SLP Wānanga Nau mai, haere mai.

Talofa lava, Kia orana, Malo e lelei, Talofa, Fakaalofa atu, Ni sa

bula, Taloha ni, Bula Vinaka,

Mauri lava, Tēnā koe - Greetings

24-25 February 2011

Opening karakia Whakataka te hau ki te

uru,

Whakataka te hau ki te

tonga.

Kia makinakina ki uta.

Kia mataratara ki tai.

Kia hi ake ana te atakura.

He tio, he huka, he hauhu.

Te Hei Mauri Ora

Cease the winds from the West,

Cease the winds from the South.

Let the breezes blow over the land,

Let the breezes blow over the sea,

Let the red-tipped dawn come

With a sharpened air, A touch of

frost,

a promise of a glorious day.

Waiata – Te Aroha

Te aroha

Te whakapono

Me te rangimarie

Tatou, tatou e

Wānanga purpose: inquiry and knowledge-building across the SLP layers

From the SLP inquiry and emerging evidence base, what is the impact of our collective work in SLP to date?

Where are we at in terms of achieving the SLP goals and outcomes?

What are our next steps in accelerating and sustaining teacher and student learning?

The SLP inquiry

Woolf Fisher Research Centre

University of Auckland

Overview of SLP 2009-2011

Strategic objective:To raise the achievement of underachieving

Year 9 and 10 students; specifically targeting underachieving Māori and underachieving Pasifika students.

Overarching outcome:Evidence of improved achievement for those

students for whom secondary school is currently not serving well.

Outcomes for schools

1. Raise student achievement in literacy;

2. Increased in- school capacity and embedded literacy practices;

3. Teachers’ critically examine their existing beliefs, expectations and professional practices to more effectively help students who are at risk of or are underachieving, to become successful learners;

4. Improved teacher literacy content and pedagogical knowledge, as evidenced by classroom teaching and literacy achievement results; and

5. Effectively led professional learning communities within schools that focus on analysing the impact of teaching on student learning.

NZC Overview scan

NZ Curriculum

EnglishMathematics & Statistics

Health & Physical Education

Social Sciences

The Arts Science TechnologyLearning

Languages

For each area, students need specific help from their teachers as they learn: The specialist vocabulary associated with that area;How to read and understand its texts;How to communicate knowledge and concepts in appropriate ways;How to listen and think critically, assessing the value of what they hear and read’.

National Standards: Years 1-8Literacy and Numeracy

Principles

May 2009

English Language Learning Progressions

Literacy Learning Progressions

Vision

Values

Key Competencies

Principles

National Certificate of Educational Achievement (NCEA)

PISA 2009 - Who are our top performers in reading literacy?

Ethnicity and performance:

• Pakeha/European - 1 in 5 (19%) at L5 or higher (4% L6)

• Asian - 16% achieved at L5 or higher

• Māori - 7% achieved at L5 or higher

• Pasifika - 4% achieved at L5 or higher

Gender:

20% girls and 12% boys

What can our best students do in reading literacy?

In continuous texts (in sentences) and non-continuous texts (lists, tables graphs)

• Locate, retrieve and organise several pieces of relevant information, often across texts, requiring strong inferences skills and at level 6, the ability to make multiple inferences.

• Integrate and interpret what is read; at level 6 making multiple

inferences, and comparing/contrasting ideas from detailed and precise texts.

• Critically reflect and evaluate, drawing on specialised knowledge

• Dealing with concepts that are contrary to expectations or may be unfamiliar

Who are our low performers in reading literacy?Overall 14 % of NZ students who participated were at or below Level 1 reading proficiency with 4% percent of these students not reaching Level 1.14% of NZ students did not achieve Level 2 reading literacy (the baseline level to demonstrate competencies to enable them to participate actively in life.

Ethnicity and performance:

Level 1a and below

Pakeha/European – 9%

Asian – 15%

Māori - 24%

Pasifika - 35%

Level 1b and below

Pakeha/European – 2%

Asian – 3%

Māori - 6%

Pasifika - 13%

What can our low performing students do in reading literacy?

Level 1a• Locate one or more pieces of explicit information• Recognise main theme/purpose about a familiar topic• Make simple connections between the text and common everyday knowledge

Level 1b• Locate one piece of explicit information in a short simple text with a familiar context and text type (list, narrative) with minimal competing information

What do the Literacy Learning Progressions tell us about the knowledge and skills students require in Years 9 and 10 in order to access the curriculum?

Most curriculum tasks at this level require students to:

• Read to locate, analyse, evaluate and synthesise information and ideas across single and multiple texts• Write to develop and shape their thinking as well as to record information, reveal understanding and communicate ideas. Pages 18-20 Literacy Learning Progressions

A mismatch for the students who are in the achievement tail – our SLP target students

EnglishMathematics & Statistics

Health & Physical Education

Social Sciences

The Arts Science TechnologyLearning

Languages

For each area, students need specific help from their teachers as they learn: The specialist vocabulary associated with that area;How to read and understand its texts;How to communicate knowledge and concepts in appropriate ways;How to listen and think critically, assessing the value of what they hear and read’.

National Standards: Years 1-8Literacy and Numeracy

Principles

May 2009

English Language

Learning Progressions Literacy Learning Progressions

Vision

Values

Key Competencies

Principles

National Certificate of Educational Achievement (NCEA)

The Pasifika Education Plan

Ka Hikitia

Key themes - Presence, Engagement, Achievement

1. Ka Hikitia - Managing for Success:Key student outcome:Maori learners gaining the universal skills and knowledge needed to successfully participate in and contribute to Aotearoa New Zealand and the world. Young People Engaged in Learning - increasing the effectiveness of teaching & learning for Māori students in Years 9 and 10

2. The Pasifika Education Plan 2009 – 2012Vision: That the education system must work for Pasifika so they gain the knowledge and skills necessary to do well for themselves, their communities, Aotearoa New Zealand, the Pacific region and the world. Specific focus - accelerating literacy and numeracy achievement and gaining secondary-level qualifications

SLP - making the links between language, identity and culture

Literacy is a sociocultural practice:

O tu, aganu’u, ma agaifanua a le tamititi o le a le mafai ona ulufale atu i le potuaoga sei vagana ua fa’atauaina ma faaulufaleina muamua I le loto ma le agaga o le faiaoga.(Samoan saying).

The culture of the child cannot enter the classroom until it has entered the consciousness of the teacher.

(Basil Bernstein (l970) Education cannot compensate for society, New Society, 26, 344–347.)

Excerpt from ‘Tu’utu’u le upega I le loloto - Cast The Net To Deeper Waters’ - an article written by Leali’ie’e Tofilau Tufulasi Taleni, US Education Plus Pasifika Education Adviser

SLP key outcome:

Evidence of improved achievement for those students for whom secondary school is currently not serving well.

Overarching questions of this wānanga:What is the impact of our collective work in SLP to date?

What are our next steps in accelerating and sustaining teacher and student learning?