Key Takeaways:
- The new English and maths curriculums have changed the way teachers teach, with a focus on structured literacy and numeracy.
- Schools have focused on one or other of the new curriculums this year, with more work to be done next year.
- Teachers have seen significant improvements in children’s results, particularly in maths and literacy.
- The new curriculums have brought about a pedagogical shift, with a focus on high-leverage teaching practices and gradual release of information to students.
- Schools are concerned about the pace of change, with too much being introduced too quickly.
- Teachers are finding the maths curriculum helpful, but are still "unpacking" the new English curriculum.
Introduction to the New Curriculums
The introduction of the new English and maths curriculums has brought about significant changes in the way teachers teach. Schools have been working to implement these changes, but many are still in the process of "unpacking" the new curriculums. At Rowandale School in Auckland, principal Karl Vasau said that teachers were still getting to grips with the new English curriculum, and had focused on maths this year. The school has seen significant improvements in children’s results, particularly in maths, thanks to the introduction of a structured numeracy program. Vasau said that the program had helped teachers to deliver maths lessons more effectively, even if it was not their area of strength.
A Change in Approach
At Dunedin’s George Street School, principal Robyn Wood said that the new curriculums had brought about a pedagogical shift, with a focus on high-leverage teaching practices and gradual release of information to students. The school has introduced new teaching methods, including the use of mini whiteboards, to help students engage with the material. Wood said that the new curriculums had clearly had an effect, with students showing a better understanding of maths concepts, particularly times tables. The school has also seen a significant improvement in literacy, thanks to the introduction of structured literacy programs. Wood said that the school had focused on the English curriculum this year, and would be looking at the maths curriculum in more depth next year.
The Benefits of Structured Literacy
Wood said that the structured literacy approach had been particularly helpful for children who were struggling with reading and writing. The program had helped to close the gap in knowledge of letters and sounds, and had given children a solid foundation in literacy. Wood said that the program had also been helpful for children for whom English was a second language, and for dyslexic learners. The school had seen a significant improvement in vocabulary and grammar, with older children able to engage with more complex texts. Wood said that the structured literacy approach had been a game-changer for the school, and had helped to improve student outcomes.
Pace of Change
At Tauranga’s Tauriko School, principal Suzanne Billington said that the new curriculums had provided a lot more detail about what teachers should teach at each year level. However, she said that introducing two new curriculums in one year had been a massive undertaking, and the school had concentrated on English this year. Billington said that the school would be looking at the writing side of things next year, and would be introducing new programs to help students improve their writing skills. She said that the new curriculums had brought about a lot of work for teachers, but much of the content was not new. Billington said that the government was trying to introduce too much too fast, and that the pace of change needed to be slowed down. She said that teachers needed time to get their heads around the new curriculums, and to trial and practice them in the classroom.
Challenges Ahead
Billington said that the government’s decision to change the curriculums in October had added to the challenges faced by schools. The school had put in a lot of work this year, but was now having to go back to the drawing board. Billington said that the government was expecting too much from teachers, and that the pace of change was unsustainable. She said that the government risked undermining the improvements it was trying to make, and that a more gradual approach was needed. Billington said that teachers needed time to understand the new curriculums, and to develop their practice. She said that the government needed to slow down the pace of change, and to give teachers the support they needed to implement the new curriculums effectively.
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