The National Standards and Ng Whanaketanga Rumaki Mori

This document looks at the strengths and limitations of both National Standards and Ng Whanaketanga Rumaki Mori and their implications for students with diverse learning needs.

National Standards
Implemented in 2010 to report on childrens progress against the levels of the New Zealand National Curriculum Reports on progress for children from years 1-8 Reports on 3 curriculum areas: Mathematics Reading Writing Descriptions used in reporting achievement levels: Well below Below At Above

Ng Whanaketanga Rumaki Mori

Implemented in February 2011 for kura and Mori medium schools to report on childrens progress against the levels of Te Marautanga o Aotearoa Reports on progress for children from years 1-8 Reports on 4 curriculum areas: Krero ( oral language) Pnui ( reading) Tuhituhi ( writing) Pngarau (mathematics) Descriptions used in reporting achievement levels: Manawa Toa Kei runga noa atu. Progressing and achieving higher than expected for particular learning areas. Manawa Ora Kua tutuki Ng Whanaketanga Rumaki Mori. Progressing and achieving as expected for particular learning areas. Manawa ki E whanake tonu ana kia tutuki Ng Whanaketanga Rumaki Mori. Progressing but requires further support to assist their achievement for particular learning areas. Manawa Taki Me ta tautoko kia tutuki Ng Whanaketanga Rumaki Mori. Requires in-depth support to assist their achievement for particular learning areas

Common Strengths

Reporting is done twice yearly Reporting includes suggestions for whanau and family to support their childs learning Reporting uses clear language that is accessible to whanau and family Measurable data is available to the school to track progress of cohorts and individuals across time.

 Teachers knowledge of the child valued in the form of Overall Teacher Judgements (OTJ) Identifies children who need extra support National Standards Ng Whanaketanga Rumaki Mori Strengths Strengths
Clear expectations for levels children should be Clear expectations for levels children should be able to attain in Krero (oral language), Pnui able to attain in reading, writing and mathematics (reading), Tuhituhi ( writing) and Pngarau from years 1-8 (mathematics) from years 1-8 Information for parents available online at: Facilitates provision of support for children http://www.minedu.govt.nz/Parents/YourChild/Progre who require it ssAndAchievementNationalStandards.aspx support for schools whose students arent Information for teachers available at: reaching or making good progress towards the http://nzcurriculum.tki.org.nz/National-Standards appropriate level of Ng Whanaketanga Rumaki Mori.

ww.minedu.govt.nz/theMinistry/EducationInitiatives/NgaWhanaket angaRumakiMaori/NWRMKaHikitia.aspx

A lengthy consolation process was conducted with the Mori medium sector including teachers, Principals, Board of Trustees, educational groups, iwi and whanau. Including meetings in 14 regions across the country. Feedback was gathered through face to face meetings, online or paper questionnaires. Information was gathered from staff, students and whanau from 42 schools across New Zealand Feedback from bilingual staff in our school reflected the involvement of Maori medium real teachers with the development of Ng Whanaketanga Rumaki Mori as being a major strength.

Common Limitations
A blanket target is set by the Ministry of Education for all schools Subject areas that are not included in the standards become marginalised Does not account for the diversity of learners within a class, uses a one case fits all approach Does not focus on childrens strengths in areas other than maths or literacy Lack of consistency between overall teacher judgements from one school to another Labelling of schools, teachers and students as failures due to below standard OTJs Negative effect on self-esteem of students achieving below standard and on their families Teachers focusing on groups of children who may reach standard with extra input at the expense of children who are above of well below standard.

National Standards Limitations

No trialling of the standards before their implementation Standards are not grounded in evidence based research No extra support given for most children who are identified as under achieving

Ng Whanaketanga Rumaki Mori Limitations

A large number of children with diverse learning needs are able to make progress in relation to National

Implications for Students with Diverse Learning Needs

Standards or Ng Whanaketanga Rumaki Mori A small group of high needs or complex needs children who are receiving funding from the Ongoing Renewable Resource Scheme and are likely to remain long term in Level 1 of the curriculum can be reported on separately by the BOT in school charters and annual reports. Having to report a child as being below standard despite the progress they have made within their current level. Families and teachers of children who remain at below or Manawa Taki for most of their school life are reminded by the MoE to have a realistic understanding of the childs progress, ensure the child remains motivated, celebrate success, explore possibilities of achieving at a higher level Children with special needs are in some cases being assessed against criteria that is not relevant for them. Use of IEPs and Narrative assessment allows a childs progress to be mapped into achievable steps, allowing for recognition of success at all levels and a more holistic view of the child. Marginalisation of other subjects which are often subjects that children with diverse needs can excel in. Gifted and talented children and children with special needs may not receive as much attention as those who are nearly at standard. Children with special needs are in some cases being assessed against criteria that is not relevant for them.

Teachers or professionals working with children with special or diverse learning needs have . a responsibility to the child, their family and whanau to use a method of assessment that will identify, broaden and deepen understanding of what the student can do and the progress that they make. (Ministry of Education, 2009, inside cover).

References
2012 Ng Whanaketanga Rumaki Mori Achievement Information. (n.d.). Retrieved September 2013, from Education Counts: http://www.educationcounts.govt.nz/topics/121981/121977 Ministry of Education. (2009). Narrative Assessment: A guide for teachers. Wellington: Learning Media. Ministry of Education. (n.d.). Ng Whanaketanga Rumaki Mori. Retrieved September 2013, from The Ministry: http://www.minedu.govt.nz/theMinistry/EducationInitiatives/NgaWhanaketangaRumakiMaori. aspx National Standards: Questions and answers. (2013, September). (TKI) Retrieved from The New Zealand Curriculum on Line: http://nzcurriculum.tki.org.nz/National-Standards/Key-information/Questions-and-answers National Standards: Special education needs. (n.d.). Retrieved September 2013, from The New Zealand Curriculum Online: http://nzcurriculum.tki.org.nz/National-Standards/Key-information/Fact-sheets/Special-educati on-needs