Media Studies and the New Curriculum
NCEA Level 3 / Curriculum Level 8
“There is no education that is not media education”
Susanne Krucsay, Austrian Ministry of Education
Facilitator: Dave Warring, dave.warring@woosh.co.nz
Outline
• The new curriculum – intent and implications
• Key competencies at Curriculum Level 8
• Best teaching, learning and assessment practice
• Literacy at curriculum Level 8 – academic
• Culturally appropriate teaching – open forum discussion
• Level 2: what we have learned after one year
• The new Level 3 Media Studies standards
• Other business:
– Interpretation
– Teaching ideas and units
– Resources
– Course design
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The new curriculum
• Values, key competencies
http://nzcurriculum.tki.org.nz/Curriculum-documents/The-NewZealand-Curriculum/Key-competencies
• Literate critical thinkers
• Real-world contextualised learning and assessment
• Demonstrate understanding by applying it to find
solutions
• Think creatively – get away from in-class tests
• Flexible modes of evidence – but be appropriate
• Holistic
• Teaching at the forefront,
assessment in the background
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Demonstrating understanding
• … means assessment
• Learning applied in real contexts, over time, out
of- and in-class, to find solutions
• Think creatively – get away from tests
• Minimise assessment, e.g. combine
• Credit–Time formula
• Reasonable demand
• Curriculum level for quality – self-reference.
Key Competencies at Level 8
• Two critical areas in terms of literacy:
– Thinking
– Using language, symbols and texts
• What does Ministry say?
– http://nzcurriculum.tki.org.nz/Curriculum-documents/The-NewZealand-Curriculum/Key-competencies
• What do these look like at this level?
– How do we know?
– Discuss and define
The place of media studies
• A social science
“The social sciences learning area is about how societies work and how
people can participate as critical, active, informed, and responsible citizens.
Contexts are drawn from the past, present, and future and from places
within and beyond New Zealand.”
http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-ZealandCurriculum/Learning-areas/Social-sciences
• Three strands
– Media in Society; Reading Media Texts; Constructing Media Texts
• Learning objectives
http://seniorsecondary.tki.org.nz/Social-sciences/Media-studies/Learningobjectives
• Standards, Rationale, Matrix, CoA, Activities – Level 3
http://ncea.tki.org.nz/Resources-for-aligned-standards/Socialsciences/Media-studies/Level-3-Media-studies
Literacy and language demands
of the curriculum
• Language fundamental to thinking and learning
• Reading, writing, speaking, listening,
viewing/visual skills and the skills required to
communicate information in a range of subjectspecific forms, can be thought of as an interactive
tool set or kete required by all curriculum areas.
Increasingly complex, abstract
and specialised
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Texts longer
Text purpose and style varies across subject areas
Structural complexity increases
Word complexity increases – specific vocabulary
Sentence complexity increases
Graphic and/or visual representations more important
Conceptual challenge increases
– students are required to read across multiple texts
– locate, analyze, evaluate and synthesise information and ideas
– present them in increasingly sophisticated ways
Literacy and language – shared
responsibility
• Literacy and language demands are integral in
all teaching and learning activities
• Underpin all content-learning
• All teachers have to be teachers of language
• Challenge – literacy & language are implicit
• To succeed students require explicit teaching
of both content and literacy
• Language knowledge and skills in each
learning area are intertwined.
Literacy for media at Level 8
• NCEA Level 3 / Curriculum Level 8 means?
– Communication competence or ready for tertiary
• Level 6 focuses on functional literacy
• At Curriculum Levels 7 & 8 what does literacy
mean?
• Academic Word List – any surprises?
– http://www.uefap.com/vocab/select/awl.htm
• Who assesses?
• Issues teachers have to resolve.
