1. SLP Wānanga Nau mai, haere mai
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

2. Opening karakia Te Hei Mauri Ora Cease the winds from the West,
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.

3. Te aroha Te whakapono Me te rangimarie Tatou, tatou e
Waiata – Te Aroha

4. 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?
PURPOSE of these two days:
Collectively problem-solve these three questions
Gain some new knowledge and skills in order to meet the SLP outcomes and to ensure that we are raising and accelerating progress for our target student groups, that we are building our individual school and teacher knowledge to understand what a literacy inquiry within their subject area looks like and what to do.

5. The SLP inquiry
Underpinning SLP is the theory of iterative inquiry – at all levels (MoE, National coordination, SSS literacy facilitators, principals and literacy leaders in each school; inquiry cycle underpins our leadership acts.
Inquiry approach to whole project –a project inquiry and knowledge building cycle has been developed to promote valued student outcomes.
Woolf Fisher Research Centre
University of Auckland

6. 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.

7. Outcomes for schools Raise student achievement in literacy;
Increased in- school capacity and embedded literacy practices;
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;
Improved teacher literacy content and pedagogical knowledge, as evidenced by classroom teaching and literacy achievement results; and
Effectively led professional learning communities within schools that focus on analysing the impact of teaching on student learning.
These outcomes go across all layers of SLP – NC, LF and schools – alignment. Were in the Memoranda of Understanding that each school signed with their regional School Support Services provider of teacher professional development.
We need to see:
raised and in most cases, accelerated achievement for students
Development of the LL in leading literacy learning in the school – the above hinges on this LL role with the SMT leadership support
The Subject teachers in the focus groups having a greater knowledge of the literacy demands of the curriculum within their subject area, and then how to match the curriculum reading/writing demands with their students strengths and needs in reading and writing, to see raised and accelerated student achievement.
Through the LL and the focus group teachers, this knowledge needs to spread out into depts and across the school

8. NZ Curriculum
NZC Overview scan
Stepping back to the NZC which underpins our work in SLP. - the literacy across the curriculum teaching and learning you are all involved in. :
NZC and your individual school curriculum set the direction for learning in your school –
Literacy is invisible yet underpins all aspects of the NZC – vision, values, explicit in the KCs, underpins the Learning Areas & AOs – English language, language of instruction, inquiry aspect and explicit teaching are part if the effective pedagogy section, is within the principles and values.
Is a collective responsibility.
Adolescents in this century will read and write more than at any other time in human history. In the complexity of communities and texts they engage with, in and across local and global contexts, their ability to read critically and communicate will be crucial. (adapted from Moore et al, 1999). 8

9. Stress how literacy underpins each of these – can’t achieve this vision if you don’t have the ability to communicate effectively and engage with each learning area

10. National Certificate of Educational Achievement (NCEA)
Vision
Values
Key Competencies
Principles
National Certificate of Educational Achievement (NCEA)
The Arts
English
Health & Physical Education
Learning Languages
Mathematics & Statistics
Science
Social Sciences
Technology
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 1-8
Literacy and Numeracy
This diagram aligns and frames the policy context and curriculum.
Shows the key curriculum documents – NZC and Te Marau;
The national standards provide reference points or sign posts at each year level for students literacy learning – reading and writing – what they need to know and be able to do - While working on improving students’ literacy and numeracy it is important that at the same time there is a strong focus on increasing students capacity to learn. That’s why we added key competencies to the curriculum. A positive disposition towards learning, as well as the ability to think critically, manage ourselves, set goals, overcome obstacles and get along with others impacts on how successful students are in both literacy and numeracy and in ongoing learning.. It’s about split screen thinking -doing both at once- teaching new skills and concepts in reading, writing and maths while strengthening learning capacity at the same time.
Literacy Learning Progressions tell us what students need to know and be able to do in order to have the reading and writing knowledge and skills to access the curriculum
Literacy: reading and writing (and speaking) are the tools all students require to access the curriculum – to access the language of all learning areas.
They also provide access to NCEA – the beginning of attaining worthwhile quals and lifelong learning
Literacy Learning Progressions
English Language Learning Progressions
Principles
May 2009

