Issue 1

Enhanced learning outcomes for students
Support for schools in 2000
Frequently Asked Questions

A newsletter for boards of trustees and principals on the revised National Education Guidelines, 1999

This newsletter backgrounds the recent revision of the National Education Guidelines, outlines the help to be offered to schools as they adjust to the new requirements, and answers some frequently asked questions.

Revision of the National Education Guidelines During 1999, the Ministry of Education made changes to the National Education Guidelines, specifically, to parts of the National Administration Guidelines (NAGs). These revisions were gazetted on 25 November 1999 to take effect from 1 July 2000.

The National Education Guidelines set out a regulatory framework for school leadership and management and signal the goals and directions of schooling at a national level. The 1999 revision reflects such initiatives as the Māori Education Strategy, the Literacy and Numeracy Strategy, and Special Education 2000. Revision and refinement of the Nags responds to continuing change, to schools' growing expertise in self-management, and to information gathered from school leaders.

Enhanced learning outcomes for students

Revision of the NAGS challenges us all to sharpen our focus on raising students' achievement and addressing disparities. As well as some specific adjustments to wording (outlined below), these changes seek more broadly:

1 To improve schools' responsiveness to Māori students and to help schools to focus on raising the achievement of Māori students;

2 To ensure that schools give priority to achievement in literacy and numeracy, especially in years 1 to 4;

3 To ensure that schools identify and respond appropriately to students with special needs;

4 To provide some flexibility within requirements for schools to monitor, assess, and report on student progress in relation to the New Zealand Curriculum;

5 To link the monitoring of student progress and the analysis and use of assessment information more closely with school strategic planning, processes of self-review, and planning for staff professional development.

Support for schools in 2000

Throughout 2000, the Ministry plans to offer as many trustees, principals, and teachers as possible a wide choice of options to help them give effect to the changed requirements in their policies and procedures. In addition to advice from the teacher support services, the Ministry is developing regionally based professional development options and online information and support on a number of web sites, including Te Kete Ipurangi: www.tki.org.nz

The online material will include diaries from schools and applications that will allow schools to build and download generic charters and strategic plans.

Schools may select print- or web-based resources as a stimulus for discussion groups, they may participate in cluster meetings to share information, or they may seek one-to-one advice from the Ministry or other advisory organisations. The Ministry has integrated specific guidance on the revised Nags into professional development courses in Literacy Leadership and Māori education. All sector groups are being briefed and invited to contribute ideas for supporting the changes.

Supporting publications will include:

1 The revised Governing and Managing New Zealand Schools for boards and principals, due in schools later this year;

2 a poster for schools displaying the text of the revised Nags;

3 This newsletter;

4 Pamphlets for boards and parents.

Frequently Asked Questions

What exactly are the Nags?

The Nags are the National Administration Guidelines. Together with the National Education Goals and the national curriculum statements, the Nags form the National Education Guidelines. The National Education Guidelines were established in 1990 and were revised in 1993 and again in 1996. They are given effect by sections 60A and 61 of the Education Act 1989:

Every charter and proposed charter shall be deemed to contain the aim of achieving, meeting, and following (as the case may be) the National Education Guidelines. (Section 61 (2))

The revised National Administration Guidelines 1999, which form part of the basis for the school accountability reviews undertaken by the Education Review Office, provide direction in six areas of school operation:

1 Curriculum requirements and student achievement;

2 Documentation and self-review;

3 Employer responsibilities;

4 Financial and property management;

5 Health and safety;

6 Administration.

Who is responsible for implementing the Nags?

Under the Education Act 1989, boards of trustees are responsible for overseeing the management of their schools. In practice, boards work with principals, senior management, and staff to ensure that requirements are met.

What are the changes to the Nags?

a NAG 1 has been revised.

b NAG 4 has been revised and renumbered as NAG 2.

c NAGs 2 and 3 are unchanged but have been renumbered as Nags 3 and 4.

The full text of the revised National Administration Guidelines is available at: www.minedu.govt.nz

When will schools be expected to implement the changes?

Between now and 1 July 2000, schools should familiarise themselves with the revised guidelines and consider what changes they will make to their policies and practices. From 1 July 2000, schools will make any necessary changes so that they have fully implemented the revised guidelines by the end of term 2, 2001.

What is the meaning of "to achieve for success"?

NAG 1 refers to achievement that provides the basis for success in further learning at school and in higher education and training. It also refers to the knowledge, values, skills, and attitudes that will be needed by the students of today to be successful participants in Aotearoa New Zealand and in a global economy.

What does giving "priority to achievement in literacy and numeracy" mean? Is this just for primary schools?

Although the Report of the Literacy Taskforce focused on achievement in literacy and numeracy in the early years, such achievement should be a continuing priority for all students. This does not necessarily mean allocating more time to literacy and numeracy teaching, but it does mean that teachers should focus on using that time efficiently and on reinforcing reading skills while working in other curriculum areas, especially with those students at risk of failing to read, write, or do mathematics for success.

