Editor
Spare chairs were as scarce as snow in summer at this year’s NZPF Moot. Regional Presidents from across the country gathered to hear updates from Ministers Hon. Chris Hipkins and Hon. Jan Tinetti. Equally exciting was to be participating in ‘Curriculum Refresh’ debates throughout the day. The Moot was ably chaired by Māori broadcaster Oriini Kaipara, who added flavour to the day by occasionally injecting stories of her own educational experiences. Curriculum is the life force of teachers and principals. It is what they entered the profession to do – to develop and teach the curriculum. It enthuses them; it energises them; and provokes wonderful commentary and debate. NZPF President Perry Rush enthusiastically introduced the curriculum discussions with some thoughts of his own before handing over to Kaylene McNee, the Ministry’s advisor on curriculum and Kay Tester from the NZPF executive. Finally, participants were invited to report their own local issues in a session chaired by NZPF executive member, Sandy Hastings.
MC for the Moot, Oriini Kaipara, injected some stories of her own education experiences
the basics like literacy and mathematics and they told us that a rich curriculum was the better way to deliver learning. They reported that there had been too much emphasis on core curriculum over the past decade and that children would do better on the basics through a rich curriculum. In addressing the problem of equity in New Zealand, he noted the school donations scheme and Government’s offer to pay $150 per student to schools up to decile 7 if they did not ask for donations; he explained that the free school lunch programme was now available to all decile 1 – 3 schools; and fees were no longer being charged for NCEA exams. He noted that in the past some students had been denied their own NCEA exam certificates because families were unable to meet the cost of Minister Hon Chris Hipkins exam fees. The Minister opened his address congratulating the sector on He said that the education work programme for the next three how they managed the COVID health crisis last year and how years had now been signed off by Cabinet and that, as he had they continue to manage it. He noted that hundreds of thousands already signalled, the Early Learning Action Plan, getting more of home learning boxes of materials were sent out to families; qualified teachers into the sector and achieving pay parity for 55,000 households were connected to the internet; two TV the ECE sector were the highest priority. channels were established. COVID, he said, had slowed down implementing the reform ‘We all learned that we could programme following the Tomorrow’s be nimble,’ he said, ‘and so as a Schools review but work on establishing Government, we were willing to the Education Service Agencies (ESAs) and let people at the forefront make the Curriculum Centre will continue. He decisions and then back them.’ explained that the Ministry of Education ‘I want to c apture t hat has oversight of the whole system but does momentum we gathered last not have funding for curriculum per se. year,’ he went on, ‘draw on those Other issues he listed were the curriculum lessons and embrace them refresh, learning support, attendance as we look to implement the and engagement (Minister Tinetti’s recommendations made through responsibilities), ongoing investment in the review of Tomorrow’s Schools.’ school property, and building a strong and Minister Hipkins invited his competent work force. Careers’ advice and audience to think back to the transitions were other issues; providing a Minister Chris Hipkins updates Regional education conversations of 2018, safe environment for students including Presidents on the political landscape through which people from all rainbow students; and expanding the walks of life had expressed what they most valued about creative experience. education. There was a big focus on school property and on free He said progress had been made over the past three years and school lunches. Wellbeing was an issue which came through there was now a much better vibe in the education sector with repeatedly. Key to lifting wellbeing was first getting kids fed, rich professional conversations taking place. he added. One strong finding of the Tomorrow’s Schools review, he said, New Zealanders reported they wanted their education system was that the sector likes the empowerment that comes with to be about Aotearoa New Zealand. They wanted our own Tomorrow’s Schools but acknowledges support is needed. He stories and our own history told in schools. They also wanted suggested as we work through the curriculum, attendance and
