literacy, and numeracy (NCEA.Education)
• Standards approved for NCEA co-requisite for 2024 and 2025 (NCEA.Education)

Please let the MoE know of any gaps in the information provided through today’s release and they will work to provide additional information.

Please share questions, comments, and suggestions via: [email protected]

The strategy has been developed in the context of the Government’s Digital Strategy for Aotearoa and the Strategy for a Digital Public Service. It outlines high level digital and data outcomes for agencies to pursue for the education sector.

Te matawhānui, the vision of the strategy, is threefold:

• Learners and educators can thrive – live, learn and work – in the digital world.
• People are digital and data capable, contributing to personal, community and New Zealand’s growth.
• Learning, teaching, assessment, and research make best use of data and digital.

The strategy is built on e toru ngā pūtake, three foundations:

• Te Tiriti – giving effect to the Treaty anchors the strategy to benefit all New Zealanders.
• Equity – trusted digital and data services can help all learners and whānau, educators and providers, to flourish.
• Agencies Working Together – by identifying long-term aims and outcomes, education agencies can help educators, learners and providers reap the benefits of digital and data.

Within the focus areas (te aronui) of connection, commitment and capability, the strategy identifies six areas of mahi and associated actions to guide digital and data initiatives across and within education agencies.

The strategy (in English and Te Reo) is available from the MoE website www.education.govt.nz/digitalstrategy

The strategy is supported by videos and stories of good digital practice from across the education sector – we hope you enjoy the links below:

• This example highlights the mahi of: Te ao Māori in digital design, from Rūaumoko Deaf Marae: where te ao Māori is impacting a virtual digital world for deaf learners. 
• This example highlights the mahi of: Transformed learning, teaching, assessment and research, from Avonside Girls’ High School where building teachers’ digital skills is sparking imagination in learners. 
•  This example highlights the mahi of: Transformed learning, teaching, assessment and research, from CoDriVR at Waimate High School where learning in a virtual world makes young Kiwis safer drivers. 

MoE are looking for feedback on proposed new mātāpono (principles) and Level 1 statements in the NCEA qualification document.

A new version of the NCEA Level 1 qualification document needs to be included in the New Zealand Qualifications and Credentials Framework to be ready for 2024.

They want to bring the outcomes and the purpose of NCEA to life through a new version of the formal qualification document.

They are seeking feedback on a new version that introduces new aspects to help all teachers, learners, and others connected to NCEA to see themselves reflected in it.

Read the summary here

Link to the survey here (English/te reo Pākehā)

Link to the survey here (te reo Māori)

NZQA is testing and gathering feedback on the latest pilot of our Assessor Practice Tool. The Assessor Practice Tool (APT) is currently in development to support the introduction of the new Achievement Standards being produced as part of the Review of Achievement Standards Programme.

The APT is designed to allow teachers to practise making assessor judgements on samples of student work, after which they will be able to view a moderation panel grade and the reasons for that grade being awarded. Student samples for technology (AS 91610 & 91611) and Design and Visual Communication (AS 91628 & 91629) as well as many other NCEA subjects are available to explore and provide feedback on in the current pilot phase of the APT.

The APT will eventually be located on Pūtake (the NZQA Learning Management System), but during development it is accessed via a test site. This can be found here (https://apt-pilot.nzqa.govt.nz). You can get access using your Education Sector Logon (ESL), as with the main Pūtake site.

If you have not had their ESL access activated, you can find information on how to do this here.

The APT pilot will be available for testing and feedback between 8 May and 16 June. Feedback from the sector is an essential part of the development during the pilot phase, and can be given via an online form within the APT.

Endangered Māori construction techniques which have been proven to be able to withstand major earthquakes will be used to rebuild an historic Bay of Plenty wharenui.

Read the full article here