Education Minister Nikki Kaye has congratulated 30 highly-accomplished Māori and Pasifika student teachers who have been awarded Kupe Scholarships.
The prestigious scholarship aims to attract Māori and Pasifika high achievers to the teaching profession and support them to become inspiring teachers and role models in early childhood, primary and secondary education.
“I’m delighted by the outstanding calibre of scholars that the Kupe Scholarship encourages into a teaching career,” says Ms Kaye.
“These scholars have already demonstrated high academic achievement, leadership, and close links with their communities.
“This scholarship provides them the opportunity to make a real difference to children and young people, from early childhood education through to secondary and right across the country.”
The Kupe Scholarships fund course fees and study allowances, and offer mentoring and recruitment support after graduation.
“The scholarships are part of our drive to encourage more high calibre professionals into teaching, with a strong focus on increasing the number of Te Reo Maori speakers,” says Ms Kaye.
“I’m delighted that once again we have a wide range of scholars, from a former Manu Samoa rugby player, a grandmother who has changed careers from accountancy and the resident composer for the New Zealand Secondary School and New Zealand Youth Choirs.
“People come from a variety of backgrounds. Several of the scholars have families and credit their children with inspiring them to want to teach. Others are young men and women just starting out on their careers.”
More than 90 applications were received for the 30 available scholarships.
Alongside the funding each recipient also receives taonga keepsakes in the form of a stylised paddle ‘hoe’ or waka / vaka / va’a as a permanent recognition of their achievements.
These were presented by Associate Education Minister Tim Macindoe at a special ceremony at Parliament in Wellington.
Education Minister Nikki Kaye today announced the formal establishment of the new $11 million primary school for Halswell in Christchurch, which will now open in 2019.
“The Halswell area is experiencing rapid growth, and we’ve responded to that by bringing forward the planned date for Halswell West Primary School, to ensure children will be able to attend a local school,” says Ms Kaye.
The new school, which is part of the Christchurch Schools Rebuild programme, was originally scheduled to open in 2022.
“The Government is committed to ensuring that our school network supports communities’ needs, especially in areas where there’s sustained population growth,” says Ms Kaye.
Halswell West Primary School will be situated on the corner of Richmond Ave and Killarney Ave, near the new residential subdivision of Knights Stream Park, between Prebbleton and Oaklands.
It will cater for children from years 1 to 8 and will initially have space for 450 students, with the capacity to expand to accept up to 700.
“I’m pleased today’s announcement reflects the wishes of the local community in Halswell. A new primary school was the preferred option following community consultation,” says Ms Kaye.
“Construction of Stage One of the school will start early in 2018.
“There will be multiple stages to the build, with the second stage beginning when roll projections show that more spaces are required. Ultimately the school will be designed to accommodate 700 students.”
An Establishment Board of Trustees will be appointed to begin the process of developing the school.
“The Establishment Board of Trustees has a vital role to play,” says Ms Kaye.
“They will be responsible for appointing staff, including the principal and working with the Ministry of Education through the design and construction phases to set up the school.
“This is an incredibly exciting time for the Halswell community. The opportunities that a brand new school allows are truly eye opening when it comes to teaching practice and how students learn.
“I’ve visited some fantastic new schools right across the country to see first-hand the innovative and future focussed way staff and students are now operating.”
The funding for Halswell West Primary School is part of the $1.137 billion Christchurch School Rebuild programme, which is rebuilding or renewing 115 schools by 2022.
To date, 11 schools have been completed, 27 are under construction and 19 will start construction this year.
Education Minister Nikki Kaye has announced an increase to the maximum roll of Bethlehem College in Tauranga, and approval for the college to establish a new campus in Rotorua.
“This announcement reflects the Government’s commitment to ensure there’s both sufficient capacity where needed, as well as choice within our education network,” says Ms Kaye.
Bethlehem College is a co-ed, state-integrated school offering non-denominational Christian-based education.
As the proprietor of Bethlehem College owns and leases the property on which its school is located, the maximum roll increase was approved based on them demonstrating they have the property to support increased student numbers.
“From next year, the college will be able to provide 60 additional places for Year nine to 13 students at its Tauranga campus,” says Ms Kaye.
“Tauranga is one of our fastest-growing areas, and the Government has been investing heavily in new schools and classrooms to help meet roll growth in the city and surrounding communities.