support issues that the profession could look at problem on refreshing the curriculum. solving these issues at the local level. Curriculum, he said, is in The Minister then called for questions and comments our DNA as principals, core from the floor. competencies are what we Question: are about. It is the teaching I notice in your speech you didn’t touch on Māori and learning that makes the Education. Why is that? greatest difference to our Answer students, he said. Māori Education is an area that Minister Kelvin We are about to embark Davis is passionate about and there are some interesting on an interesting journey, he challenges. The teacher workforce is a big one. We need said, and it involves placing more trained teachers in Te Reo Māori particularly for our curriculum in the immersion classes. We know we need more cultural spotlight. The Ministry has competence right across the system. I don’t want to make announced a ‘Curriculum that accusation as a blanket one but more work is needed Refresh’. It will be moving to make Māori and Pacific Island teachers feel included forward at pace this year and that we are meeting them on their terms, rather than and unfolding over the having them comply with some other set of expectations. next three or four years. We So, there’s a lot of work to do. think it is important that President Perry Rush introduces We are looking at a Māori medium pathway right from we, as sector-based leaders regional presidents to the Curriculum Kohanga Reo to strengthen it and include your voice in and professionals, partner Refresh discussions the process. The Treaty of Waitangi is now at the centre of with the Ministry and have a how the whole system will operate but having said that changing strong influence in this Curriculum Refresh, he explained. One the law is the easy part. Changing what happens on the ground of the core principles in the Tomorrow’s Schools review was is the bigger challenge. That’s the challenge ahead of us. re-establishing trust between the Ministry and the sector and Question this is one way we can start that journey. Thinking about trust, and [the Government] trusting the sector He returned to the curriculum document of 2007 – which to do what is best, what about taking the staffing for Kahui Ako replaced the former curriculum – to highlight weaknesses that and using it in school for an intended purpose? had been addressed. These fell into six main categories. Answer He noted that the achievement objectives had been reduced; I agree the Kahui Ako model needs to be more flexible, he said. there was more emphasis on the key competencies; the I do not want good things like collaboration to stop because that student was central to the learning process; the document was is a crucial part of what schools do and need to do. To change deliberately generic to allow for local context and input and to the Kahui Ako leadership positions model though is difficult, he take into account the substantial increase in knowledge available said, because the employment laws around this would also need on the internet which wasn’t the case a few years before; teachers’ to be changed. He did not rule out future changes to the model professional judgement was given high value as a means to but warned that turning such things around can take a long time. inform prescriptive assessment; and there was a strong emphasis Question on encouraging community input to localize the curriculum and Our schools are experiencing a give it local relevance. crisis regarding the management Whilst all these improvements of violent behaviour. We have Te were laudable, he noted that they Tupu Managed Moves operating in came without clarity. Interpreting the the Hawke’s Bay and it is showing curriculum, he said, had become the great success and even allowing kids responsibility of individual schools. to be returned to the mainstream This meant consistency was lost. It successfully. What is your view on became a minefield for some, whilst rolling that out further? others, perhaps the more experienced Answer principals and teachers, relished the I am aware of this, said the Minister. freedom it offered. He also noted that the He noted that there is a practice in curriculum came without on-going PLD our country he would call ‘pilot-itis’. and curriculum advice, which requires We set up pilot schemes, they come substantial resourcing and is critical to President Perry Rush outlined John Holts theory to an end and we then move on to successful implementation. of reality to explain the worlds of a child the next pilot. He agreed that there He told his audience that his own needs to be more flexible funding to address this serious issue. theory of curriculum and how the child learns is based on John Holts ‘World of Reality’. He described the four states: the internal President Perry Rush world of the child; the world the child lives in; the world the child President Perry Rush first acknowledged NZPF Kaumatua, Hata knows about and the world of possibilities. In his view, it is the Temo, the regional presidents who had turned out in big numbers world of possibilities that is most neglected and we need to lift this year and the many special guests, including curriculum staff our sights to bring possibility into the classroom. These worlds from the Ministry who had come to hear the views of principals are essentially the child’s context for learning. That said, it is his
