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.
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.
What kind of training or teaching do you do?
What kind of learners do you have?
What are the objectives of your programme?
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:
Your objectives might be formal, for example, a New Zealand Certificate or related unit standards-based training.
Or your objectives might be more informal such as developing work-related speaking and listening skills.
Or it might be something like developing CV writing or other skills.
Sometimes your objectives might include things that aren’t written down in your programme documents. For example, you also might have the goal of developing better attitudes or a good work ethic in your learners. Feel free to add these kinds of objectives as well.
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 email@example.com 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.
New course structure
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:
What do we mean? Definitions for literacy and numeracy
What’s under the hood? Frameworks we use in adult literacy and numeracy
Why do we have this problem? Factors associated with low adult literacy and numeracy.
Follow the links below for definitions and explanations
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.
What do you think about the definitions that we’ve discussed?
Are there any aspects that you really like?
Is there anything here that you can use or absorb into your own teaching and training?
How familiar are you already with the Learning Progressions frameworks?
What value you can see in the Māori and Pasifika frameworks?
Do you think you’ll need to refer to the ESOL Starting Points framework?
What do you see as the major factors associated with low levels of adult literacy and numeracy?
What causes the biggest impact on your learners?
What do you think has the biggest impact on our country as a whole?
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.
Is the focus just on literacy?
People who have good literacy skills behave in certain ways. What does this behaviour look like?
Is the focus just on numeracy?
People who have good numeracy skills also behave differently to people who don’t. What does this behaviour look like?
Literacy and Numeracy
Is there a focus on both literacy and numeracy?
We’re most interested in the definition for embedded literacy and numeracy. There are reasons for that. What do you think they are?
Is there a more holistic approach? Where does this come from?
How can a more holistic definition of literacy, such as from Māori and Pasifika help us in our teaching?
Definitions that come from government funding agencies are likely to have economic drivers. This means that under the surface there are likely to be economic incentives behind the drive to encourage and strengthen literacy and numeracy in the population.
Let’s assume that this is a good thing. What’s the motivation?
Are there social consequences?
In other words, if we adopt a particular focus to literacy and numeracy, how can this make our communities better or worse?
When leaders talk about literacy and numeracy in a national context – even if they don’t say so – which definition(s) are they likely to be referring to?
What kind of political action do you think is associated with this?
Does it incorporate English to Speakers of Other Languages (ESOL)?
If this is not already relevant for you, how could it be important in the future?
Time to do some work
Let’s pause for a few moments. Here’s your task:
Download the PDF worksheet, or use the chart below to make notes on how the six definitions we’ve discussed are similar or different.
Make sure you think about the questions above.
This task is not assessed, but it will help you with your assessment.