“The additional spaces that Bethlehem College will offer from 2018 will contribute further to the enhanced capacity of the local school network.”
Bethlehem College’s new Rotorua campus will be located on the site of the current Chapman College.
“Bethlehem College will offer 120 places for Year one to eight students from its new Rotorua base from the beginning of next year,” says Ms Kaye.
Chapman College will stop providing education for Year 1-8 students from 2018. It will continue as a private school for Year 9-10 for two years, and close at the end of 2019.
“State-integrated schools such as Bethlehem College are an important part of our education system, because they offer families the choice of education with a special character that’s either religious or philosophical in nature,” says Ms Kaye.
Around 89,000 students, or around 11 per cent of the student population, are educated in state integrated schools.
“Today’s announcement means another integrated schooling pathway, linking primary and secondary schools, will be available in the Bay of Plenty area,” says Ms Kaye.
“The changes are also expected to strengthen the recently approved Waikato-Bay of Plenty Non-Denominational Christian Community of Learning.
“Communities of Learning are about increasing student achievement, through early education services, schools and tertiary providers working together to share expertise and lift the quality of teaching and learning.
“Bethlehem College is a high-performing school with above-average National Standards achievement rates, so I know there will be many families in the Tauranga and Rotorua area who will welcome today’s announcement.”
Minister of Education Nikki Kaye, today announced two appointments to the Board of the New Zealand Qualifications Authority.
Neil Quigley is reappointed as member for one year, whilst Justine Munro is appointed as member for a term of two years.
“I am delighted with these appointments,” says Ms Kaye.
“Dr Quigley is Vice Chancellor of the University of Waikato. He has been on the Board since 2010 and will bring continuity in oversight of NZQA’s strategic work programme.
“Ms Munro comes from a background in law and management consulting, and is passionate about social innovation and change through new technologies.
“Both Neil and Justine will ensure the Board is well placed to provide governance oversight of NZQA in the coming year.”
New Zealand Qualifications Authority co-ordinates the majority of qualifications in schools and some tertiary education and training providers. It also works to ensure that New Zealand qualifications are recognised overseas and overseas qualifications are appropriately recognised in New Zealand.
“I would like to thank outgoing members, John Morgan and Rachael Tuwhangai, for their service and convey my appreciation for the time and energy they have given.
“They have each made a valuable contribution to the NZQA Board.”
Over 7000 new leadership, mentoring and volunteering opportunities for young people have been created as a result of investment decisions made by the Ministry of Youth Development’s Partnership Fund Board, Youth Minister Nikki Kaye announced today.
“In mid 2016, the Government committed funding to seed a Partnership Fund overseen by an independent board, with the aim of attracting investments from business, philanthropic, iwi and other partners to help grow youth development opportunities,” says Ms Kaye.
“Since then, the Board has approved investment of over $1.2 million of Government funding, alongside partner contributions of over $3 million.
“The fund was tasked with achieving 6,000 new opportunities annually, so to achieve 7,000 in its first year is a fantastic result.
“In total, I announced 26 new partnerships in the 2016/17 year. These were located throughout New Zealand, including remote communities, and included initiatives with a sports, technology, environmental, rural and creative focus. There were also programmes aimed at supporting young people with disabilities and developing future Maori leaders.
“Many of the partnerships involve multiple partners. It’s great to see there are so many individuals and organisations out there who see the value of investing in and developing our young people.
“An important goal of the Partnership Fund is supporting young people from disadvantaged backgrounds.
“There are lots of young people with enormous potential living in situations where positive opportunities are limited. We want to reach out to them and provide support to transcend social barriers, and overcome issues such as family violence.
“At Waitangi last weekend, I met some outstanding young people who are part of a mentoring programme being delivered through a partnership with the Moko Foundation.
“I strongly believe that a youth development opportunity such as a mentoring relationship can turn a young person’s life around, or propel them in a whole new direction. It was amazing talking to the young people at Waitangi about the challenges they’d overcome and the positive paths they are now pursuing.
“Two nights ago, I was at Feilding High School where NZ Young Farmers hosted a prizegiving for AgriKids and TeenAg participants.
“TeenAg, which is helping to grow our future agriculture sector leaders, is another initiative supported by the Partnership Fund. It’s great to be meeting so many young people who are benefitting from these youth development opportunities.
“Often these opportunities enable young people to give something back to their community at the same time as they better themselves, such as programmes where young people learn leadership skills as they mentor other young people.
