Week 3 Term 4 - Literacy Changes - Starting the conversation (November 1 - 5)

CHANGE 

Change is something that we either embrace or something that we are reluctant to. The temperature in education has shifted since the beginning of the pandemic where online learning and has become a permanent fixture (at least for Aucklanders) since March 25 2020. Change is a good thing, if you understand it and apply it in a way that is meaningful to you. In 2023 there will be significant changes to how literacy and numeracy is structured in the curriculum, in particular the NCEA structure. In Term 3 (August 21) we looked at the changes that will be happening in NCEA Level 1, 2 and 3 English Literature and as a department we discussed what this means to us. 

The new learning matrix that aligns with the literacy changes consist of three ideas. 

• Big Idea 1: Engaging with text is a source of enjoyment and enrichment
• Big Idea 2: Language and identity are inextricable
• Big Idea 3: Making and creating meaning are processes that occur when we interpret and when we produce text

The initial discussion focused on our understanding of the changes and what opportunities we see in the new shift in particular for Maori and Pacific learners. 

LEARNING DISCUSSION QUESTIONS

What pressures are you currently under that takes away your ability to really engage students in rich learning?

• Phones
• Learning barriers and/or behavioral issues
• Dramatics
• Being so assessment driven for me personally
• Time poor/ constraints
• Attendance, including trades courses, trips, work...etc
• Systematic changes
• Lack of student motivation, student driven learning
• Focus being on quantifying learning - which is a reality of our job - in lieu of rich learning
• Meeting deadlines as educators, just as our students must

If achievement standards didn’t exist, what would your program consist of? Use the big ideas and significant learning in your subject’s Learning Matrix to support this discussion.

• Formal writing
• Spoken word
• Create a book
• Poetry
• Autobiography
• Drama
• Monologues
• Script writing
• Storyboarding
• Pick a path
• Public speaking
• Debating
• Cross curricular learning
• Inquiry based - integrated learning
• Teaching life skills through interactive games: Christine’s stealing money idea

Where do you see mana ōrite mō te mātauranga Māori in this learning matrix?

• Incorporating Maori stories and history in our unfamiliar texts
• Localized history to our area

Where can you see opportunities for Pacific Peoples’ knowledge to be integrated into your teaching and learning?

• Using language and identity in speeches
• Incorporating stories/ history
• Talanoa and wananga self-reflection time (use to improve our practice)

How do you include mana ōrite mō te mātauranga Māori and Pacific People’s knowledge in your teaching and programs now?

• Text selection
• Incorporating language and identity in assessments.
• Tautua - service in school - totally different from our reward-driven
• Fostering a tuakana/ teina approach
• High expectations

What do you need to learn more about?

• Knowing that I’m doing the right thing by peoples’ cultures and tikanga

We then dug a little deeper and assessed ourselves as a department and we want to achieve from the changes to literacy. 

GOING FURTHER

Who are we as a Department?

• Student achievement
• Student wellbeing
• Amuse the masses
• We are a family
• A sense of togetherness
• Sharing
• Supportive
• Organised
• Versatile
• Driven

Focus on the English Matrix is LANGUAGE:

• Learning is a priority - Learning 4 Learning
• Structure
• Strategy
• Identity
• Enjoyment
• Comprehension
• Cultural capital
• Making meaning
• Communication
• Connecting
• Accuracy
• Conveying by speech

English Learning Matrix (What stands out for us?)

• Maori voices are important
• Big Idea No. 1 is exciting - “Engaging with text is a source of enjoyment and enrichment”
• Text avoidance and reluctant readers
• Strengthening of identities: identify themselves
• A lot of students are disengaged in learning because they can’t see themselves within it - windows and mirrors
• Content words from the matrix stood out: Interpreting and Analyzing
• Synthesizing ...etc
• Consolidation
• Localized curriculum: more meaning links to NZ
• Appreciating other indigenous voices in light of
• Really connection to our akonga

Priorities as a Department:

• Personal student voices will empower students - there’s a natural progression that will enable them to
• Making sure that we are all on the same page with the changes

WHERE TO FROM HERE?

This initial conversation was put at a halt due to the recent lockdowns. However a literacy project group has been formed. The purpose of this group is to review and improve current literacy practice and to understand and implement the new literacy changes that will take place in 2023. I look forward to writing a reflection on this, as a way to document the journey.