Purpose:
Over the next 3-4 years secondary schools and wharekura will be implementing the newly aligned achievement standards. This may present challenges in light of the MECI and ERO reports, which show that secondary schools have lower levels of New Zealand Curriculum (NZC) implementation than primary schools. Such evidence related to the implementation of Te Marautanga o Aotearoa is not yet available.
Significant work is expected of secondary middle leaders (learning area and subject heads of departments) to rewrite schools’ teaching and learning programmes; align them with the NZC achievement objectives, and with the new achievement standards for NCEA.
Youth Guarantee will also encourage secondary schools and wharekura to redesign senior courses of learning for students to access broad-based NCEA vocational pathways.
Outcome sought through procurement in English medium settings:
Secondary school leaders and teachers working in all learning areas of the NZC effectively implement the newly aligned achievement standards across all three levels of the NCEA. In particular, reducing disparities for Māori students, Pasifika students, and students with special education needs.
Notes:
- The NZC signals important considerations for designing senior secondary teaching and learning programmes.
- NCEA standards-based assessment requires particular practices of teachers.
- Specific learning-area content knowledge must be credible.
- The implementation of high-stakes assessment can affect teacher practice and school behaviour.
- Careful consideration of senior curriculum design and transitions to work, tertiary, and training are critical for students to gain worthwhile qualifications.
- Changes to the ways secondary schools are structured and resourced can improve students’ opportunities and outcomes.
- The role of NZQA and its provision of resources, services, and PLD are an important consideration in planning and implementing programmes.
- Putting students at the centre can influence school structures and resourcing.
- Lead, facilitate, and moderate online communities of practice involving educational leaders and/or teachers.
Published on: 01 Jun 2011
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