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Full Digital Technologies and Hangarau Matihiko professional support suite available

4/10/2018

To help you get ready to teach the digital technologies content as part of your local curriculum from 2020, the Ministry of Education encourages schools and kura to take advantage of the full professional development suite on offer now. 

There are options available for the different needs of all school staff – some teachers might opt for Digital Fluency PLD, whilst others might choose Tailored DT & HM PLD (note the next round of tailored DT & HM PLD closes 5 October).

A useful starting point is the self-review tool on the Digital Readiness Programme Kia Takatū ā-Matihiko website.

Kia Takatū ā-Matihiko includes experts and resources, face to face coaching sessions with digital technologies specialists, online toolkits, and videos to help teachers gain more confidence in delivering the new curriculum content.

Find out more....

Aromatawai and Reporting Guidance

1/10/2018

For Kura and Māori Medium Settings

As part of the Ministry’s ongoing support for kura and Maori medium settings, we have developed Aromatawai and Reporting Guidance for Kura and Māori medium Settings

The new guidance material provides information to assist and enhance kaiako understanding of ākonga learning and success, and guidance on reporting ākonga progress and achievement. 

The new guidance material uses the principles of Rukuhia Rarangahia to provide a solid foundation to assist kaiako enhance their understanding of ako and the aromatawai approach. This will help kaiako to assess how well ākonga are learning, and to examine how well the kura is supporting the community’s aspirations. 

The Aromatawai and Reporting Guidance for Kura and Māori medium settings guidance document will be available from the start of term 4 at  http://tmoa.tki.org.nz/Mataiako/Rukuhia-Rarangahia

Tapasā - Cultural competencies framework for teachers of Pacific learners

13/9/2018

Tapasā is a resource for all teachers of Pacific learners. It is designed to support teachers to become more culturally aware, confident and competent when engaging with Pacific learners and their parents, families and communities. It aims to contextualise quality teaching and planning within a Pacific learner setting by providing a Pacific lens to the Standards for the Teaching Profession and the Code of Professional Responsibility. 

Tapasā has been designed to help improve the way teachers and leaders engage with Pacific learners, and to an extent parents, families and their communities, to make the biggest difference in a child’s educational success. 

We encourage all schools with Pacific students to use Tapasā as a guide to help improve their way of communication and gain a deeper understanding of howTapasā works and how it applies to the teaching role in supporting Pacific students.

Tapasā will be officially launched by Minister Salesa on Friday 14 September at Otahuhu Primary.

Better understanding of Ready to Read and School Journal

23/8/2018

In this article, Lift Education takes a look at Ready to Read and School Journal to help clarify understanding of these series. 

Find out about levelling criteria and process, reviews and changes that have been made in recent years, and some of the key principles that underpin the development of the series.

Digital Technologies and the national curriculum – what’s it all about?

3/8/2018

This page from Enabling e-Learning is regularly updated with the latest information for schools and teachers.

Building genuine learning partnerships with parents: Teaching approaches and strategies that work

3/8/2018

This ERO report shares strategies and approaches from schools that have contributed to improving achievement by developing genuine learning partnerships with parents.

It includes some simple strategies a few of the schools used to involve parents more in supporting the things children were learning at school.

Links for digital technologies

24/7/2018

This page from Technology Online provides tables with links to some useful digital technologies resources suggested by teachers (primary and secondary).

Select the images in the tables to view information about the links.

Assessing and reporting progress and achievement – guidance for schools and kura

22/6/2018

Schools and kura are no longer required to use National Standards and Ngā Whanaketanga Rumaki Māori for assessing and reporting on progress and achievement in literacy and numeracy.

The National Administration Guidelines (NAGs) have been revised to reflect the requirement for schools to report on both progress and achievement across the breadth of the curriculum.

Updated guidance for schools using The New Zealand Curriculum is available through Assessment Online.

For kura and Māori medium settings working with Te Marautanga o Aotearoa, the Ministry is continuing to provide guidance on how to use Te Waharoa Ararau to support the collation of student progress and achievement information for reporting.

Advice on aromatawai and reporting, and support for using Tu Rangatira to guide aromatawai and reporting, is available on the Te Waharoa Ararau page on TKI.

A practical guide to assessment and reporting

12/6/2018

New pages have been developed on Assessment Online to assist schools with assessment and reporting in the post National Standards era. 

The guide includes reviewing your school's assessment systems, measuring progress across the curriculum, making teacher judgments on progress and achievement, and school stories about approaches to assessment.

The future of NCEA – join the conversation

29/5/2018

Education should give every New Zealander the freedom and opportunity to be the best they can be. The National Certificates of Educational Achievement (NCEA) were introduced into secondary schools over 15 years ago, and are a widely respected qualification both in New Zealand and internationally.

This year, as part of the Education Conversation or Kōrero Mātauranga, New Zealanders have a powerful opportunity to explore ways to strengthen NCEA.

Earlier this year, the Minister of Education chose a group of independent and innovative leaders from a range of backgrounds to develop 6 "Big Opportunities" for how NCEA could be improved. These ideas are intended to provoke, inspire, and encourage healthy conversations about the future of NCEA.

Over the next few months the Government want to hear from you. They want anyone to have their say on how they experienced NCEA, and how it could be an even better qualification. What do you like about it and what do you dislike? What do you think about the 6 Big Opportunities?

It’s really important that the thoughts and ideas of everyone are captured – parents, students, teachers, whānau, iwi, employers, youth groups, tertiary educators, community groups, and organisations. Everybody can have their say through a quick online survey.

Those who want to make a more detailed contribution can participate in workshops, focus groups, hui, fono, or complete a longer survey or make a written submission.

There’s also a student voice NCEA "Make your Mark" competition for kids aged between 5–20 years old.

There are over $35,000 in prizes or grants up for grabs – #NCEAMakeYourMark.

Jump onto social media too, and start talking online – use the hashtags #NCEAReview, #NCEAHaveYourSay, #EdConvo18.

You can find out more about the big opportunities, and where, when, and how to get involved, and fill in the surveys by going to www.conversation.education.govt.nz/ncea.


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