1. Numeracy Unit Standards.

2. Numeracy Requirements for NCEA Level 1 from 2011 The numeracy requirement for NCEA Level 1 changes from 8 credits to 10 credits New numeracy requirement for 2012 onwards - Minimum of 10 credits through Either Unit standards. Package of three numeracy unit standards (total of 10 credits – all three required) Or Achievement standards. Specified achievement standards available through a range of subjects - (minimum total of 10 credits)

3. Transition for 2011 There will be a transition year in 2011 before moving totally to the new requirements from 2012. A transition year will give schools time to adjust to the new requirements and the two methods of achieving the requirements. For the transition year in 2011 students can achieve the numeracy requirement for NCEA Level 1 by meeting the numeracy requirements using either the new numeracy requirement or the current numeracy requirement using current specified unit and internally assessed achievement standards. However, a student cannot mix and match between the new and current requirement within the numeracy requirement.

4. Numeracy Unit Standards These standards have been designed to be used in schools, tertiary and workplace programmes and support the principle of embedded numeracy. The standards have been designed using the following definition: Numeracy is the bridge between mathematics and daily life. It includes the knowledge and skills needed to apply mathematics to everyday family and financial matters, work and community tasks.

5. Numeracy Achievement Standards The standards have been selected using the following definition: Numeracy to meet the demands of the New Zealand Curriculum at Level 6. These standards provide the scope for students to demonstrate number, measurement and statistical skills. Numeracy Unit Standards are more appropriate for students working at curriculum levels lower than level 6.

6. Reporting achievement of the Numeracy Requirement The reports showing that students have achieved their literacy and their numeracy requirement will indicate how they were achieved, that is through achievement standards at level 6 of the curriculum or through the purpose built numeracy unit standards. On the School Results Summary and the Results Notice a statement will say: Either 'Numeracy requirement met by achievement standards' Or 'Numeracy requirement met by unit standards' If a student has met the requirements through both the unit and achievement standards methods, the statement will show that the requirement was met by achievement standards.

7. These are the current draft titles for the Literacy and Numeracy Unit Standards: Interpret statistical information in solving a problem * Use measurement to solve problems Use number to solve problems * The title of this standard is provisional at this stage.

8. Interpret Statistical Information in Solving a Problem* This standard focuses on statistical literacy i.e. interpreting statistical information to draw conclusions that contribute to answering a question related to the overall objective of the learning. The information may be supplied to the students. Statistical investigation is not part of the standard, although students may be carrying out a statistical investigation as part of their learning programme if appropriate. In this case, interpretation of and conclusions drawn from the students own data may be used as evidence for this standard. For example, a student interested in athletics might look at statistical information for world record times for the men’s 100m, identify features and trends and make tentative suggestions about when the record might reach 9.5s.

9. Element 1 ( This is one element standard) Interpret statistical information in solving a problem Performance Criteria 1.1 The general features of the information are identified Rangegeneral features may include but are not limited to -measures of centre (mean, median, mode) -measures of spread -trends -unusual features ( eg extreme values) 1.2 Conclusions are drawn based on the evidence from the statistical information 1.3 The conclusions drawn are appropriate and reasonable in terms of the infromation provided and the problem. Interpret Statistical Information in Solving a Problem*

10. Use Measurement to Solve Problems This standard focuses on students taking their own measurements, using them in simple calculations and using the result in a meaningful way to solve a problem that has currency in the context of the learning. Taking a measurement and calculating a result from it in isolation to show that the student can do this is not appropriate for the standard. For example, a student might measure the dimensions of a wall, calculate the area then decide how much paint to buy in order to paint the wall. ( The context of the learning here may be ‘redecorating my bedroom’)

11. Element 1 ( This is one element standard) Use measurements to solve problems. Rangemeasurements include at least four of - length, capacity, mass, angle, time, temperature Performance Criteria 1.1 Effective methods are selected and used to solve problems. 1.2 The methods used are described in terms of their appropriateness to the problems. Use Measurement to Solve Problems

12. Use Number to Solve Problems This standard focuses on students using a variety of types of numbers and operations in a meaningful way to solve a problem that has currency in the context of the learning. As with the other standards, simply doing calculations for no real purpose other than a demonstration of a procedure is not appropriate. The result of the calculation must contribute to solving a meaningful problem. For example, a student may calculating expenditure and income for a week to determine whether they have enough money to go on a trip at the weekend.

13. Element 1 ( This is one element standard) Use number to solve problems. Performance Criteria 1.1 Effective strategies are used to solve problems. 1.2 The methods used are described in terms of their appropriateness to the problems. Use Number to Solve Problems

14. Environment : the place where learning takes place, the setting eg classroom, sports field, gym, home, place of work....... Context: the area of interest eg. playing netball/rugby/hockey...., kapa haka, a part time job, building a shed, mountain biking, organising a pohiri, redecorating a room...... Objective : The aim of the work - why we are interested in doing something eg. wanting to get better at a sport. Problem: a specific, small scale question within the context that needs numeracy work to solve. Eg. How long should I train each week to get better at my sport? Solution: the result of the numeracy work for the problem that has meaning in terms of the problem and the context. Terms related to the Numeracy Standards

15. Underpinning idea The following diagram is intended to convey the idea that the environment, context, objective, problem and solution are embedded one within the other. It indicates that problems (questions) flow from the objective that motivates learning in the context. Likewise, the solution should be related back to the problem, objective and the context to support the achievement of the objective.

16. Embedded Nature of Terms used in the Numeracy Standards Environment The place where the student is learning. Context The general activity under consideration. Objective The aim of the learning Problem Specific question requiring solution Solution

17. Naturally Occurring Evidence. Students will be engaged in solving many problems within the objectives and contexts under consideration. This should be conducted in an authentic way i.e. the problems are realistic and meaningful to students, engage students, and induce a desire to want to know and use the solutions for further meaningful work in order to achieve the objective in the context. Therefore, problems should be solved as they are met as a natural part of investigating how to solve problems relating to the objective under consideration. As problems are solved, evidence is produced that can be used to meet the standard. The focus of learning is to achieve the objective in context, rather than to ‘pass’ the standard.

18. Management of Naturally Occurring Evidence. It is envisaged that evidence will be collected from students as and when they solve problems during the course of their learning. This could be photocopies, scans or photographs of pages from student work books, video/audio recordings, powerpoints presentations or other verified records. Digital records offer many advantages in terms of searching and storage. Where evidence comes from other learning areas, it needs to be verified as authentic work of the student and assessed by the person in charge of the numeracy programme. Assessment events can be organised to generate evidence at certain times and under conditions that ensure authentic student work. However, they should not be artificial events designed specifically to award credits for the standard and unrelated to the objectives of the learning programme.