belief that these ideas are not well known by teachers. national curriculum but not all. Is that freedom appropriate? He then recommended to his audience ‘The Beautiful Risk he asked. Some learning, he suggested, cannot be left to chance. of education’ by Gert Biesta. As the title implies this critical Finally, he addressed the culturally sustainable curriculum pedagogical practice gives risk elevated status. saying this is critical to our future. The time is right now for ‘Students are not to be seen as objects to be moulded and Pākeha to walk the bridge towards Te Ao Māori, he said, not just disciplined,’ he said, ‘but as subjects of action and responsibility.’ the other way around. We must challenge the whiteness of our He was adamant that this did not preclude teachers from having curriculum, he said, build understanding through a culturally clear curriculum goals. sustainable lens and a process of deep learning. That way we will Seven key educational concepts of creativity, communication, produce successfully contributing national and international teaching, learning, emancipation, democracy and virtuosity citizens, joined up across the globe. form the core of educational endeavour through this lens. Contemporary education policies and practices tend to be risk Bruce Jepsen, President Te Akatea Bruce Jepsen opened his address noting that the majority of averse, he said, but this emphasis brings risk to the forefront. None of this means that we don’t have clear curriculum tamariki Māori are in English medium schools. The power s it s w it h you, he goals, he explained. ‘The Beautiful told his audience of Risk of education’ talks to the ‘how’ of predominantly Pākehā education, not the ‘what’, he said, as principals. he moved on to describe teaching and H e t h e n learning as a partnership relationship acknowledged retiring between teacher and student, not a President of Te Akatea, hierarchical or binary one. Myles Ferris, for his He set out his view of how the leadership, using a curriculum currently looks and where metaphor to describe it might be improved. We have a his contribution. The choice, he said, about what to teach, Kuaka (godwit), he using teachers as ‘coaches’ rather than said, flies for four days as sources of knowledge with which we without food or water fill children’s heads. from the Antarctic to His suggestions were that schools Te Akatea President, Bruce Jepsen addresses the Moot the Chatham islands. would have choice about ‘what’ to learn, according to the local curriculum, and teachers would Flocks fly in a V formation. The Rangatira bird is at the front deliver that by taking a coaching approach to teaching; there and when its work is done, it drops back to let another leader would be freedom for schools to cover each learning area take over. These strategies and knowledges, he said, are used to but they might select the most appropriate topics while not achieve the unachievable. He then focused his address on Ka Hikitia, the Māori being compelled to cover every topic. Can we take a national curriculum and say we will take these bits and not others, he curriculum document that showed great promise for a better asked his audience; schools would teach from authentic contexts future for Māori education. It was all about Māori succeeding that were relevant to their local students, making learning more as Māori. He said we must look to the past to understand the real; investment in deep learning processes, such as inquiry present and move forward to create a new future. Ka Hikitia means to step up, to lift and to lengthen our stride. learning, would be favoured over teaching to every knowledge detail and our Ministry experts will have to think hard about The Ministry adopted this name to acknowledge the need to this in the curriculum redesign. He used an example from his step up for Māori. The first iteration was in 2008. It was seen as own learning experience – of a teacher taking his primary school a gamechanger for Māori tauira [learners, students]. But little class to the rocky shore. The teacher, he said, had extensive changed [because it arrived without PLD]. This version was knowledge in this area, the marine life, rock inhabitants and followed by phase two called ‘Accelerating Success’ which was environmental characteristics. The teacher did not fill our an imposition on schools who were chronically failing Māori. heads with his knowledge, he said, rather he guided us to this Last year came phase three which had a focus on racial bias and knowledge through a careful series of questions and deep discrimination. Thirteen years later, across the system, we still see chronic inquiries. That turned us all into problem solvers who found answers to our own questions and in turn that generated a new Māori underachievement. Schools are not responding to the calls set of questions. There would be clarity of learning intentions to acknowledge Māori identity and Te Reo Māori in schools. But for teachers, communicated in a way that did not interfere with why would we see changes when Ka Hikitia has had no support? Last year, he said, my youngest son turned 14. He was a baby the students’ exploration of the topic; teachers would act as facilitators of learning, using a variety of learning tools, and not when Ka Hikitia was launched. His entire schooling years should be robotic or expect students to all follow a standardized system. have been characterized by Māori succeeding as Māori. Instead, He continued, saying we must avoid the binary response and in 2019, a survey of Māori student wellbeing showed that more not say we are student centred or curriculum focused because Māori students did not have a sense of belonging; more Māori we can be both. A national curriculum, if it is truly national, students felt like outsiders who didn’t belong at school; one should mean something to us all. This is an important aspect to quarter did not feel emotionally supported by a teacher. More consider in the context of a curriculum refresh discussion, he Māori students experience stigma and racism. Would this be said. There is challenge about covering selected aspects of the acceptable for Pākehā students? he asked.
