NCEA and the New Zealand Curriculum
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/The-school-curriculum-Design-and-review
The front end of the document discusses the vision and pedagogical practice of learning. Sharing key competencies and the model of inquiry teaching, both of which should be embedded in every teaching and learning scenario.
There are 8 curriculum learning areas which are detailed in the back of the NZC and each one shows progression steps for more in-depth learning it is expected that to suceed at NCEA level 1 students will be working at curriculum level 6, NCEA level 2 at CL7 and NCEAL3 students will be working at CL8.
Technology Teachers are supported through course, learning task development by the teaching and learning guides.
Level 6
http://seniorsecondary.tki.org.nz/Technology/Achievement-and-learning-objectives/Level-6
Level 7
http://seniorsecondary.tki.org.nz/Technology/Achievement-and-learning-objectives/Level-7l-7
Level 8
http://seniorsecondary.tki.org.nz/Technology/Achievement-and-learning-objectives/Level-8
But what does this mean to the lay person? How do parents and potential employers enable students to set value on what is important to them for success?
There is a new resources that I have found incredibly helpful..... "Understanding NCEA'.
Chpt 6 “What parents can do to help” - focuses on “Making NCEA work for your child”, also included is an example of how to understand a schools course outline – to determine students pathway options. I would be promoting this to school communities as a way for parents/caregivers to stay in connected and knowledgeable about what is happening in your childs school.
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| English and Samoan language copies are available of this useful tool developed by Starpath researchers |
There is not much advice out there around the best options to take or what courses lead into particular careers. This gap in explanatory support is currently being addressed by the minstry of education through the development of their pathways framework.
Vocational Pathways
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| The six Vocational Pathways improve the relevance of learning for students by indicating how their learning and achievement is valued by broad sectors of the workforce. Each has been colour coded for ease of recognition to help students and teachers plan study programmes. |
Contextualised learning improves the relevance of learning for young people by connecting it to the worlds of work and interest. It also makes better sense when delivered in a coherent learning programme.
Strengthening and building partnerships between secondary, tertiary, and ITOs
Collaboration and communication between secondary, tertiary, and ITOs will enable educators to develop a full understanding of their students’ needs and how best to accommodate these.The following questions will help you to initiate conversation and reflection.
- What are our students’ needs? What evidence do we have to inform us? How do we use it?
- How will students’ progress and needs be monitored and shared?
- Who do we currently have relationships with?
- What possible new partnerships could be formed? Who should do this?
- How would new partnerships create benefits for our students?
- How could partnerships be strengthened?
- How will new initiatives be tracked and monitored?
- How could we alter our business model or share funding to accommodate greater changes?
In regards to technology teachers, tools associated with VP for teaching and learning are:
- The Vocational Pathways documents - Detailed description of intent and process
- The Recommended Assessment Standards - These have been aligned to sectors to show students key skills that relate to each particular sector.
- The Profile Builder - For students, by entering standards within their courses they can see which sectors they align with across all their subjects.
- Job Profiles - For students, to link interests, subjects studied and preferences to specific job ideas for future careers.
Ok, so as a student you have been clever and planned your secondary pathway. You know what you want to do as a career and you want to got to university. You have the entry criteria, but..... do you have the ability to suceed?????
Transitions
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| NZC (MOE NZ) |
Discussion in the media is always rife around the lack of successful transition by school leavers into tertiary courses, and as such perpetuate the myth that schools do not enable students to suceed outside of school. Given my understanding of schools and the data that shows
Dr Irene Andersen our literacy lead facilitator shared an interesting article which discusses the literacy requirements needed to suceed within tertiary courses and the gaps from what students are transitioning into these courses with.
The findings from this article argue that
"At the heart of the gap our students must traverse lie fundamental misunderstandings between teachers across the sectors. Neither group fully understands the extensive changes the other sector has undergone within the last 10–20 years"
So my thoughts are leading me towards suggesting to teachers when designing courses at level 1, 2 and 3 NCEA to consider the skills required sure, but also think about the relevance to pathways and transitioning your students beyond school. Do your research and make informed decisions that model the front end of the New zealand curriculum's Inquiry teaching model.
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