As we reach the end of term two, it's hard to decide upon just which analogy to use, when addressing the NZ Curriculum Refresh. When Te Mataiaho and the Common Practice Model were unveiled... both version 1 and then version 2, I couldn't help but get excited about the direction education was taking.
Enter 2024. It's hard not to liken it to my younger days when riding my BMX on rollers. You have to keep pedalling to maintain your momentum and balance, even though you're not actually going anywhere. Or is it like paddling upstream in rapids? You're trying to maintain your position in the river, while the current is trying to push you every which way. The jury is still out... and so are we.
It is with eager anticipation that I leap upon any news briefing from the government, regarding this rollout. It requires all those key reading skills we want to instil in our learners. Comprehending what is being stated, while reading between the lines to infer what is implied but left unsaid. Constantly questioning the intent and purpose of the author, in this case, the Minister of Education, Erika Stanford, and Prime Minister Christopher Luxton.
Then comes that key danger... Where is the line between taking on board what is said, and overthinking what isn't?
At this point in time, as we head into two weeks of non-contact time, it is an opportune time to catch up on information, research, and best practices to hit the ground running with a strong programme for term 3. We are poised and ready to explore and begin using the new English Curriculum, meant to be available in Term 3 2024.
Wednesday 3rd July saw the Minister outline intentions for assessment and aromatawai. The key intentions being:
- The introduction of phonics checks for students in their first year at school or kura at 20 weeks, and then again 40 weeks.
- Schools and kura will transition to using one of three assessment tools for twice-yearly Year 3 - 8 progression monitoring.
- The Curriculum Insights and Progress study will be expanded
- Most schools will be doing these already. If they're not, they really should be.
- Manaiakalani Schools already use PAT reading and Math at the beginning and end of each year, with a wealth of longitudinal data to coincide with that. e-asTTle is used for writing at the same time points. Many schools already use e-asTTle reading to supplement data during the year. The learning pathways provide a clear visual for learners and parents alike to ascertain exactly where they are at in relation to their peers, as well as strengths and gaps in learning.
