There are seven new PLD priorities that underpin regionally-allocated PLD. These new priorities support teachers and kaiako to provide more responsive and rich learning experiences for all ākonga and students. Regionally-allocated PLD must align with one or more of the priorities. You can apply against the new priorities in term 4 for delivery in term 1 2021.
The new priorities for English medium settings are:
- cultural capability
- local curriculum design
- assessment for learning.
The new priorities for Māori medium settings are:
- mātauranga and te reo Māori
- marau ā-kura
Digital fluency remains a priority in all settings.
Cultural capability is about understanding, valuing and amplifying different world views, perspectives, experiences, and measures of success.
The New Zealand Curriculum is underpinned by our commitment to Te Tiriti o Waitangi, and this requires action based on understanding that the education system has underperformed for Māori learners and their whānau over an extended period. Cultural capability is critical.
A focus on cultural capability requires teachers and kaiako to recognise diversity of identities – including culture, gender, sexuality and ability – and to take action to amplify the views of those and their communities who have been marginalised.
Culturally capable teachers and kaiako locate knowledge that has been marginalised – and connect with and legitimise this knowledge in the curriculum.
Culturally capable teachers and kaiako are aware of practices that perpetuate discrimination, racism and inequity. They can analyse and adjust practices to communicate and teach in ways that develop critical consciousness and sustain and value cultural identity.
Local curriculum design
Effective local curriculum design is framed around progression based on the purposes for learning. Developing capability in local curriculum design brings the New Zealand Curriculum framework to life in our schools and kura and supports the classroom curriculum to be responsive to the needs of ākonga and students.
Local curriculum design weaves the national curriculum framework into your community's context, to provide rich learning opportunities for ākonga.
Strong local curriculum design responds to ākonga and whānau needs and aspirations, facilitates learning connections and strengthens partnerships with whānau, hapū, Iwi and community. It includes opportunities for ākonga to learn in and with their community and to contribute to it in ways that build on, and strengthen both community and ākonga capabilities.
For Senior Secondary, this priority links to the NCEA review to support the meaningful integration of mana ōrite mo te mātauranga Māori, and the opportunity to design a curriculum that is focused on significant learning rather than assessment.
Assessment for learning
Enhancing the way assessment is used in the classroom promotes learning and wellbeing, and informs local curriculum design, raising progress and achievement for ākonga and students.
Assessment for learning is about developing the capabilities to design and use assessment for its core purpose, to support further learning. It involves the focused and timely gathering, analysis, interpretation, and use of information that can provide evidence of ākonga progress.
The practice of assessment for learning works best when ākonga and their whānau are active participants in conversations about learner strengths and progress, including:
- what is being learned
- how the learning connects to their lives
- the next steps in their learning
- how they can contribute to and support the construction of meaningful learning pathways
The assessment information is used to celebrate progress and strengths, design next learning opportunities, adjust strategies and identify additional support needs early.
Digital fluency is about supporting teachers, kaiako, ākonga and students to confidently and effectively use digital technologies to enhance teaching and learning outcomes.
Digital fluency includes being an adept producer of digital content and understanding the social costs and benefits associated with digital technologies, including issues of access and equity.
Digital fluency is about helping ākonga to develop skills in critical literacy in digital contexts, and to recognise how language, symbol and text affect understanding and communications.
Descriptions for the new priorities for Māori medium have been drafted and are being refined through hui with our PLD providers. The descriptions will be posted here once that process is complete.
E whitu ngā whāinga tōmua PLD e tautohu, e tautoko hoki i ngā PLD ritenga ā-rohe. Mā te whakakaha i ēnei āheitanga, ngā kaiako e tautokona ai, ki te whakawhanake i ngā wheako tūturu me ngā mea angitu mō te ako mā ngā ākonga katoa. Me hāngai ngā PLD ritenga ā-rohe ki tētahi, ētahi rānei o ēnei whāinga tōmua. Ka taea te tono i runga i ngā whāinga tōmua hou, ā te wāhanga 4, kia mahi ai ā te wāhanga 1 o 2021.
Ko ngā whāinga tōmua PLD hou mo ngā takiwā rūmaki, e whai nei:
- mātauranga me te reo Māori
- marau ā-kura
Ko ngā whāinga tōmua PLD hou mo ngā takiwā auraki, e whai nei:
- te āheitanga ahurea (cultural capability)
- te hoahoa marau ā-kura (local curriculum design)
- te aromatawai mō te ako (assessment for learning).
Ko te matataunga ā-matihiko, he whāinga tōmua i roto i ngā.
Kua tuhia ngā whakamārama hukihuki mō ngā whakaarotau hou mō te arareo Māori, ā, ka whakamahinetia ake mā te hui ki te taha o ō mātou kaiwhakarato PLD. Ka whakairihia ngā whakamārama ki konei kia mutu taua tukanga.
Te āheitanga ahurea (Cultural capability)
Ko tēnei mea ko te āheitanga ahurea, ko te mārama me te whakamiha i ngā tirohanga ao rerekē, whakaaro kē atu, wheako kē atu hoki, ā, ka whakamahia ērā kia riro ai te angitu mō ngā ākonga.