Literacy for UE – 2012/2013
• No change
• 8 credits in English or te reo Maori at Level 3 or
higher, made up of:
– 4 credits in reading
– 4 credits in writing
• http://www.nzqa.govt.nz/qualificationsstandards/awards/university-entrance/
Literacy for UE – 2014 (1)
• 'New' university entrance from 2014
• Literacy - 10 credits at Level 2 or above, made up of:
– 5 credits in reading
– 5 credits in writing
• Evidence able to be gathered from a wide range of sources
• Teachers in all subjects required to ensure student work
satisfies literacy expectations if they award a standard
identified as providing that evidence
• NZQA has identified suitable subject standards:
http://www.nzqa.govt.nz/qualificationsstandards/awards/university-entrance/literacyrequirements-for-university-entrance-from-2014/
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Literacy for UE – 2014 (2)
• Literacy requirements to gain University
Entrance (UE)
“… be sufficiently prepared to enter university-level
courses.
“The … skills … are generic … [in] university study the
level of literacy required will be more advanced and
discipline specific.
Students should be able to exhibit the following generic
reading and writing skills:
 read with understanding – ‘reading between the
lines’ … to grasp the nuances of the type of text*
 critically analyse what has been read
 synthesise … opinions/insights/points of view
 present an opinion/insight/point of view backed by
acknowledged evidence from a reading(s)
 write an opinion/insight/point of view
coherently and cohesively.
Culturally responsive pedagogy
• Bishop, R., Berryman, M., Cavanagh, T. and Teddy, L.
(2007)
A culturally responsive pedagogy of relations is
one where teachers … develop learning–teaching
relationships where:
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power is shared
culture counts
learning is interactive/dialogic (collaboration, co-inquiry)
connectedness is fundamental to relations:
school/community aspirations are aligned
– Excellence is a common vision
» (Bishop et al, p.25)
CRP – Questions for teachers
• Do you build a relationship with your students?
• Do you consider/connect with their cultural
background?
• Do you consider the group/whanau vs individual
achievement dichotomy?
• Do you ask about/use their native language, even
for greetings and praise?
• Does your classroom look like a place where the
students are valued for who they are?
• Is current student work displayed?
• Do you change what’s on your walls or is it
‘wallpaper’?
CRP – Questions for teachers
• Can a visitor tell it is an NZ classroom and not
just a classroom anywhere in the world?
• Is the classroom a space students feel
comfortable in and belong?
• Do you co-construct classes and programmes?
• Do you encourage inquiry-based learning?
• Is there some level of self-determination for
students?
• Do you encourage collaborative learning?
• How?
CRP – Questions for teachers
• Do you include/use languages other than
English in your instructions, praise,
discussions or conversational greetings?
• How else do you acknowledge the cultural
diversity in your class?
• Can we fix all this tomorrow?
L3 Standards and draft activities
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Plus ça change…? Or not?
Key terminology
‘New’ embedded aspects of media: what and why
Moving Image trial observations – DT
Print production activity revisions
Hot spots: issues with/queries about draft
standards and activities
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Reflection
The design/produce interwoven loop
Single assessment task for 3.5 and 3.6
From the floor
L3 Standards and draft activities
• Standard clarifications
– Documentation
– design and produce
– number of texts (3.8 vs 1.8/2.8)
• Draft activities
– moving image trialing – Deb T
– print activity revisions – DW
• Teaching ideas/questions
• Your assessment drafts for questions/tweaking
• Show and tell – your examples
Level 2
• What we’ve learned after a year
– Development, Audience response to genre
(vs. Relationship to society at Level 3)
– Reflection: design process goes on through production
– Time for design and production
– Choices, choices: implications for course design
– Don’t work in splendid isolation
– Reference standards / activities to curriculum: key
competencies etc
– Don’t reference to work at other NCEA levels
– Your observations
Open forum
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Other issues with standards/activities
Share and learn
Groups to focus on a specific area of interest
Levels 2 and 3
– standard clarifications
e.g. documentation, design and produce, number of texts
(1.8/2.8/3.8)
– teaching ideas/questions
– existing draft activities
– assessment drafts for questions/tweaking
– other
Wrap up
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Follow ups
Resource exchange
Thanks
My contacts:
– dave.warring@woosh.co.nz
– 021 469 454
A few CRP Links