Are schools still required to provide a "balanced" curriculum?

The revised Nags make it clear that priority is to be given to student achievement in literacy and numeracy, especially in the early years. Beyond literacy and numeracy, the Ministry considers that the balance of essential learning areas and essential skills is a matter for each school to determine within the framework provided by the national curriculum statements.

Do schools still have to monitor student progress against achievement objectives?

The achievement objectives set out a rich and comprehensive description of the intended learning outcomes in each of the essential learning areas. In each strand, they indicate progression in knowledge and skill. With the exception of the mathematics statement, which has a larger number of specific objectives at each level, they are intended to be:
... sufficiently broad and flexible to allow for local interpretation and elaboration ... to empower schools and teachers to design programmes which are relevant to the learning needs of their students and communities ... [and] sufficiently specific to provide students, teachers, parents, and communities with clear information about what is to be learned and achieved during the years of schooling. (The New Zealand Curriculum Framework, page 23)

Achievement objectives should be used in planning teaching and learning programmes and when evaluating and reporting on student achievement and progress. The objectives are not intended to be a checklist of assessments to be ticked off for each student or aggregated to report curriculum level ratings for students. Some schools have indicated that they believed they must "cover off'" every objective for every student, and that the depth and consolidation of learning was being sacrificed to breadth and more superficial learning as a result. Teachers can use achievement objectives selectively to report on what the students have achieved and on what progress they have made over time.

The precise balance of the curriculum for students will vary from year to year and from student to student. A critical factor is that sufficient valid and reliable assessment information is gathered and analysed to enable sound judgments about achievement and progress to be made.

How frequently will boards be expected to consult with or report to their community on policies, plans, and targets for the achievement of their Māori students (NAG 1 and NAG 2)?

It is reasonable to expect that such consultation and reporting will become a standard part of a school's planning and reporting processes.

How should boards consult with their Māori community?

To help boards of trustees to meet this requirement, the Ministry is releasing a guidebook this term entitled Better Relationships for Better Learning. One objective of consultation should be to establish and build a relationship for the long term. Ministry liaison officers, who will become available in 2001, are provided for under the Māori Education Strategy.

When there are only a few Māori students in the school, how do schools meet the requirement to report to the community on the achievement of Māori students?

Might publicly identifying their achievements be harmful for those students? This issue demands a sensitive response from schools. Policies, plans, and targets for the achievement of Māori students should be developed in consultation with whā nau and the school's Māori community. Appropriate and agreed forms of reporting should be arrived at as part of this process.

If you have further questions, please address these to Nags Revision, Curriculum Division, Ministry of Education, Box 1666, Wellington. Fax: (04) 471 6193. Email: curriculum@minedu.govt.nz

A fuller version of Frequently Asked Questions will be developed for online delivery. Watch the Education Gazette for details.

Additional copies of this newsletter (item number 10065) are available free on request from Learning Media Customer Services. Freefax: 0800 800 570. Email: orders@learningmedia.co.nz

Published 2000 for the Ministry of Education by Learning Media Limited, Box 3293, Wellington.

Website: www.learningmedia.co.nz

Photographs by Johndentondesign Copyright (c) Crown 2000 All rights reserved.

Enquiries should be made to the publisher.

Issue 10
This issue of Sharpening the Focus outlines the support available to schools and teachers as they address the need for students to develop high levels of competence (knowledge, skills, attitudes, and values) in physical education and physical activity. It also includes the amended sections relating to physical activity in the National Education Goals (NEGs) and National Administration Guidelines (NAGs).

Issue 9
This issue of Sharpening the Focus outlines support that is available for schools in addressing the needs of their gifted and talented students.

Issue 8
This issue of Sharpening the Focus, is a newsletter for boards of trustees, principals, and teachers on school management and administration.

Issue 7
This issue of Sharpening the Focus looks at the intent and effect of the Education Standards Act 2001, which has introduced the requirement that every school's charter include planning for improvement of student outcomes.

Issue 6
This issue of Sharpening the Focus discusses the National Education Guidelines' requirement for boards of trustees to identify and provide for students who have special needs related to disabilities, learning difficulties, and behavioural problems. It also answers some frequently asked questions.

Issue 5
This issue of Sharpening the Focus looks more closely at the relationship between the revised National Administration Guideline 2 and professional development and answers some frequently asked questions.

Issue 4
This issue of Sharpening the Focus looks more closely at the requirements that the revised National Administration Guideline 2 places on schools as they undertake strategic planning.

Issue 3
This issue of Sharpening the Focus looks more closely at what schools will need to consider as they align their curriculum and assessment policies and practices to the revised National Administration Guidelines 1 and 2.

Issue 2
This issue includes information on Kia mahitahi - working together, Frequently Asked Questions, and Better Relationships for Better Learning.

Issue 1
This newsletter backgrounds the recent revision of the National Education Guidelines, outlines the help to be offered to schools as they adjust to the new requirements, and answers some frequently asked questions.