11. 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
No change between 200 and 2009 – International measure
Level 6 (scores above 708 points) and Level 5 (scores )
OECD average – 493 points
Shanghai-China (19%), Singapore (16%) and Finland (15%) all achieved at least 15 percent at these reading levels
Half of Shanghai-China students were top performers and more than a quarter in Singapore, Hong Kong-China, Chinese Taipei and Korea
A quarter of students in Shanghai-China were at these levels in science 11

12. 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
This knowledge and skills are also the knowledge, skills and competencies required by the curriculum – as students progress through schooling the knowledge, skills and competencies they require become increasingly sophisticated and the subject knowledge becomes increasingly specialised. 12

13. 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% 13

14. 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
This slide highlights the huge gaps in knowledge, skills and competencies that a proportion of our students have.

15. 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 Literacy Learning Progressions
A mismatch for the students who are in the achievement tail – our SLP target students
They lack the required level of knowledge and skills in:
inference making
interpreting, connecting and integrating main ideas/purpose/theme
reflection and evaluation
hence the urgency and need for more than ‘rasing achievement – is a need for acceleration. And in order to accelarte, we need to understand what this looks like.
Today, you will gain a better understanding of the concept of acceleration, through the presentation by Woolf Fisher team and Jane Davidson

16. National Certificate of Educational Achievement (NCEA)
Vision
Values
Key Competencies
Principles
National Certificate of Educational Achievement (NCEA)
The Arts
English
Health & Physical Education
Learning Languages
Mathematics & Statistics
Science
Social Sciences
Technology
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’.
Ka Hikitia
The Pasifika
Education
Plan
National Standards: Years 1-8
Literacy and Numeracy
This diagram frames our curriculum and policy context.
Shows the key curriculum documents – NZC and Te Marau; and the key policy documents that the education sector – from MoE to schools and teachers in every classroom, need to make sense of and enact – Ka Hikitia and the Pasifika Education Plan.
Note realignment of NCEA – now all assessment set at curriculum level 6 – this has implications for how we think about our teaching programmes from Years 1-13, and in the secondary context – Yrs 9-13.
What do our Year 9 and 10 programmes look like – are they developing students with the knowledge, skills and competencies in each subject area, to ensure they can engage with CL6 in Year 11?
Are they learner focussed or content area focused?
How do we achieve the balance?
Principles
Literacy Learning Progressions
English Language Learning Progressions
May 2009

17. 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 – 2012
Vision: 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
Explicit links – NZC, KH and PEP – literacy knowledge and skills – interactive tools in reading and writing are required
The vision or outcome for learners at Years 9 and 10 is the same and also aligns to the vision in the NZC. 17

18. 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
Students bring their lived experiences – their culture, language, and identity – with them into the classroom.
Students are more likely to achieve when they see themselves and their culture reflected in curriculum subject matter in all learning contexts.
Effective teachers actively seek opportunities to build on the skills and experiences that their students bring to the classroom. They deliberately choose texts and tasks that reinforce each learner’s lived experience, so that each learner can integrate their own culture, language, and identity into their learning and achievement.
Across all layers of SLP and in particular, as literacy facilitators and literacy leaders we need to interweave these concepts and begin to understand the implications for them for us as teachers.
Opportunity to discuss this on Friday.
Quote re culture of the child comes from – Basil Bernstein, and is found in:
BERNSTEIN, B. (l970) Education cannot compensate for society, New Society, 26, 344–347. 18

19. 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?
SLP inquiry layers:
NC and research evaluation
Independent evaluation
Literacy facilitators and
Schools – evidence data – these two days aim to provide this direction and help you with the support of WFRC and your LFs, to reflect and problem-solve these questions so you can develop your own leadership and school literacy direction for 2011.
Underpinning SLP is the theory of iterative inquiry – at all levels.
Vision for all learners:
Young people who will be confident, connected, actively involved lifelong learners.