My attention, he said, is on the future. Look to our past to build the new future. Include Māori knowledges in the curriculum refresh to truly create a curriculum that supports young Māori to succeed. Te Akatea invites Kaumatua and iwi to be involved in the Curriculum Refresh. We acknowledge the opportunities we now have to give life to Te Tiriti o Waitangi. As Treaty partners, Māori need the funding and support to seek diverse options. We all must be held accountable for Māori success, he concluded.
years saying that under her guidance, $1.1billion had been invested in learning support. Whilst that sounds like a substantial amount it has to be noted that one in five children need some additional support. Learning Support Coordinators (LSCs) were established under Martin’s watch and there have been some great results from the work they do. Any future roll out, however, is subject to evaluation and budget availability. ‘I want you to tell me how valuable this resource is,’ she insisted. ‘I need that evidence Minister Hon Jan Tinetti from you.’ Minister Tinetti is no stranger to an We have employed audience of principals, having been one 1000 exp er ts and herself prior to entering politics. specialists for schools. Her first message was a request to Despite this there are be an equal partner with principals as still critical issues in they work their way through the many schools. The problems complex issues education inevitably are bigger than just lobs our way. There would not be time resourcing. Students to cover everything, she acknowledged, have challenging and but she would address some of the most complex behaviours. ‘I current and troubling issues. hear your requests for She began with one of the most kids with behaviour contentious – learning support that is challenging to – conceding that there were more others and who are at Minister Jan Tinetti’s address was well received questions than answers. risk of disengaging. We have learners who thrive and those who do not, she said, We need a strategic position, not a short term one.’ We tend to but our aim is for all to thrive and have success. To achieve that see a problem and we plug it and then it’s no longer funded, she requires a strong learning support network. That is not easy to said. These problems are not just for education to resolve, she achieve and the challenges are complex, she admitted. said, schools cannot do it alone. We need help from the health She acknowledged Tracey Martin’s work over the past three and welfare sectors too. That means breaking down the silos as
INSIDE OUTSIDE Pulastic® SHOCK ABSORBING INDOOR OR OUTDOOR SPORTS SURFACES ˺ Fast installation – minimal disruption ˺ Shock absorbing – reduces sports injuries ˺ Seamless finish – no tripping hazards ˺ Meets European & USA environmental standards and NZBC fire rating requirements ˺ Install new, or over existing concrete and timber floors or asphalt Balls will bounce better – kids will too!
Sika 1481
Scan the QR code for more info or contact Sika on 0800 745 269 www.sika.co.nz
Ministry staff attending the Moot ready to note any important feedback
the Mana Ake programme in Canterbury has done. We must together look at parts of the system that need to shift rather than just add another initiative. For example, behaviour and learning intersect with attendance and that has been declining since 2013. Every day a student attends school makes a difference, especially when we focus on their safety health and wellbeing. School provides a social network for children too. The public focuses on achievement but we must put wellbeing first. Investing resources in attendance services is essential and I intend to review this area. The Urgent Response Fund (URF) for schools, kura and kohanga reo enables teachers and teacher aides to visit homes and connect families to additional wellbeing support if needed. There is no one model, but local decisions
We teach people to save lives In a Fun & InteractIve envIronment • FASE “First Aid for the School Environment” – 4Hr Basic First Aid Course for general teaching staff • 1 Day Workplace First Aid – 8hrs for designated First Aiders and office staff • 2 Day Workplace First Aid – for Gateway/Star students. Units – 6400, 6401, 6402 • 2 Day Outdoor First Aid – for staff leading EOTC activities & Outdoor ed. students. Units – 6400 series & 424
