Responsive teaching and learning crucial in new NCEA Level 1

Andrew Mackenzie, assistant head of science at Aotea College, says learning that reflects local contexts and responds to students’ interests has motivated his class to engage with NCEA Level 1 Science.

Many teenagers might not describe science as ‘cool’. But with the implementation of the new NCEA Level 1 subjects and wāhanga ako this year, teachers now have the flexibility to design their courses and make what could be seen as a content-heavy subject, more stimulating and relatable. 

“The big difference is the shift towards local contexts,” says Andrew Mackenzie, assistant head of science at Aotea College.

During a recent lesson with his NCEA Level 1 Science class, Andrew taught his students about temperature, heat and heat transfer by explaining how umu and hāngī work.

For a lesson on sea level rise, his class had interesting discussions about Kiribati and other Pacific Island-nations that are facing an existential threat due to climate change.

Although it’s not a new approach, Andrew says using everyday examples to explain scientific concepts is the new norm. 

“In the past, western science dominated our thinking and views whereas now, we incorporate a lot more mātauranga Māori and other cultural examples where appropriate,” he says.

“When students are learning about sea levels rising, we do not look only at ice melting in Antarctica. We have broadened it to, ‘How will rising sea levels affect not just New Zealand but particular Pacific nations?’ We also consider its impact in specific regions like Northland and our local region of Porirua and surrounding suburbs, for example.”

Andrew says learning that reflects local contexts and responds to students’ interests has motivated his class of 15-year-olds to engage with complex scientific concepts.

It has also helped ensure Māori and Pacific students, who comprise about 55 percent of Aotea College’s nearly 1,300-strong student population, see their culture and identity reflected in their learning, he adds.

A head start

Aotea College has had a head start in using the new NCEA Level 1 achievement standards, having taken part in the pilots in 2022 and 2023.

“Taking part in the mini-pilots was quite challenging but it is now paying off,” says principal Kate Gainsford. 

“The level of professional knowledge that our teachers have and the quality of course design and resource development that has taken place means we are in a good position to implement the new NCEA Level 1 subjects.

“We now have significant depth of curriculum leadership because people have taken advantage of the opportunity to collaborate with others, refine resources, and engage in high-level thinking around the content of learning.”

Kate says teachers are pleased with the level of professional autonomy in shaping their lessons to suit their students’ needs and interests. 

Students are thrilled at having fewer assessments and loads of options to show what they know, says Annamieka.

With fewer, larger standards, the focus has also shifted from frequent assessments to more in-depth and responsive teaching and learning.

“Our teachers are now able to spend more time planning for teaching and learning, and engaging students with complex concepts. That has flowed through to the classes and has led to continued improvements in NCEA outcomes for Levels 1 and 2,” she says.

Students, on the other hand, are thrilled at having fewer assessments and loads of options to show what they know, says Annamieka, one of around 290 Aotea College students involved in the 2023 pilot.

“There are students who hate writing essays, hate the typical write, write, write,” she says. “Fortunately, there’s a variety of choices – poster boards, videos, slideshows, audio recordings, and even speeches as well as the traditional essay.”

Having various options to show their knowledge also helped students deal with word counts on most internal and external assessments. The school took part in NZQA’s Volume of Evidence trial to refine students’ critical thinking and written communication.

“It was hard when teachers were saying ‘you need more detail, you need a bit more explanation’ and you had already reached the 800-word mark.

“So, I did a few audio recordings for NCEA Level 1 Drama. It was one way of working out my word count and getting my point across in a cool way,” says Annamieka.

Collaborate with others

Schools and kura that have not taken part in the NCEA Level 1 pilots should give their teachers time to gain confidence in teaching the new NCEA Level 1 subjects and find ways to engage students.

“It does take time; there is no shortcut,” says Kate. “But if you allow time for people to get their heads around this, I do believe that it can re-ignite the passion for teaching in learning areas.”

Working together is also critical, she says. 

“Teachers need to share their ideas, expertise and resources within schools, across schools, or through their subject associations.”

For more information on how NCEA requirements are changing, visit ncea.education.govt.nz(external link)