Media Studies and the New Curriculum NCEA Level 3 / Curriculum Level 8 “There is no education that is not media education” Susanne Krucsay, Austrian Ministry of Education Facilitator: Dave Warring,

R Outline The new curriculum – intent and implications Key competencies at Curriculum Level 8 Best teaching, learning and assessment practice Literacy at curriculum Level 8 – academic Culturally appropriate teaching – open forum discussion Level 2: what we have learned after one year The new Level 3 Media Studies standards Other business: –Interpretation –Teaching ideas and units –Resources –Course design

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R The new curriculum Values, key competencies Zealand-Curriculum/Key-competencies Zealand-Curriculum/Key-competencies Literate critical thinkers Real-world contextualised learning and assessment Demonstrate understanding by applying it to find solutions Think creatively – get away from in-class tests Flexible modes of evidence – but be appropriate Holistic Teaching at the forefront, assessment in the background

Demonstrating understanding … means assessment Learning applied in real contexts, over time, out of- and in-class, to find solutions Think creatively – get away from tests Minimise assessment, e.g. combine Credit–Time formula Reasonable demand Curriculum level for quality – self-reference.

Key Competencies at Level 8 Two critical areas in terms of literacy: –Thinking –Using language, symbols and texts What does Ministry say? – Zealand-Curriculum/Key-competencieshttp://nzcurriculum.tki.org.nz/Curriculum-documents/The-New- Zealand-Curriculum/Key-competencies What do these look like at this level? –How do we know? –Discuss and define

The place of media studies A social science “The social sciences learning area is about how societies work and how people can participate as critical, active, informed, and responsible citizens. Contexts are drawn from the past, present, and future and from places within and beyond New Zealand.” Curriculum/Learning-areas/Social-sciences Curriculum/Learning-areas/Social-sciences Three strands –Media in Society; Reading Media Texts; Constructing Media Texts Learning objectives objectives objectives Standards, Rationale, Matrix, CoA, Activities – Level 3 sciences/Media-studies/Level-3-Media-studies sciences/Media-studies/Level-3-Media-studies

Literacy and language demands of the curriculum Language fundamental to thinking and learning Reading, writing, speaking, listening, viewing/visual skills and the skills required to communicate information in a range of subject- specific forms, can be thought of as an interactive tool set or kete required by all curriculum areas.

Increasingly complex, abstract and specialised Texts longer Text purpose and style varies across subject areas Structural complexity increases Word complexity increases – specific vocabulary Sentence complexity increases Graphic and/or visual representations more important Conceptual challenge increases –students are required to read across multiple texts –locate, analyze, evaluate and synthesise information and ideas –present them in increasingly sophisticated ways

Literacy and language – shared responsibility Literacy and language demands are integral in all teaching and learning activities Underpin all content-learning All teachers have to be teachers of language Challenge – literacy & language are implicit To succeed students require explicit teaching of both content and literacy Language knowledge and skills in each learning area are intertwined.

Literacy for media at Level 8 NCEA Level 3 / Curriculum Level 8 means? –Communication competence or ready for tertiary Level 6 focuses on functional literacy At Curriculum Levels 7 & 8 what does literacy mean? Academic Word List – any surprises? – Who assesses? Issues teachers have to resolve.

Literacy for UE – 2012/2013 No change 8 credits in English or te reo Maori at Level 3 or higher, made up of: –4 credits in reading –4 credits in writing standards/awards/university-entrance/ standards/awards/university-entrance/

Literacy for UE – 2014 (1) 'New' university entrance from 2014 Literacy - 10 credits at Level 2 or above, made up of: –5 credits in reading –5 credits in writing Evidence able to be gathered from a wide range of sources Teachers in all subjects required to ensure student work satisfies literacy expectations if they award a standard identified as providing that evidence NZQA has identified suitable subject standards: standards/awards/university-entrance/literacy- requirements-for-university-entrance-from-2014/ standards/awards/university-entrance/literacy- requirements-for-university-entrance-from-2014/

Literacy for UE – 2014 (2) Literacy requirements to gain University Entrance (UE) “… be sufficiently prepared to enter university-level courses. “The … skills … are generic … [in] university study the level of literacy required will be more advanced and discipline specific. Students should be able to exhibit the following generic reading and writing skills:  read with understanding – ‘reading between the lines’ … to grasp the nuances of the type of text*  critically analyse what has been read  synthesise … opinions/insights/points of view  present an opinion/insight/point of view backed by acknowledged evidence from a reading(s)  write an opinion/insight/point of view coherently and cohesively.

Culturally responsive pedagogy Bishop, R., Berryman, M., Cavanagh, T. and Teddy, L. (2007) A culturally responsive pedagogy of relations is one where teachers … develop learning–teaching relationships where: –power is shared –culture counts –learning is interactive/dialogic (collaboration, co-inquiry) –connectedness is fundamental to relations: school/community aspirations are aligned –Excellence is a common vision »(Bishop et al, p.25)

CRP – Questions for teachers Do you build a relationship with your students? Do you consider/connect with their cultural background? Do you consider the group/whanau vs individual achievement dichotomy? Do you ask about/use their native language, even for greetings and praise? Does your classroom look like a place where the students are valued for who they are? Is current student work displayed? Do you change what’s on your walls or is it ‘wallpaper’?

Can a visitor tell it is an NZ classroom and not just a classroom anywhere in the world? Is the classroom a space students feel comfortable in and belong? Do you co-construct classes and programmes? Do you encourage inquiry-based learning? Is there some level of self-determination for students? Do you encourage collaborative learning? How? CRP – Questions for teachers

Do you include/use languages other than English in your instructions, praise, discussions or conversational greetings? How else do you acknowledge the cultural diversity in your class? Can we fix all this tomorrow? CRP – Questions for teachers

L3 Standards and draft activities Plus ça change…? Or not? Key terminology ‘New’ embedded aspects of media: what and why Moving Image trial observations – DT Print production activity revisions Hot spots: issues with/queries about draft standards and activities Reflection The design/produce interwoven loop Single assessment task for 3.5 and 3.6 From the floor

L3 Standards and draft activities Standard clarifications –Documentation –design and produce –number of texts (3.8 vs 1.8/2.8) Draft activities –moving image trialing – Deb T –print activity revisions – DW Teaching ideas/questions Your assessment drafts for questions/tweaking Show and tell – your examples

Level 2 What we’ve learned after a year –Development, Audience response to genre (vs. Relationship to society at Level 3) –Reflection: design process goes on through production –Time for design and production –Choices, choices: implications for course design –Don’t work in splendid isolation –Reference standards / activities to curriculum: key competencies etc –Don’t reference to work at other NCEA levels –Your observations

Open forum Other issues with standards/activities Share and learn Groups to focus on a specific area of interest Levels 2 and 3 –standard clarifications e.g. documentation, design and produce, number of texts (1.8/2.8/3.8) –teaching ideas/questions –existing draft activities –assessment drafts for questions/tweaking –other

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