nZQa cateGorY one ProvIDer For all aid course information please call email us on rose@first-training.co.nz or call us on 0800 1ST AID or 09 838 2110
www.first-training.co.nz
must underpin use of this funding – local decisions for local problems. She then moved on to the curriculum and the curriculum refresh, the topic of the Moot. ‘Students need a curriculum rich in Te Ao Māori,’ she said, ‘and parents want certainty about what will be taught and the expectations of learning’. Each learning area, over the next five years, will be refreshed in order, with social sciences and the new histories curriculum first, then mathematics, statistics, science and English. Driving the curriculum refresh will be equity, trust and coherence. We will bring the national and local curriculum together so learning is meaningful and more consistent across the country. Ākonga (students) are at the heart of why we are refreshing the curriculum. What we are doing in mathematics for example is not working for all because we are seeing a decline in performance and Māori and Pasifika students are especially affected. We will be working with professional practitioners to refresh the mathematics curriculum. ‘There will be an opportunity for you to engage with us,’ she said, ‘because we can’t do this without you.’ This Government has invested significantly more in learning support than any other Government, but resources aren’t the only answer. ‘Education can sometimes feel like a Christmas tree,’ she said, ‘with one initiative piled up on all the rest. If you get any more, it topples the tree.’ We want a curriculum where every child sees themselves as having a place. I too am an educator, she said. Even though t here w i l l b e t imes when we disagree, I will always hold you in the highest regard and value you as an equal in this work going forward. The difficult conversations are often the most useful ones. Minister Tinetti then called for questions and A Heartfelt waiata followed Te comments. Akatea President, Bruce Jepsen’s address Question I acknowledge your work as a principal, teacher and now Minister. My question is about accessing URF funding. We assess and develop the programme and the funding doesn’t last the programme. I find the Ministry behave more like gatekeepers than helpers. We have programmes running but the money doesn’t go there. The rubber band is close to breaking. I’m surprised parents have not complained. Answer I understand those stresses. I am looking at some immediate solutions. For example, should it be Intensive Wraparound funding or URF funding? That’s why I’m coming to you. I am looking at the short term but we want progress for both the medium and long term. You tell me what’s important because that helps me get this over the line. Question I am passionate about Māori education. What additional continued on pg 29
ROCKUP EOTC PROGRAMS Would you like to help students develop self esteem, confidence, trust, teamwork,safety awareness & positive behavioural learning? ROCKUP’s most exciting & popular program is the Rock-climbing Wall. The unique ROCKUP systems with the 8m high, full autobelay rockwalls all operate with 4 climbers at a time, in wet or dry conditions partially due to the use of the inflatable classrooms (AIRBARNs).
ROCKUP WINTER SPECIAL DEAL $15 $10 pp (minimum of 50 students)
“ Excellent EOTC provider, instructors clear & concise & activity well demonstrated, excellent rapport with students. Would definitely be interested in using ROCKUP’s services in the future” … Patea Area School
plus delivery if applicable Only from May to October … BOOK NOW!!
ROCKUP PROGRAMS
The programs utilize buddy networking, interactive teamwork & safety via harnessing, development of climbing & abseiling techniques with ongoing positive growth of self esteem. ROCKUP’s combination of a quality, structured, instructed process with encouraged repeated achievement, culminates in the excitement from a shared camaraderie of conquering fear that crosses all boundaries.
“ Students loved every minute. It was a great challenge and reinforced school values” … St Josephs School Hawera
ROCKUP specialises in the delivery & operation of Adventure Based Learning Activities and Outdoor Safety Education.
ROCKUP’s Rock climbing and other programs are very successful
at creating positive behavioural learning with all the attributes necessary to develop and achieve a higher range of inter-personal,communication and practical skills.
