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Programme for Students (PfS) – ALL, ALiM, MST

School-initiated supplementary supports

Programme for Students (PfS), comprising:

  • Accelerating Learning in Literacy (ALL)
  • Accelerating Learning in Mathematics (ALiM)
  • Mathematics Support Teacher (MST)

2017 Programme for Students (PfS) places are available for ALL Year 2, ALL Year 3 and AliM Year 2, MST Single Year (previously Year 1) and MST Year 2.

We are reviewing PfS and there may not be a year 2 programme in its current form in 2018. The current Programme for Students (PfS) contracts are due to end in December 2017.

What does this mean?

  • For 2017 there will be opportunities for new schools and CoLs to access PfS Accelerating Learning in Literacy (ALL) and Accelerating Learning in Mathematics (AliM). The support will be offered for one year only at this stage.
  • The Mathematics Support Teacher (MST) (now called Single Year MST) will continue for 2017. 

We are moving towards an environment where schools and kura are working collaboratively in Communities of Learning | Kāhui Ako (CoL | KA). We will be increasingly targeting the PfS resource to CoLs.

Please contact your Education Advisor with any queries.

What are they for?

ALL, ALiM, and MST are interventions designed to support schools to inquire into their teaching practices to do something new or different to accelerate the mathematics and/or literacy progress of primary school students.

Teachers participating in ALL, ALiM, and MST are supported to develop expertise in accelerating small cohorts of students, and then to share that learning with their colleagues across the school. Therefore, the overall aim is to support whole school change.

ALL uses the expertise within the school to undertake a short-term (15-week) intervention to accelerate the progress of students below or well below the National Standards for reading and/or writing, before expanding the intervention throughout the school. This intervention is in addition to effective classroom teaching. 

ALiM uses the expertise within the school to undertake a short-term intervention to accelerate the progress of students below the National Standards for mathematics, before expanding the intervention throughout the school. This intervention is in addition to effective classroom teaching.

An MST works, over a two-year period, with small groups of students who are well below the National Standard for mathematics, before expanding the intervention throughout the school. This intervention is in addition to effective classroom teaching.

Please note:

  • Conditions apply for the step-up to further involvement in ALL and ALiM.
  • ALiM offers a maximum of two years’ involvement.
  • ALL offers a maximum of three years’ involvement.

Resourcing information for principals:

How were they developed, what principles drive them and what’s the evidence they work?

ALL, ALiM and MST are evidence-based and draw on both qualitative and quantitative research on the efficacy of what works to accelerate student’s learning progress.

In particular, they draw on the four BES (best evidence synthesis) levers of:

  • knowledge-building
  • educationally powerful connections
  • leadership
  • high-impact strategies for teaching and learning.

These interventions:

Where they will work best?

To be selected for ALL, ALiM or MST, schools must have:

  • students identified as achieving below or well-below the national standards in reading, writing or mathematics 
  • an effective and culturally responsive teacher with good content and pedagogical knowledge, and the willingness to inquire into doing things differently 
  • leadership capability and support for the interventions, and a willingness to adapt and change at an operational and professional level 
  • school-wide monitoring and assessment through inquiry and knowledge building processes, underpinned by a commitment to ongoing improvement 
  • schools of any size or decile rating are eligible for  the first year of ALL or ALiM.

For more information about ALL, ALiM and MST and their benefits, see the ERO Report: Raising Achievement in Primary Schools: Accelerating Learning in Mathematics (ALiM) or Accelerating Literacy Learning (ALL) July 2014.

What other supports works best with them?

Other literacy and mathematics supports ― particularly those in the junior school, and those related to literacy and mathematics leadership. It is not recommended that a school participates in more than one PfS intervention at a time.

Information to consider to see if ALL, ALiM or MST are right for your school

  1. National Standards data is used to identify cohorts of learners below or well below the expected standard in mathematics, reading and writing.
  2. ERO Report, Raising Achievement in Primary Schools: Accelerating Learning in Mathematics (ALiM) or Accelerating Literacy Learning (ALL) July 2014.
  3. The school’s improvement plan. As a foundation, school improvement plans need to demonstrate:
  • school targets contained in the school’s charter, plus any achievement data the school may have 
  • teacher knowledge of curriculum, expected progressions and acceleration 
  • leader knowledge of organisation change.

Note: A school’s decision to apply for ALL, ALiM or MST should be based on need, capacity and a willingness to critique and modify their teaching practices.

Updated on: 15 Nov 2016

PLD is changing

Professional Learning and Development is changing

Professional Learning And Development (PLD) is changing – What it is focused on, who delivers it, and how schools, kura and CoL can access it.

Inital changes are rolling out now.

To find the latest information about the new PLD system go to http://services.education.govt.nz/PLD

System of support

Identifying learning needs. Resource selector. Impact of changed practices. Designing learning for school context. Integrated system of support for students. Achievement information triggers response.

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