Denise Hitchcock National Coordinator Secondary Literacy Secondary Student Achievement Te Tapuae o Rehua

For each (learning) 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 ideas in appropriate ways  how to listen and read critically, assessing the value of what they hear and read (NZC page 16)

National Curriculum Levels e –asTTle Basic Proficient Advanced Level 33B3P3A Level 44B4P4A Level 55B5P5A By end of year: Yr 9 5B Yr 10 5A NCEA Level 1 = Curriculum Level 6 Unless Y10 students have asTTle ‘high 5s’, likely to struggle with L2 requirements

 Minimum of 10 credits through either:  Achievement standards - Specified achievement standardsSpecified achievement standards available through a range of subjects (minimum total of 10 credits), or  Unit standards - package of three literacy unit standards (total of 10 credits - all three required).literacy unit standards

Definition used: Literacy is the written and oral language people use in their everyday life and work. It includes reading, writing, speaking, and listening. Standards will be used by tertiary providers, workplace environments and schools. In schools – intended for those students who might struggle to achieve literacy through the level 6 achievement standards pathway.

Read texts with understanding (3 credits)  Range – 3 texts of 2 different types  Locate information, describe ideas and/or purpose, evaluate in terms of purpose Write to communicate ideas for a purpose and audience (4 credits)  Range - 2 different purposes across 3 texts  Recommended total 500 words, including one text of at least 200 words  Ideas expressed are appropriate, organised, language appropriate, technical errors do not detract. Actively participate in spoken interactions (3 credits)  Range – at least a one-to-one and a small group situation  Participate, contribute to, sustain dialogue using verbal and non-verbal behaviours  Appropriate for purpose in terms of language and tone.

 Using these standards in a teaching and learning programme should not require the development of new assessments specific to these standards. (Reinforces the strategy of embedding literacy within teaching and learning programmes across the curriculum)  ‘Naturally Occurring Evidence’ – derived from a students learning programme or everyday life/workplace. Collected from a range of authentic contexts and obtained over a period of time. (Portfolio approach)

 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 literacy and numeracy unit standards.  On the School Results Summary and the Results Notice a statement will say: Either 'Literacy requirement met by achievement standards' Or 'Literacy requirement met by unit standards'

Current requirements: 8 credits. The literacy requirement for university entrance can be fulfilled in either English or Te Reo Māori and Te Reo Rangatira, but not a combination of both:  4 credits at Level 2 or higher are required in Reading  4 credits at Level 2 or higher are required in Writing. University Entrance from credits (five in reading and five in writing) at Level 2 and above from specific standards.  Students in Year 12 from 2013 may meet their UE literacy requirement through a range of Level 2 or above standards that have yet to be identified.

NZQA Subject pages (links to Literacy and numeracy) standards/qualifications/ncea/subjects/ Literacy Unit Standards resources standards/qualifications/ncea/subjects/literacy-and- numeracy-level-1/ standards/qualifications/ncea/subjects/literacy-and- numeracy-level-1/ Secondary Literacy Online Literacy Literacy