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Vol 47, No 36
Braving the shave See page 4
NCEA Level 1: Will our schools dump it or not?
Photo Nick Krause
By FARIDA MASTER
T
he opinion is divided. While most principals of local schools agree that the current assessment for the first level of the National Certificate of Educational Achievement (NCEA) adds to high levels of anxiety and stress for students and teachers, there are some school heads keen to entirely scrap the level 1 exams. Another group of principals
prefer a status quo, while others want to increase the number of assessments. “It’s very uncertain and a bit unsettling,” says Iva Ropati, principal of Howick College. He has just returned from Wellington where a group of principals took strong objection to not being consulted in the NCEA Level 1 review process undertaken by the Ministry of Education. “We suddenly don’t know what NCEA Level 1 will look
“We suddenly don’t know what NCEA Level 1 will look like,” Iva Ropati, Principal Howick College.
like and are having conversations about the future. But it is also very exciting as there is a possibility of something good coming out of it,” he says, focusing on the positive. However in the wake of Macleans College dumping
Level 1 and more colleges following suit, Mr Ropati says he won’t be making any drastic decisions. “We won’t be jumping into it so quickly but will be reviewing our junior college curriculum. There will be no big changes
but we will be exploring the possibility of a rich, relevant, meaningful and specialised curriculum for Years 9 and 10 so that there is a smooth transition. Right now we are considering different approaches to delivering an integrated cross-curriculum.” He says that the biggest barrier is over-assessment of young people who are under a lot of pressure. “It is undoubtedly heavy and burdensome on the teaching
staff with so many assessments. The relentless assessment is linked to negative student wellbeing. Teachers and students are being overworked and driven to the ground,” he says. Mr Ropati believes learning shouldn’t be driven by assessment alone but should be “rich and deep” so that it can help young people to apply the knowledge they have learnt for life. ➤ Turn to Page 3
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