“We have so many talented young people, and it’s a privilege to see them growing and embarking on new pathways to success.
“Planning is underway for the next 12 months, with the Partnership Fund Board meeting soon to explore more potential investments.
“I’m really looking forward to what will be achieved this year, and the new partners who will work with the Government to expand the reach and breadth of youth development opportunities across New Zealand."
The latest projects are being funded in the third round of the $18 million Teacher-led Innovation Fund (TLIF), which for the first time has been opened to teachers from early learning services to directly apply for funding.
“TLIF is about enabling our teachers from early learning through to secondary to try something new, something different and innovative to inspire children and young people in their learning.
“It’s also about ensuring that our teaching and learning practices are modern, relevant and future focused, taking the best from new methods being tried internationally alongside testing new Kiwi ideas.
“Teachers right across New Zealand are making the most of the new opportunities that digital technology and the opening up of traditional classroom spaces through modern learning environments allow, to engage children in learning in totally new ways.”
TLIF is focused on supporting projects that engage students who are Māori, Pasifika, have special education needs, or come from low socioeconomic backgrounds.
Round three involves teachers from 35 schools, 10 early childhood education services me nga kōhanga reo, and 19 Communities of Learning | Kahui Ako.
During a visit to the early childhood education centre A’oga Fa’a Samoa Incorporated in Auckland, Ms Kaye highlighted the use of digital technology in round three.
“I’m delighted that several of the projects are using digital technology to improve practices in teaching and learning” says Ms Kaye.
“Teachers are tapping into the technologies that children and young people use in their daily lives to make learning relevant and exciting.
“Here at A’oga Fa’a Samoa the teachers are going to be using digital technologies to support second language learning. Another TLIF project in will use the principles of gamification to engage students.
“Alongside using new technologies the projects in round three also have a strong focus on improving the transition for students both starting school and moving between years. For example, a project in Nelson will test an international programme for new entrants with high, social, emotional and behavioural needs.”
Other projects include:Using student profiles in the middle years to support improving student engagement and achievement, parent and whanau understanding and changing teacher practices. Teachers working collaboratively with students and whanau to redesign curriculum, building on students’ identity, cultures and languages to lift achievement. Using student-directed learning in science, technology engineering and maths to support boys’ writing.
“Six new projects will be led by early childhood education providers”, says Ms Kaye.
“Promoting innovation and excellence in early childhood teaching is critical, given the clear link between high quality early learning and positive education outcomes in later life.”
“All of these new and exciting teacher-led innovation projects are part of our commitment to make excellent teaching common practice in every school and service in New Zealand.”
TLIF is part of the Government’s $359 million Investing in Educational Success initiative to increase collaboration among teachers and schools to raise achievement for students. Today’s announcement adds to the 85 projects that have already been funded through TLIF.
The next funding round opens in November 2017.
Education Minister Nikki Kaye and Associate Education Minister Louise Upston today announced the official opening of the $14 million redevelopment of Northland College in Kaikohe.
Ms Upston was at the college this morning for the official opening ceremony.
Ms Kaye says today is a big day for the college and the communities it serves.
“This was a major project that was effectively a school rebuild. When I visited the college in August 2015, I acknowledged that they’d been working in less than ideal conditions for some time,” says Ms Kaye.
“It was great to be able to announce the redevelopment then, and to see the completion of this big project just under two years later, which means students can now learn in a modern, innovative environment.
“I was in Waitangi last Saturday, where I met some amazing young people who are overcoming challenging backgrounds to get on a positive path to success.
“The Government is committed to investing in Northland and supporting the region and its young people to realise their potential.”
Ms Upston says the modern new facilities at Northland College, which include a multi-purpose gymnasium, library and technology areas, will provide students with the best opportunities for learning.
“With features like digital learning which increases engagement and an attached farm and forest and trades academies, Northland College is well-placed to develop better learning pathways for its students,” says Ms Upston.
“It’s particularly pleasing that Ngapuhi iwi and the local were involved in the design of the new college block from the outset.
“The Government believes it’s important that local communities and iwi are engaged with their local schools in all aspects.”
The 21 new teaching are designed to be innovative learning environments.
The design of the new buildings includes flexible spaces and the new gymnasium and hall will provide indoor sports on full-size courts.
“Unlike traditional single classrooms where a teacher works with a single class, today’s teachers work more collaboratively with students in different sized groups and individually,” Ms Upston says.