Often for the cost of a bus, ROCKUP can deliver ‘the mountain’ to your school or camp
CONTACT US ON: 0800 762 587 OR EMAIL: info@rockup.co.nz
funding has been allocated to Ka Hikitia for Māori Education teaching. They are the training grounds for beginning teachers, and to hapu and iwi so that they can contribute as partners? How offering intensive mentoring and coaching of those teachers. much work has been done on that in the Ministry? Currently, in Aotearoa New Zealand there are 21 Normal and Answer 8 Middle schools. All of that is subject to budget processes. Although this is He raised the issue of ITE quality, noting that too many Minister Davis’ area, what I can say is that it’s a prominent teachers were being trained through reduced programmes and conversation in our meetings, including about the resources how that impacted on beginning teachers. He explained that the needed. costs of longer training programmes and high university fees Question deterred students from choosing more comprehensive training. Systems change is about a cultural shift for the whole system. He noted that the return of teachers to Aotearoa, due to Covid, ERO’s change in direction for example does not seem to be would reduce the pressure for training high numbers of new working. How much work is being done to change Ministry teachers so we could refocus on quality. thinking so that they can make the shift into a supportive role? In 2018 the Teaching Council announced that ITE must be Answer responsive to changes in education and training programmes This is a good question. I know there are officials as determined must reflect that. to achieve these shifts as you are. We continue to have My training, he said, was memorable and rich with lectures and conversations to remind officials, including ERO, that over tutorials. We had ample passionate and knowledgeable lecturers. lockdown we changed attitudes, broke down barriers and worked We experienced a sound blend of theory and practice. Now that collaboratively with the sector and we want that to continue. has all changed. Since the demise of Training Colleges, Universities We want to keep that momentum going. Personally, I would have become the dominant ITE providers. All those passionate like to see a big change and need your and knowledgeable support to do it. lecturers who knew the Question craft of teaching, are no One thing that broke my heart as a longer there. The quality principal, was the exclusion of a child of training has reduced from my school for serious violent b ecaus e university behaviour. I saw it coming and couldn’t lecturers often have get the help he needed. He needed help no classroom practice outside of the conventional classroom themselves. of the mainstream school. We have Underfunding from been highlighting these issues for the Government to support last ten years. We need urgent action quality teacher training to give these kids the therapeutic help does not help and they need. the universities have Answer competing priorities Stuart Armistead, President of the Normal and Middle Schools I know you’ve been advocating from their core function Association, talks about ITE and its short falls strongly for the Te Tupu Managed w hich is res earch. Moves programme [to be funded and rolled out] and I have been We all live with the consequences of these changes and now up to Napier to see it. But it is not something that can necessarily we see standards slipping for students. There will be multiple be replicated. Seeing it as a cookie cutter will not work and the reasons for this, including a shift to neoliberal policies. But director of the programme said that. This is not an easy issue. I there is no doubt that ITE has been moulded to fit the university am however prepared to take on this challenge to find a solution model. for our extreme cases. Now we have a chance to reignite ITE, which has been Question neglected for too long. The Teaching Council’s new approach I applaud the extra billion dollars that has been injected for is to involve the sector through forming authentic partnerships learning support over the last few years, which is about $400,000 with providers. The Teaching Council will establish approval per school. I haven’t seen an extra $400,000 investment in my panels who will assess the performance of ITE providers and school. But it’s not as simple as just giving us the money, we need decide whether they are meeting the necessary standards as the right people. Where are these people? My concern is that this the profession expects. If not, then the ITE provider will not be money sounds impressive but it is not reaching the children. funded to continue. Answer Normal and Middle schools will continue in their role, to fill I agree this is complex and money is not the only answer. It’s the gaps and provide the necessary mentoring. They will also more than that. We need to look at the entire workforce that provide PD as required, delivered by experienced passionate supports this and examine all the resourcing because it tells me teachers. The in-school component is the most valuable for any there are things that need changing further up in the system. trainee teacher. Armistead suggested that obstacles be removed so that recently Stuart Armistead – Normal and Middle Schools retired, experienced principals might become tutors in ITE Association (NAMSA) programmes. It is that professional knowledge that current ITE Stuart’s address focused on Initial Teacher Training (ITE) and its programmes lack. He also suggested there be networks set up current shortcomings. Normal schools, he said, were established for Associate teachers to strengthen their effectiveness. in 1876 and were intended to quite literally set the norms for NAMZA, he said, is committed to working with NZPF and
Kay Tester shares her curriculum knowledge with the Moot participants
Kaylene McNee, chief advisor to the Ministry on curriculum, addresses the Moot attendees
NZAIMS to effect the necessary changes because they can’t make progress on their own.
