Level One Literacy + Numeracy unit standards -. Contents New requirements for secondary schools Unit standard titles Design Naturally occurring evidence.

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Presentation transcript:

Level One Literacy + Numeracy unit standards -

Contents New requirements for secondary schools Unit standard titles Design Naturally occurring evidence Overall management of the process Management of naturally occurring evidence Recording of evidence Summary References NZQA/literacy and numeracy/20101

NCEA Level 1 numeracy requirements for 2011 and 2012 onwards 2011 students can achieve literacy + numeracy for NCEA through: –the new LN unit standards OR –current specified unit and achievement standards NB. Students can not mix and match From 2012 students can achieve through: EitherAchievement standards: Specified A/S available through a range of subjects (Min total of 10 credits) OrUnit standards: Package of three numeracy and/or 3 literacy standards (Total of 10 credits – all 3 required) NB. The literacy requirements and numeracy requirements for NCEA Level 1 changes from 8 credits to 10 credits NZQA/literacy and numeracy/20109

Unit standards titles 3 numeracy unit standards: −Use number to solve problems (4 credits) −Use measurement to solve problems (3 credits) −Interpret statistical information in context (3 credits) 3 literacy unit standards: −Write to communicate ideas for a purpose and audience (4 credits) −Read texts with understanding (3 credits) −Actively participate in spoken interactions (3 credits) NZQA/literacy and numeracy/20103

Design Designed to: assess the literacy and numeracy skills required to fully participate in work, community, learning and family life be used in secondary and tertiary education, and in the workplace. support the principle of embedded literacy and numeracy use naturally occurring evidence in the process of problem-solving NZQA/literacy and numeracy/20104

Naturally Occurring Evidence Key Points Evidence is from naturally occurring evidence in real contexts ie from part of the candidate’s everyday life (classroom, their workplace, other contexts). Evidence can be gathered from: −the classroom eg from different subjects or courses; different topics or aspects of the same course, −the workplace eg relating to employment documentation and conditions; or job performance focus (ie regular work tasks), and −other contexts eg from their involvement in their family, sport, leisure, or community. Evidence is required from at least three separate activities within at least one context. Evidence is obtained over a period of time. Evidence is not one-off assessment events designed specifically for this purpose NZQA/literacy and numeracy/20105

Overall management of the process Options for managing the process for schools: Literacy specialists = Literacy Math specialists = Numeracy A cross curricular committee of HODs and/or teachers Literacy and Numeracy ‘leaders’ Principal’s Nominee and/or member of SMT team Deans of pastoral houses or the academic level dean A group of people from all levels of the school structure are involved NZQA/literacy and numeracy/20108

Management of Naturally Occurring Evidence Gathering of evidence: Students gather evidence as they achieve during the course of their learning. Type of evidence: Photocopies, scans or photographs of pages from student work books, video/audio recordings, powerpoint presentations, reading logs or other verified records collated eg in a portfolio, electronically. Verification: The learners’ work must be authenticated by a person in a supervisory role eg manager, supervisor, teacher/trainer. Assessment of evidence: The learners’ work must be assessed by a person who has the literacy/numeracy skills and knowledge to conduct the assessment. NOTE: Assessments (eg tests) should not be artificial events designed specifically to award credits for the standard and unrelated to the objectives of the learning programme. NZQA/literacy and numeracy/20106

Recording of Evidence – to be revisited/replaced? NZQA/literacy and numeracy/20107

Summary Who Implements? Which Students? How – What Processes? How – What Processes? Intent Where are the lit/num standards situated in learning areas? What school data helps selection? What systems will gather “naturally occurring evidence?”

References For more information: (links to..) −Decision-making process (implementation of literacy and numeracy unit standards) −Level One Numeracy unit standards in schools −Level One Literacy unit standards in school −Frequently asked questions NZQA/literacy and numeracy/201011