Ko tā mātou ū ki te Tiriti o Waitangi te tūāpapa o Te Marautanga o Aotearoa, ā, nā tēnei me mahi i runga i te mārama kua roa nei te pūnaha mātauranga e hōtoa ana mō ngā ākonga Māori me ō rātou whānau. He mea waiwai te āheitanga ahurea.
Nā te arotahi ki te āheitanga ahurea, me mārama ngā kaiako ki ngā momo tuakiri – tae ana ki te ahurea, te ira, te taeratanga, te āheitanga hoki – ā, me mahi te mahi hei whakanui i ngā whakaaro o ngā tāngata me ō rātou hapori kua whakaitihia.
Ka rapu ngā kaiako e āhei ana ā-ahurea i te mātauranga kua whakaitihia – ki te tūhonohono, ki te whakamana hoki i te mātauranga i roto i te marautanga.
Ka mārama ngā kaiako whai āheitanga ahurea ki ngā mahi e pūmau ai tonu te toihara, te kaikiri me te taurite-kore. Ka taea e rātou te tātari me te panoni i ngā mahi whakaako kia whakawhiti kōrero, kia whakaako hoki kia whakawhanake i te hinengaro tātari, ki te ukauka, ki te uara hoki i te tuakiri ahurea.
Te hoahoa marau ā-kura (Local curriculum design)
Ko te hoahoa marau ā-kura whai hua ka hāngai ki te kauneke ka ahu mai i ngā aronga mō te ako. Mā te whakakaha i te āheitanga ki te hoahoa i ngā marau ā-kura, e whai oranga ai te anga Marautanga o Aotearoa i roto i ngā kura, ā, ka tautoko i te marautanga ā-akomanga kia whai hua mā ngā ākonga me ō rātou matea.
Mā te hoahoa i ngā marau ā-kura ka tūhonotia te anga marau o Aotearoa ki te horopaki o tō hapori, kia tuku ai ngā mea angitu mā ngā ākonga i roto i te marau ā-akomanga.
Ka kaha te hoahoa marau ā-kura, ka kaha hoki te urupare ki ngā hiahia me ngā matea o ngā ākonga me ngā whānau, ka āwhina i te tūhonohono i ngā akoranga, ka whakakaha i te pātuitanga ki ngā whānau, ngā hapū, ngā iwi me te hapori. Ka whai wāhi i konei ngā mea angitu mā ngā ākonga kia ako tahi i te hapori, ki te tautoko atu hoki kia whakakaha ai i ngā āheitanga o te hapori me ngā ākonga.
Mō ngā tuākana wharekura, ka hono tēnei whāinga tōmua ki te NCEA review hei tautoko i te urunga mai o te mana ōrite mō te mātauranga Māori, me te whai wāhitanga ki te hoahoa i tētahi marau e arotahi ana ki te tino ako, ehara ko te aromatawai noa iho.
Te aromatawai mō te ako (Assessment for learning)
Mā te whakakaha i ngā tukanga whakamahi i te aromatawai i ngā akomanga, e kaha ake ai hoki te ako me te oranga, e tautoko ai hoki te hoahoa i ngā marau ā-kura, ā, ka whakapiki i te kaunuku me ngā paetae a ngā ākonga.
Ko te aromatawai mō te ako, ko te whakawhanake i ngā pūkenga hoahoa, pūkenga whakamahi hoki i ngā aromatawai i tōna kaupapa matua, arā, ko te tautoko i te ako tonu. Ka whai wāhi atu ko te āta kohikohi i te wā tika, te tātari, te whakamāori hoki, me te whakamahi i te mōhiohio, kia kitea he taunakitanga mō te ahu whakamua o ngā ākonga.
Ka pai ake te haere o te aromatawai mō te ako mēnā ka uru tahi te ākonga me te whānau ki ngā whakawhitinga whakaaro mō ngā pūkenga me te ahu whakamua o ngā ākonga:
- he aha ngā mea e akona ana
- he aha ngā hononga o te akoranga ki ō rātou ao
- ngā hipanga ako ka whai ake
- me pēhea ērā e takoha ai, e tautoko ai rānei ki te waihanga i ngā ara ako whaitake.
E whakamahia ana ngā kitenga aromatawai ki te whakanui i te ahu whakamua me ngā pūkenga, te hoahoa i ngā mea whai wāhitanga ako e whai ake ana, te whakahāngai i ngā rautaki me te tautohu i ngā wāhi hei tautoko.
Te matatautanga ā-matihiko (Digital fluency)
Ko te matatautanga ā-matihiko, ko te tautoko i ngā kaiako me ngā ākonga ki te whai kaha ki te whakamahi i ngā hangarau mathiko ki te whakakaha i te whakaako, me ngā putanga ako.
Kei roto hoki i te matatautanga ā-matihiko, te waihanga i ngā ihirangi matihiko, te mārama ki te utu ā-pāpori me ngā painga o ngā hangarau matihiko, tae atu hoki ki ngā take pērā i te whaiuru me te tōkeke.
Mā te matatautanga ā-matihiko e āwhina ai ngā ākonga ki te whakawhanake pūkenga mō te pānui arohaehae i ngā horopaki matihiko, me te tautohu i ngā pānga o te reo, o te tohu, o te tuhinga ki te whakawhitiwhiti mōhio.