There is also a new teen parent unit near the school complex that will allow students who are parents to continue their studies in a specially adapted environment.
The new college can accommodate 350 students but has the potential to be expanded to take up to 450 students.
The Government has decided to transfer responsibility for teachers’ professional learning and development (PLD) from the Ministry of Education to the Education Council, Education Minister Nikki Kaye announced today.
This means the total amount overseen by the Education Council over a three year period for PLD will be worth more than $200 million from the start of 2018.
“The Education Council is the independent body which promotes excellence and whose role is to share best practice in the education sector,” says Ms Kaye.”
“It makes complete sense for the Council to take over responsibility for upskilling our teachers, especially as it has a broader statutory remit than the previous Teachers’ Council.
“We know the quality of teaching and leadership has a significant impact on student achievement, so it’s only right that we do as much as we can to support teachers, principals and other education staff to grow and develop, and for them to learn new skills and improve their teaching and learning practices.”
The transfer is part of a wider redesign of support for teachers’ PLD, which has been underway for some time.
“The redesign aims to make PLD more responsive to the needs of teachers, education leaders and students, and build greater equity and excellence in priority areas of the curriculum,” says Ms Kaye.
“The transfer has been planned since the start of the PLD redesign programme, and the Education Council has worked closely alongside the Ministry of Education through all the steps of this process.
“I’m confident that the Education Council is well placed to take up this important responsibility.”
The Education Council was formed in 2015, replacing the previous Teachers’ Council. It’s responsible for establishing and maintaining the criteria for teacher registration, approving teacher education programmes and setting the criteria for qualifications that lead to teacher registration.
“Annually around $65 million is invested in teachers’ PLD, and earlier this week I announced that the Government would provide an additional $24 million over three years for professional learning and development opportunities linked to the new digital technologies curriculum content,” says Ms Kaye.
“This new investment comes on top of around $21 million of already expected spending on digital-related PLD.
“With the advent of changes to the curriculum, it’s crucial that teachers are well prepared to deliver the new content.
“The Education Council will play a key role in developing the skills and understanding of teachers in the digital space, so we can truly become a digitally fluent nation.”
Around $21 million will be invested for more new classrooms in Auckland as part of Budget 2017, say Education Minister Nikki Kaye and Associate Education Minister Tim Macindoe.
Ms Kaye made the announcement during a visit to Rowandale School in Manurewa this afternoon.
“This investment will see 41 new classrooms built, including 34 roll growth and seven replacement classrooms, at eight schools across Auckland,” says Ms Kaye.
The schools receiving new classrooms are:Beachlands School – 10 classrooms Dominion Road School – 4 classrooms Meadowbank School – 4 classrooms St Thomas School, stage 2 – 9 classrooms Bairds Mainfreight Primary School – 2 classrooms Rowandale School – 6 classrooms Te Kura Kaupapa Maori o Te Kotuku – 2 classrooms Onehunga Primary School – 4 classrooms.
“Auckland is our fastest growing city, and the Government is committed to creating extra capacity in schools to support this,” says Ms Kaye.
“The 34 new roll growth classrooms will provide around 680 additional student places to help schools with growing rolls.
“These additional places are part of a total 4,000 new student places being delivered through Budget 17 for the Auckland region.
“Combined with 17,000 places already announced, we’re on-track to deliver a total of 21,000 new student places for Auckland by 2021.
“We’re also committed to upgrading and modernising school property, by building replacement classrooms where needed.”
Mr Macindoe says this investment is part of the $240 million investment allocated for Auckland school infrastructure under Budget 2017, which provides $87 million for roll growth classrooms across the city.
“As well as the roll growth classrooms, the total $240 million investment will provide Auckland with four new schools, one major school expansion, the relocation of two special education schools and additional special education satellite units,” says Mr Macindoe.
“Today’s announcement builds on more than $150 million invested through Budget 16 for education infrastructure in the Auckland region. This will deliver five new schools, four of which will be delivered through public private partnerships, as well as a school expansion and new roll growth classrooms.
“We have now announced all nine of the new schools that the Government pledged in 2014, with the four schools announced this year as part of Budget 17 adding to five new schools announced under Budget 16.
“Budget 17 is investing $456.5 million in education infrastructure nationally.
“This takes the Government’s overall commitment to extending and upgrading schools in recent years to over $5 billion.”
