Frameworks to expand and enhance Level One of the New Zealand Curriculum Summary

The expanded curriculum frameworks and matrices for Literacy and Numeracy were a result of a collaborative project involving 6 schools from the Central Region Special Schools Cluster (CRSSR). It began in 2001 and provides a meaningful assessment tool for children working towards, or long term within, Level 1 of the New Zealand Curriculum. There are 3 frameworks as shown in the diagram below, 2 for literacy and 1 for numeracy

The purpose of this framework based assessment tool is to: assist student learning identify students strengths and progress

assess the effectiveness of a particular instructional strategy assess and improve the effectiveness of curriculum programmes assess and improve teaching effectiveness provide data that assist in decision making communicate with and involve parents
(adapted from: http://assessment.tki.org.nz/Assessment-tools-resources/Tools-for-Learners-with-SpecialEducation-Needs/Level-One-Frameworks )

The frameworks recognise that progress is dynamic rather than fixed, reflecting the individual ways in which children learn. They allow for recognition and recording of small steps and celebrate significant achievements, taking a holistic approach to learning. The starting point for each student is identified and next steps are set based on realistic expectations.

Fuel 1 Fuel 2 Fuel 3 Fuel 4 Fuel 5 Fuel 6 Laun ch i Laun ch ii

Laun ch iii

Literacy Frameworks - immersion in a language rich environment - developing sense of self - sense of place in space - explore shapes around them - explore environment through sensory experiences - language rich activities - explore and make connections - develop early concept knowledge - sense of measurement, place in space, shapes and images - links directly to Level 1 of the NZ curriculum - active involvement in a broadening range of learning experiences - purposeful use of early concept knowledge, language and skills

Numeracy Framework

-develop understanding about numbers, patterns and relationship - exploration and engagement in numeracy learning experiences -connections and develop knowledge

- develop understanding about numbers, patterns and relationship - use of number knowledge and strategies - identifying, sequencing, grouping and recording numbers.

Leve l One

NZ Curriculum Level 1

Follow the links below to download the frameworks.

Listening, Reading and Viewing

Listening, reading and viewing framework

Speaking, Writing and Presenting

Speaking, writing and presenting framework

Number
The number framework

Theoretical Basis
The frameworks draw on a combination of theoretical perspectives including: Developmental theory Socialisation of Learning Multiple and Individual Pathways of development Cognitive theory e.g. object reference and permanence

Evidence Base
The frameworks were developed by teams of lead teachers and principals led by high level facilitators with a focus on unity of purpose and understanding. The frameworks were tested and moderated within and across schools from CRSSR as well as through online moderation. The following is a list of documents on the TKI Frameworks to expand and enhance Level One of the New Zealand Curriculum site that have informed the development of the Literacy frameworks: Ministry of Education, (2003). Effective Literacy Practice in Year 1 to 4. Wellington: Learning Media. Ministry of Education, (2007).The Zealand Curriculum. Wellington: Learning Media Ministry of Education, (2009a). Learning through talk: Oral language in Years 1-3. Learning Media: Wellington Ministry of Education, (2009b). Learning through talk: Oral language in Years 4 to 8. Wellington: Learning Media

Pros
Looks at each child individually Provides direction and a pathway for teachers working with children below Level 1 of the curriculum Allows small achievements to be recognised and celebrated Evidence based and moderated Draws on a range of learning theories

Cons
Exemplars not available online Developed in Special Schools, how does this translate to an inclusive mainstream class?

Fit with in NZ context/ principles of assessment from NZC

The New Zealand Curriculum defines the purpose of assessment as improving; students learning and teachers teaching as both student and teacher respond to the information that it provides ( Ministry of Education, 2007, p.39) By situating a child on the part of the framework most representative of their current strengths teachers can respond with an appropriate program for achieving goals laid out in the next part of the framework. The Expanded Frameworks are in line with the following NZC characteristics of successful assessment: Benefits students Involves students Supports teaching and learning roles Is planned and communicated Is suited to the purpose Is valid and fair

In the Literacy Framework Fuel stages dimensions that link specifically to Level 1 of NZC are not included as children are not yet ready for these. However, the Launch stages Include dimensions from Level 1 based on NZC indicators of purpose and audience, ideas, language features and structure. The professionals developing the Number Framework based it on the following definition of numeracy providing a direct link to NZ settings To be numerate is to have the ability and inclination to use mathematics effectively at home, at work and in the community.' The numeracy Knowledge dimensions of the NZC (Numeral Identification, Number Sequence and Order, Grouping/ Place Value, Basic facts) are embedded in both the Fuel and Launch stages of the framework. Exemplars from NZ schools are available from jann@fairhaven.net.nz We have Maths exemplars Number and Algebra, Geometry and Measurement and Statistics $60 each. We have just revised all the English exemplars in line with the new curriculum theyll be published next term

We have the older English exemplars which we are now selling at half price $30 (Cravel, J., personal communication, email, 27 September, 2013)

Conclusion
Discovering and learning about the expanded frameworks had had a direct and immediate impact on my classroom practice allowing us to position one of my target children and plan relevant tasks for next term. Target Student Listening, Reading, Viewing: Fuel 5 Speaking, Writing and Presenting: Purposes and Audiences: Launch 1 Ideas: Fuel 6 Language Features: Launch 3 Structure: Launch 3 Number: Numeral Identification: Launch 3 Number Sequence and Order: Launch 2 Grouping/ Place Value: Launch 3 Basic facts: Launch 2 My next step is to ask his TA to do the same exercise and then we can compare results and come to an agreement over his current needs in numeracy and literacy. This is a clearly laid out, user friendly, assessment tool that I have already recommended to other teachers in our syndicate.

References
Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media. Ministry of Education. (n.d.). Frameworks to expand and enhance Level One of the New Zealand Curriculum. Retrieved September 2013, from Assessment Online: http://assessment.tki.org.nz/Assessment-toolsresources/Tools-for-Learners-with-Special-Education-Needs/Level-OneFrameworks