to be successful now and in the future. The draft curriculum content for the Histories curriculum shows what changes to the New Zealand curriculum might look like. It includes an ‘Understand, Know, Do’ model as well as clear learning progressions and progress statements. In line with repeated calls, the audience was assured that the number of Achievement Objectives would be further reduced; there would no longer be a front and back end to the curriculum because we have not connected the Key Competencies with the curriculum content well in the past; the first consultation group will be the students themselves because as learners, their voice is the most critical. There were two questions for the Moot attendees to consider. These were:
Kaylene McNee and Kay Tester on Curriculum Refresh Kaylene introduced herself as a principal and Chief Advisor in curriculum to the Ministry, and Kay, as a member of the NZPF executive, who has also been a member of the curriculum Ministry Advisory Group for the past three years and is now on the curriculum working party group, giving advice to the Minister. Work with New Zealand histories dovetails with the curriculum refresh work. The Curriculum Refresh will be bicultural, inclusive and clear about what ākonga need to understand, know and do
Once you get rolling with Science in Motion…
SCIENCE LESSONS ARE SIMPLE! • Easy, fun activity plans for Years 1-10 • Build science capabilities and concepts.
For more info check out www.education.nzta.govt.nz/science
1. To think about the ways that the History draft curriculum helps schools and teachers to achieve the intent of the curriculum that is bicultural, inclusive, clear and easy to use, and what challenges and opportunities exist in relation to this? 2. Thinking about these change features, what do we need to consider so that schools and teachers are well supported to implement these changes in the rest of the curriculum refresh as they emerge over the next 3 – 4 years?
Feedback from the Regional Presidents on Curriculum Refresh 1. Concern about how teachers will provide greater clarity on curriculum knowledge. Carolyn English (Ministry) explained that the curriculum will be produced as both paper-based and digital and will be cut as progressions so you can see how both context and practices grow. She noted that there will be plenty of examples drawing on three big ideas and because it will be digital, you can click on resources as you go. 2. Noted that the ‘understand, do, know’ model is good, but teachers need knowledge and time. Will we be resourced for extra Teacher Only days and how will they get this knowledge? The answer lies in a resource produced to use with teaching staff so that, for example, local histories can be learned together. 3. Concern was expressed about the Intellectual Property of the context of local histories. This is an issue to be worked through with local iwi. The Ministry has 10 – 20 partnerships with iwi about what histories they would like shared. You can go to them and they will decide what resources they would like to produce for you to use. Questions of who owns the histories and stories is about bringing iwi and hapu together to share this process with you. 4. For those who are in the Māori Achievement Collaborations
(MACs) and would use that model for acquiring content for the history curriculum, their concern is the continued funding of the MACs. The response was that the Ministry is committed to continue funding the MACs. 5. Concern that many in the teaching workforce are only now transitioning from a national standards environment and now there will be a series of curriculum changes. The concern is how this can be done successfully. The concern was addressed by Kaylene saying that the design is deliberately holistic with a bicultural framework so that it can be all woven together. 6. This is a pedagogical shift that will require PLD. This was acknowledged and presidents were assured that PLD would be designed with the sector 7. Noted that the challenge is agreeing on the content of the curriculum and the limited expertise of teachers, especially in local history curriculum because that will not have been covered in their ITE. Concern that there will not be time to do this well. 8. Concern expressed about throwing out aspects of the curriculum that schools are wedded to such as the key competencies. They are what schools treasure and they enhance practice. There was assurance offered that this is a refresh of the curriculum and many tools already in use will continue to be used. 9. Concern expressed in relation to the history curriculum, that our Kaumatua and Kuia will have a great deal more pressure on them and they need to be properly resourced. 10. It is exciting to hear the language being used in these discussions such as understanding colonization, local histories and understanding history from a Māori perspective. There is no need to be concerned about what your teachers know. Your communities are a huge source of knowledge. Māori know what colonization is about because they have lived it. This is nothing to fear. The bigger challenge, when learning history, is to recognize whose history it is and from whose perspective. There are plenty of resources out there to support schools, even if some material is a bit political. It was also noted that if this makes Pākehā colleagues feel uncomfortable that is also OK. 11. Concern was expressed about how we show we value Kaumatua input. If we were inviting a mathematics, reading or science expert to contribute their knowledge, we would be paying them. We need to recognize Kaumatua contributions with more than a cup of tea. 12. The timeline was noted for the refresh. History is part of the social sciences curriculum, so that curriculum is the first. 13. Noted that a curriculum voices group is to be established for the design and implementation process and writing groups will design and produce the content. There will also be a social sciences group and the Ministerial Advisory Group’s input. Beyond that there will be working groups to design specific content resources. Overall, this will be a collaborative process. This will be followed by developing the progressions and then inviting schools to do the testing. Already there are 320 schools involved in fast testing of the design phase. It is important to have those involved at the testing phase who are not experts so they can give feedback of a more practical nature. The work teams will respond to the feedback and then undertake wider testing. 14. Noted that there is a bicultural framework across the whole and nothing will be left in isolation. When the curriculum is complete about 4 -5 years from now, it will be up to schools to choose how they prioritise which area to implement first.
