Purpose:
Over the next 3-4 years wharekura will be trailing and/or implementing the aligned achievement standards to Te Marautanga o Aotearoa that are currently under development. Wharekura will also be implementing newly aligned achievement standards to the NZC that have been registered. 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 but is likely to be similar.
Significant work is expected of kaiako (learning area, subject heads of departments, leaders) to rewrite schools’ teaching and learning programmes; align them with Te Marautanga o Aotearoa achievement objectives and select appropriate assessment tasks from Māori medium and/or English medium.
Youth Guarantees and active iwi education partnerships will often be strongly connected. To ensure an emphasis is placed on this, wharekura will need to re-design senior learning programmes for students to access broad-based NCEA vocational pathways.
Outcome sought through procurement in Māori medium settings:
Wharekura school leaders and teachers working in all learning areas of Te Marautanga o Aotearoa effectively implement the newly aligned achievement standards (English medium and/or Māori medium) across all three levels of the NCEA. This outcome should be linked to the development of effective teaching and learning programmes based on Te Marautanga o Aotearoa.
Notes:
- Te Marautanga o Aotearoa signals important considerations for designing wharekura teaching and learning programmes.
- Achievement standards aligned to Te Marautanga o Aotearoa are currently under development and will be trialled with participating wharekura. These wharekura may also be using English medium achievement standards and therefore the PLD initiative needs to also assist kaiako to effectively implement these at the same time.
- Assessment tasks designed for English medium that are currently in use may not suit the context of the wharekura, and may need to be modified. Kaiako need to be supported to do this effectively through te reo Māori in any learning area if desired.
- 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 important considerations in planning and implementing programmes.
- Putting students at the centre can influence school structures and resourcing.
- Wharekura teachers may be isolated in their specific subject and/or positions of responsibility so innovative approaches to connecting them to other wharekura and/or acknowledged Māori medium experts needs to be considered (for example, e-learning).
- Te Rūnanga Nui o ngā Kura Kaupapa Māori o Aotearoa and Kura ā-Iwi Incorporated Society are engaged to complement PLD provision in kura they are responsible for.
- Principles of Professional Development (special notes) Māori Medium need to be taken into account by PLD providers.
Published on: 01 Jun 2011
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