B
elow is a table that you may like to use when analysing findings relevant to your own konga, we have included some generic questions that kaiako, wh nau and kura can use.
Findings from asTTle data: On average…
asTTle shows…
Use the following questions as guides: • Is this overall pattern of konga performance occurring in your kura?
Kura
Classroom
• How can kura support kaiako if konga performance is not meeting kaiako expectations? • In what ways can kaiako share information about teaching practice that supports better outcomes for their students? • How do kaiako use the information from assessment to influence teaching plans?
Wh nau
Food for thought
Other places with useful information
• In what ways do kaiako communicate achievement results to wh nau? • Who can kaiako speak with in regards to any particular needs their konga might have? • What are wh nau expectations in regards to konga achievement? And how is this communicated with kaiako? • How can kura and kaiako engage with wh nau about the importance of particular skills? • Are there specific support mechanisms that would help lift the achievement of konga?
If you have any questions regarding the kete, contact the Ministry of Education Research Division at research.info@minedu.govt.nz.
Talk about it
A
n important part of developing practical steps in response to findings is to reflect on local knowledge about kura konga, kaiako, wh nau and kura wh nau together with the overall picture provided by the national assessment studies. To this end the Talk About It sheets highlight some overall findings from the asTTle In Focus reports to promote discussion around the key issues and encourage critical engagement with available konga assessment data.
Findings from asTTle data: On average…
Findings from asTTle data: On average…
Speaking Te Reo M ori at home with wh nau is positively linked to konga achievement.
In p ngarau there is consistent improvement from Years 4 to 6.
asTTle shows…
Kura
We found that konga performance on the asTTle tasks for p nui, tuhituhi and p ngarau could be linked to the extent to which konga spoke Te Reo M ori at home. What was interesting is that speaking Te Reo M ori some or most of the time with wh nau at home were both positively linked to achievement. konga who spoke Te Reo some or most of the time at home tended to have better scores than those konga who did not speak Te Reo M ori at home.
asTTle shows…
If we take a closer look at fig. 3 (from page 4 of the p ngarau In Focus reports) we can see that in general, Year 4 konga are starting at curriculum Level 2 and making steady progress through to curriculum Level 3 by Year 6. From Year 6 onwards average konga achievement does not progress as we might expect and by Year 8 konga remain in Curriculum Level 3.
Kura
• Are these results in p ngarau true for your kura? If so, are there environmental or developmental issues for konga occurring at or around Year 6 that kura and kaiako need to be aware of?
• What role might kaiako play in letting wh nau know about the links between speaking Te Reo M ori at home and positive konga outcomes in Te Reo M ori?
• Are there things your kura can or does do to offer support to konga in p ngarau at or around Year 6?
• How could kaiako support wh nau who would like to speak Te Reo M ori in the home, but do not speak the language themselves?
• If konga performance is tapering off from Year 6 how can or does your kura support kaiako to help raise konga achievement in p ngarau from Years 7 and 8?
• What can wh nau with limited Te Reo M ori do at home to support their children?
Classroom
• If kaiako are using successful teaching strategies for a particular group of konga how can or does kura share these strategies amongst all kaiako?
• How can kaiako use this information in planning and implementing their classroom activity? • Do kaiako know which children speak Te Reo M ori (even sometimes) at home with wh nau?
Classroom
• The graph shows a period of considerable progress nationally from Years 4 to 6. How can or do kaiako work with their kura and wh nau to ensure this level of konga achievement in p ngarau is maintained in the subsequent years?
• How can kaiako encourage or affirm this activity within the home or, where it does not go on, find a way for tamariki to work positively with their wh nau in this respect?
Wh nau
• What are ways wh nau can support akonga in the home with their Te Reo M ori learning?
• From the graph we can see that there is a decline in p ngarau average scores from Year 6 to Year 7. How can or does this information influence the preparation of an effective teaching plan for Year 7 konga?
• Where can wh nau go to find information that can support Te Reo M ori learning in their homes.
Food for thought
You might like to consider:
• If kaiako notice that konga learning needs are not being sufficiently met at particular year levels, how can they communicate this to kura and wh nau to address their concerns.
• When the findings refer to speaking Te Reo M ori at home “some or most of the time”, how might kura interpret “some” or “most” of the time? • How complex is the language being spoken in the home and how might it relate to Te Reo M ori used in kura?
Wh nau
• How do we currently support wh nau engagement in Te Reo M ori learning at home or in kura and is there anything we could do to make our support more effective?
• The New Zealand Maths website provides links and up to date information on what is happening with numeracy projects such as Te Poutama Tau. www.nzmaths.co.nz • Ng Taumatua is the final report on Research on literacy practices and language development (Te Reo) in Years 0-1 in M ori medium classrooms available from the Ministry of Education’s Research division. An online version is available from the Ministry website www.minedu.govt.nz.
• Are wh nau aware of what level of the curriculum their tamariki are at? If not how can kaiako inform them? • How can kura and kaiako engage with wh nau about the importance of p ngarau skills? • In what ways can kura and kaiako support wh nau who in turn can support their tamariki with their p ngarau skills?
Other places with • The Team-Up website is part of the edCentre web portal useful information – developed to help provide people with easy access to
information they want about education. www.teamup.co.nz
• Looking at konga in your classroom do the results for them match the overall national trend highlighted above?
Food for thought
You might like to consider: • Are there specific support mechanisms aimed at lifting the achievement of konga in p ngarau? • Is the progress we are seeing from Year 4 to Year 6 a result of these support mechanisms?
Other places with • For updates on the development of the Te Reo M ori i roto i useful information Te Marautanga o Aotearoa go to www.moa.ac.nz.
Other themes we suggest for the Talk About It sheets are: • In p nui, konga performance in whakam rama (interpretations/ evaluation) was noticeably better than the other p nui content areas. • In tuhituhi, average konga achievement increased significantly from Year 4 to 5, however in Year 6 konga seemed to make no progress and only smaller increases were evident thereafter.