Further announcements about Budget 17 school property investments will be made over the next few weeks.
Delivered to Education Cross Sector Forum on Raising Achievement – Digital Technology (not delivered word for word)
Tēnā koutou katoa and greetings to you all. Thank you all for taking the time to be here today. I understand how hard you work and how innovative so many of you are in your approach to teaching and learning. Thank you for what you do every day in our schools and communities.
We have both education leaders and representatives from the Information and Communication Technology (ICT) sector here today. Your ability to work in partnership on digital fluency has the power to give young people incredible opportunities to improve both the social and economic prospects of our nation for decades to come.
I’m delighted to be with you at this National Cross Sector Forum with a focus on digital fluency. I’d like to update you on the work we’re doing to continue to develop more innovative learning environments in our schools, and give young people opportunities to access rich learning designed to build digital skills and fluency.
In particular, I’m delighted to launch consultation on the draft digital technologies content for the two documents which comprise our National Curriculum for schools and kura.
This is the biggest change to our curriculum in 10 years.
I’m also pleased to be able to share with you the details of a comprehensive package of initiatives to support both implementing the new curriculum, and shifting our education system to a more digitally-oriented environment.
The curriculum changes and supporting package of initiatives build on the $700m of investment this Government has already made in digital education infrastructure.
I want to acknowledge our Prime Minister the Rt Hon Bill English, who as Finance Minister in the middle of the global recession agreed to spend so much money on initiatives like the Network for Learning (N4L) Managed Network, to power up connectivity in our schools.
Through the Managed Network, our Government has proven to be a leader in providing state schools with fast, uncapped broadband connections paid for by the Crown. We know that there are teachers and young people across the world who don't have the connections to be able to teach and learn. This school connectivity has been a major priority for our Government.
However, we have also recognised that we will fail as a country if it is only about connectivity. The focus must be on the quality of learning that is occurring.
While many of you are leaders in this and have a strong focus on pedagogy, there needs to be greater investment to ensure we’re future proofing our education system and preparing young New Zealanders for not just the 2020s, but also the 2030s and 2040s.
Investing in our teachers through professional learning and development (PLD) has already been a focus for the Government. We have already made digital fluency a national priority for PLD. But we need to do more to ensure teachers are confident to capitalise on technologies for teaching and learning across the curriculum and in delivering 21st Century digital technologies curriculum content.
Whether it’s New Zealand's work in movie-making or the work of Rocket Lab launching rockets into outer space, world-class technology is playing a major role.
An Australian report indicates that around 40 per cent of current jobs are considered at high risk of automation over the next 10 to 15 years. This trend could be expected to apply here in New Zealand too, so people across the economic and social spectrum - business people, scientists, engineers, farmers, health professionals and even artists - will all benefit from knowledge and skills relating to software development, digital media content and technology design.
Our curriculum must keep pace with this fast-changing world. The package of initiatives I’ve announced today is about ensuring more young New Zealanders are digitally fluent for the future.
Using new technologies to reduce teacher workload
There may be some people who say that teaching digital fluency will add to teacher workload.
I want to acknowledge at the outset that apart from the longer-term educational benefits, I also see wider potential for digital technologies, alongside reduced bureaucracy, to reduce teacher and principal workload. This will be through good investments in our education ICT architecture.
We are working through a digital education strategy involving key education agencies. I have asked the Ministry of Education to work with the sector to look at ways we can use new technologies to better support our teachers and principals, to free them up for teaching and learning. We will be engaging with the sector on this in the coming months.
A Nation of Curious Minds and the fusion of science and technology
It was almost a year ago that my predecessor, Hon Hekia Parata, announced that she’d commissioned the Ministry to work with industry and education sector partners to develop new content which would make digital technologies more explicit in the National Curriculum.
The aim was, and still is, to better support our young people to gain the skills and knowledge they will need to succeed in the 21st Century.
The vision has been to make a transformative change to the teaching and learning of digital technologies in the curriculum by increasing the visibility of digital technologies within the Technology Learning Area and Hangarau Wahanga Ako.
A key catalyst for this work was the Government’s Science and Society Strategic Plan, A Nation of Curious Minds: Te Whenua Hihiri i te Mahara.
This is an ambitious, far-sighted plan developed jointly by the Ministry of Education, the Ministry of Business, Innovation and Employment (MBIE) and the Office of the Prime Minister’s Chief Science Advisor. It recognises the importance of science and technology to New Zealand’s future, and identifies three specific outcomes over the next 10 years.