NZPF Kaumatua, Haterei Temo closes the 2021 Moot
15. A concern was noted about testing with many different schools including special schools. There was reassurance that the curriculum voices team would be diverse. 16. Further concerns about implementation and having relevant and plentiful support to make that successful. It was noted that the NZC was a great document which lacked the support to embed it.
Moot 2021 was a day filled with positive energy. Regional Presidents listened attentively, discussed vigorously, questioned intelligently and in the end offered Ministry staff in attendance, plenty of helpful feedback to continue their work. Perhaps it was because curriculum is central to their DNA, as NZPF President Perry Rush had suggested at the start of the day, but whatever the impetus, this was a cracking good Moot.
ONE STOP SHOP! TWO POPULAR MATHS SERIES
Give your students the best advantage to excel at maths. They use our textbooks, while you have all our free online teacher support.
YOUR STUDENTS DESERVE THIS! mel@caxed.co.nz www.caxed.co.nz
ADVERTORIAL
SchOOL AccOunTIng – ThE BEST SYSTEMS, SuPPORT AnD ADVIcE During these uncertain COVID-19 times, schools need online accessibility to their financial system from anywhere and need confidence in their financial position. Schools can achieve this by utilising modern accounting solutions, such as world leading accounting software Xero (xero.com) and Hubdoc (hubdoc.com). There are now approximately 700 New Zealand schools managing their finances via Xero. Using Xero to manage the bookkeeping aspects, frees up funds for schools to engage service providers such as Accounting For Schools, to provide assistance around the more complex financial aspects of running a school. With limited funding, schools need access to solutions and guidance that will deliver tangible benefits for their students and teachers alike. Accounting For Schools are the foremost Xero and Financial advisory experts within the school accounting space. Having utilised Xero since 2008, they have obtained the highest level of Xero recognition possible, Xero Platinum Partnership. With over 100 years of combined accounting and advisory experience, the knowledgeable team is able to provide exceptional advice and support, and all in plain English, not accounting jargon. Accounting For Schools add significant value to schools, by providing insightful observations within the monthly reports, assisting with budgeting, forecasting and with planning for the future; Accounting for Schools are always looking ahead, not just thinking about what is happening now. As an example, Accounting For Schools budget templates have comprehensive calculators to ensure risk areas such as staffing and teacher aides are accurately budgeted. As a result of this approach, Accounting For Schools are able to identify the key financial issues a school is facing and provide accurate guidance, allowing Boards to make decisions quickly and
have confidence in the financial direction of the school. Accounting For Schools can also assist with the difficult decisions around how to best manage staffing entitlement. As part of giving back to the school community, Accounting For Schools run free group training sessions each year for Office Managers, Executive Officers, Business Managers and Principals. The sessions provide tips and tricks around using Xero, insight around school finance developments, guidance around managing staffing and longer term financial planning. Schools also see this as a great opportunity to discuss other issues with their colleagues. A school does not need to have an existing relationship with Accounting For Schools to attend these sessions. Along with value-adding solutions for schools, Accounting For Schools can manage the preparation of the annual reports and ensure a stress-free audit process, that results in significantly less demands on the support team. Accounting For Schools are able to tailor an accounting solution that suits the individual needs of each school; they are aware that every school has different requirements. By using Accounting for Schools, the school can be assured that all financial aspects are covered and there is access to expert advice, along with ongoing support, so that you can have confidence when making financial decisions. If the school is not getting the support it needs from your current accounting provider, then contact Ben Duflou or Allison Henderson today for a no obligation chat and let Accounting For Schools help your school plan for the future.
Accounting For Schools Ltd – www.afsl.nz
Ph: 04 909 7729