We’d love it if you stopped by and had a read through the new content for Collection 3 of the new NZCALNE on PathwaysAwarua.
You’ll find a plain-English introduction to the Learning Progressions. This includes a demonstration of how to map the big picture literacy and numeracy demands of your programme, as well as specific samples of your teaching materials.
You’ll need to register as a new tertiary educator, or just log in if you already have an account. Look for the NZCALNE (Voc) pathway.
You need to check out the new content for Collection 2 of the new NZCALNE on PathwaysAwarua. We cover approaches and concepts use in adult teaching and learning.
All the great content from Te Ao Maori is still there – just updated. And we’ve widened it to include things like motivation and learner agency.
You’ll need to register as a new tertiary educator, or just log in if you already have an account. Look for the NZCALNE (Voc) pathway.
Please check out the new content for Collection 1 of the new NZCALNE on PathwaysAwarua. We cover definitions, frameworks, and factors associated with low literacy and numeracy levels.
You’ll need to register as a new tertiary educator, or just log in if you already have an account. Look for the NZCALNE (Voc) pathway.
This is the first section in your assessment. You need to summarise your particular teaching or training context. And you do this by answering three questions.
We don’t need a long essay here. But we are after good analysis. Answer the questions with short paragraphs that describe your context including teaching, learners, and objectives.
This information is useful to us as it helps us get a better idea about your teaching and training context. But it’s also designed to help you focus on your own context as we start thinking about what your broad strategies might be for embedding literacy and numeracy.
If you’re stuck on objectives, here’s a few things to think about:
You can skip ahead to the assessment module and download the template if you’re ready to get started on this right now.
Or if you want to, download this worksheet and make some notes. The questions are the same as what you’ll find in the assessment template.
Once you’re done, come back and we’ll have a look at the next section.
We’re in the middle of a transition from the existing NCALNE (Voc) to the newer version of this qualification – the NZCALNE (Voc). Most qualifications are now in the process of shifting from the old “National” qualifications to the current “New Zealand” quals.
It’s a bit of a messy transition as we’re all caught in the middle. We really like the new unit standards so we want to switch everyone to the newest version as fast as possible. This means that we’re writing the new content as we go.
If you have the old assessment 1 and you want to see the new one, please email us on assess@alec.ac.nz and ask for the new assessment 1 template.
If this is confusing, please email as well or ring Graeme on 0800-ALEC-1-2. There will be some teething problems to make the shift, but we’d rather roll out the new qualification now rather than later. It’s much better.
The new course structure is similar to the old with a few changes to make it more streamlined. There’s a short explanation below and a longer one here.
You are welcome to stick with the old assessment 1 if you’ve already made a start. But if you haven’t, here is what you need to know below.
New content for assessment 1 is complete but it hasn’t made its way onto Pathways Awarua just yet. But it is on Graeme’s blog now.
The new assessment 1 no longer requires you to write a report and there are only three parts. There’s still work to do, but it’s a lot easy to focus on just the three content areas of definitions, frameworks, and factors.
Down below are the links you need for all of the new content for Assessment 1 including:
If you’re stuck, please get in touch with us assess@alec.ac.nz
From here you can move on to the second section. Next up we’re going to look at some of the approaches we use in adult teaching.
Before that, though, you should have a think about your answers to the questions below.
The questions aren’t assessed, so you don’t have to hand in your answers. But talking about what you think with someone, and then writing down your responses will help you engage with this work more deeply.
Good work…!
We’ve looked a few different meanings for literacy and numeracy. Now we need to look at how these definitions are the same or different. This is so that you can see how they apply to your teaching or to your learners.
Knowing the similarities and differences is going to help you decide what aspects of each you want to absorb into your own approach. That’s one of the things that is going to help you teach better. So while it’s the application that counts, for starters you need to think about some of the differences.
Just like you need to figure out what’s relevant for your context, you need to figure out what you think the similarities and differences are.
Here are some questions to keep in mind as you work through this process.
Let’s pause for a few moments. Here’s your task:
This task is not assessed, but it will help you with your assessment.