These are:more science and technology-competent learners, and more people choosing science, technology, engineering and mathematics (STEM)-related career pathways a more scientifically and technologically engaged public and a more publicly engaged science sector a more skilled workforce and more responsive science and technology.
So, as you can see, the education sector is pivotal to the vision of A Nation Of Curious Minds becoming a reality.
Understanding digital technologies and their impact on our education system and society
Digital technologies have revolutionised how we live and work, and are increasingly influencing almost every facet of our lives. A few decades ago, ICT was only used in specialised jobs. Now it’s an integral part of all work places.
To participate successfully in society and get the jobs and careers they want, young New Zealanders will need to be confident using a broad range of digital technologies in a variety of settings.
Digital fluency is now an essential life skill for our young people. And by digital fluency, I don’t mean just being able to use technology effectively. It’s also crucial that young people develop computational and algorithmic thinking skills and knowledge, so they can become innovative creators of digital technologies.
Acquiring the skills and knowledge needed to be a successful creator and consumer of digital technologies does not necessarily mean that students will need to spend more time learning online. Many of the skills and competencies involved, particularly in the early years of schooling, can be practiced in a range of contexts.
Schools are required to develop safe practices for the use of devices and the Ministry provides guidance about what could be included in this policy.
I recently welcomed the release of updated health guidelines around young people and screen time, and the Government is working to combat issues such as cyber-bullying. We don’t want young people online for the sake of it, and we are focused on their ability to both safely navigate and create new technologies.
We have invested in the Connected Learning Advisory – Te Ara Whītiki, which gives free advice on integrating digital technologies with teaching and learning, and Netsafe also provides advice and guidance to schools. It’s important that we continue to help young people know how to keep themselves safe online, and keep working to reduce cyber bullying.
I also recognise that it’s important to understand how digital technologies are impacting on our society and our education system. I have asked the Prime Minister’s Chief Science Advisor Sir Peter Gluckman and the Education Science Advisor Professor Stuart McNaughton to undertake work to ensure we continue to fully understand the impact of digital technologies, particularly on areas like writing and communication skills.
Investing in digital pathways
Tertiary education providers and employers expect that every student’s school education will encompass the teaching of digital technologies. So it’s vital that we fully integrate digital technologies teaching and learning into our education system.
All young people from years one to 10 will take part in digital technologies learning, and students who choose digital pathways for NCEA will develop the more specialised skills that our industry partners say are in high demand. This will open doors for further tertiary study and rewarding careers in digital technologies.
Digital technologies provide opportunities for young people to connect with others, to access a vast array of information, and to learn anywhere, anytime. If we’re serious about fully integrating digital technologies into our education system, we need to ensure that digital technologies teaching and learning is prominent in our National Curriculum for schools.
That is something we have been focusing on for the past three years. I am grateful for and acknowledge all the education and industry partners who have been so generous with their time and expertise to work with us to embed digital technologies in our National Curriculum.
We know that many schools and teachers are doing a fantastic job of teaching digital technologies in their schools and communities, and the teacher subject association, New Zealand Association of Computing, Digital and Information Technology Teachers (NZACDITT), is very active and successful in supporting them.
But we need to go broader. We need all schools and kura to have effective digital technologies teaching and learning programmes. We want to encourage and support all teachers to be equally future-focused. We owe it to all of our children to be ambitious for their sake and to work with a sense of urgency.
The changes we make now will give us a significant opportunity to equip learners for the next 10 to 15 years. Children starting Year 1 in 2018 have a long educational journey ahead of them. Being conservative or cautious in our approach today will make it difficult for us to meet their needs when they enter Year 13 in 2030.
Changes to the Curriculum
Right from the start, we realised we couldn’t do this alone – we needed educators, business, industry and families to join us on this journey. And I’m delighted at the willingness of so many stakeholders to roll up their sleeves and contribute to developing English-medium and Māori-medium digital technologies curriculum content.
We have been working with the education and business sectors to ensure effective integration of the new digital technologies content into existing programmes of study within a local context, delivered through Communities of Learning | Kāhui Ako.
A number of other jurisdictions around the world have recently included digital technologies in their curriculums, such as Australia, England and Massachusetts.
Overseas curriculum content places strong emphasis on learners developing the skills needed to become active creators of digital technologies. We have built on current leading edge international thinking and then taken it beyond what’s being done elsewhere.
Our goal is to have Digital Technologies | Hangarau Matihiko content in both The New Zealand Curriculum and Te Marautanga o Aotearoa, from Year 1.
In short, we need to make digital technologies more explicit in the National Curriculum, to support all students to gain digital skills and knowledge. And that is the journey we embarked on almost a year ago.
We propose that as part of the Computational Thinking knowledge area, students will develop computational and algorithmic thinking skills, and an understanding of the computer science principles that underlie all digital technologies.
In practice, this means students will learn how to develop instructions to control digital technologies. They will learn core programming concepts and how to take advantage of the capabilities of computers, so they can become creators of digital technologies, not just users.
As part of the Designing and Developing Digital Outcomes knowledge area, students will develop knowledge and skills in using different digital technologies to create digital content for a range of media.
They will learn about the way electronic components and techniques are used to design digital devices and become skilled in assembling and testing in an electronic environment.
The content developed for the Māori-medium curriculum will enable students to learn about digital technologies in various situations from a Māori worldview, and demonstrate Māori values and principles to ensure that designers and users create a positive impact in their whānau, hapū, iwi and local and global environment.
The Ministry of Education is not aware of another national curriculum where digital technology has been incorporated into an indigenous language curriculum.
Many of the skills learnt through the digital technologies curriculum will build on those learnt in other learning areas such as English | Te Reo, Science | Pūtaiao and Maths | Pangarau and prepare students for jobs we cannot yet define and as yet don’t exist.
These skills will complement the development of students’ key competencies to live, learn, work and contribute as active members of their communities, already outlined in the New Zealand Curriculum
The Curriculum Consultation
We are now at the stage where we want to share our draft curriculum content and seek stakeholders’ feedback through a formal consultation process.
Shortly, two consultation documents containing the curriculum content will be available for you to take away and read. They will also be available online via the Ministry’s website.
I encourage you to study the draft curriculum content and give us your feedback. I am sure that, like me, you will be greatly impressed with the quality and vision of the consultation documents.
This consultation belongs to everyone, so if you have a view then we want to hear from you.
Once the Ministry and project partners have considered the feedback and submissions have been received, revisions will be made to the draft curriculum content, and there will then be a second, shorter consultation period from early October to mid November.
From there, the timeframe is to gazette the curriculum changes by the end of this year and then forward them to schools and kura for them to use from the first term of 2018. The new curriculum content will be mandatory for use in all state and state-integrated schools from 2020.
Implementation support package
I recognise that this new curriculum content represents a significant change for schools, kura, teachers, leaders and teaching and learning environments. I acknowledge some will find it challenging which is why we are providing additional support.
As I’ve mentioned, the Government has already invested more than $700 million in state-of-the-art digital education infrastructure such as cabling, wireless technology and the Network for Learning (N4L) Managed Network.
So the hardware is already in place to support digital learning in schools and kura. To build on this, Cabinet has agreed to a $40 million package of initiatives.
There are three main parts to this package:Investing to upskill our teachers Investing to shift our education sector to a digital system Providing more digital opportunities for our young people.
I will now briefly outline for you the key features of each part of the package.
Investing to upskill our teachers
In 2015, we reformed how professional learning and development, or PLD for short, is delivered to schools, kura and Communities of Learning.
A key aspect of the reform was to ensure that PLD is focused on a few selected national priorities – reading, writing, mathematics, science and digital fluency.
I’m pleased to announce that we’re providing $24 million of new funding for Digital Technologies PLD over the next three years, on top of the $21 million we had expected to spend on professional learning and development for digital fluency.
Of this new funding, $9 million will be used to provide tailored PLD support based on identified needs of schools. Another $15 million will be used for a national programme to introduce teachers to the new curriculum, and provide them with teaching strategies to support delivery of the new content.
This investment will ensure all children have teachers with the skills, knowledge and confidence to teach the new curriculum content. Over 40,000 teachers will have access to the support they need over the next two years.
In addition, we will invest $3 million to support teachers and school leaders to work with up to 250 professional networks. These will assist schools and Communities of Learning | Kāhui Ako to be at the forefront of new technologies, and support them to deliver the new curriculum.
Teachers will lead the delivery of the new curriculum, but we want to do everything we can to support them to understand new technologies and translate this understanding into effective learning in the classroom.
In Finland, many schools capitalise on the opportunity for teachers to work collaboratively with digital technology experts.
I will work with the sector in New Zealand to determine how best to involve digital experts, such as educators, academics and industry professionals, in these networks, as well as the scope of their role and the appointment process.
As part of sector discussions, we will work through any potential barriers to these digital experts supporting schools, including whether they may need a limited authority to teach.
The Ministry will also work closely with the Education Council to support providers of initial teacher education to ensure teachers entering the profession have a strong understanding of the strengthened curriculum content and the confidence to teach it.
Investing to shift our education system to a digital system
To support the roll-out of the digital curriculum, we are providing $800,000 in new funding for the Ministry to contract an online education provider to supplement teaching and learning in the classroom.
This provider will partner with Communities of Learning, schools and kura to support students to engage with the digital curriculum. They could focus on specific areas of the new content, such as coding, robotics, animation and artificial intelligence, similar to those courses currently offered outside of classroom time by organisations such as MindLab and Code Academy.
We will also provide $3.5 million towards developing engaging, interactive resources, such as audio streaming content and apps, to support teachers to deliver the new curriculum.
Support for teachers will also be provided via guidance materials and a phone and email support service, leveraging off our existing investment in the Connected Learning Advisory – Te Ara Whītiki.
A 21st Century education system needs a modern and flexible approach to external assessment. Our current paper-based model does not always enable assessment to take place at a time that best suits the needs of students or in a mode that reflects their learning environment.
Over the past few years, the New Zealand Qualifications Authority (NZQA) has been trialling online provision of NCEA Level 1 practice examinations and piloting actual examinations, where the marks count towards NCEA, with a selection of schools and kura.
Over 20,000 Level 1 candidates from more than 260 secondary schools and kura participated in digital assessments in 2015 and 2016. These trials and pilots have revealed significant potential and sector support for moving to online-based external assessment of NCEA.
So we are providing NZQA with $2.9 million in new funding for further trials and pilots in 2018. This will ensure NZQA has the evidence base for developing, testing and evaluating further subjects for digital assessment.
Moving to online-based external assessment for NCEA will have significant benefits for both learners and the education system, including faster provision of assessment results to learners; richer analysis of results information to inform examination development, teaching and learning; and process efficiencies and business resilience for NZQA.
Providing more digital opportunities for our young people
Finally, our implementation support package includes a range of initiatives to inspire students to think digitally as they come up with ideas and set out to solve challenges.
We also want to make sure that more students, regardless of their background or circumstances, can access digitally-rich learning opportunities.
As part of the package, we are providing $6 million for a Digital Technology for All Equity Fund. This will support external providers to deliver high-quality, in-school and out-of-school learning opportunities for up to 12,500 students each year. The focus will be on ensuring access for young people from low income families and other disadvantaged backgrounds.
In my capacity as Youth Minister, I am also establishing a Youth Digital Enterprise Award scheme which will provide 330 $1,000 scholarships each year over three years. These scholarships will support young people to create innovative social and business enterprises with a digital focus.
Young kiwi entrepreneurs are already developing new and exciting businesses that are succeeding here in New Zealand and overseas, some already worth millions of dollars, and I want to support more young people to take this path.
This is just one example of how our initiatives, while focused in the classroom, are also looking to connect and work in the world beyond the classroom.
The final initiative I would like to outline today is a National Digital Championship. We will be establishing this competition at a cost of $1.2 million over two years, to be matched by an industry partner.
The aim of the championship will be to promote and showcase excellence in digital technologies learning across Communities of Learning. The competition will have a specific focus on young people’s projects with a community, social or environmental dimension.
In 2015, Israel established the National Cyber Competition, with the specific aim of opening a window for students into the world of technology and science, and through games and interactivity to encourage challenges, creativity and thinking outside the box.
We similarly hope to motivate our children and young people to explore the exciting field of digital technologies and encourage them to adopt innovative ways of thinking about the future.
Our decision to introduce digital technologies content into our curriculum is an ambitious, future-focused move.
We have a clear vision for a successful education system that meets the educational achievement challenge for every child and young person.
We need a sustainable, integrated, fit-for-purpose system to ensure children and young people gain the skills they need for life-long success.
The changes we are making now will make a significant contribution to achieving that vision and will help ensure that all students in all schools and kura will be better prepared for the digital world.
Thank you for your time and what you are doing to help invest in the future of young New Zealanders.