Instruction for Mathematics and Science in Primary and Lower Secondary Grades
Grade at Which Specialist Teachers for Mathematics and Science are Introduced
Schools have considerable authority and latitude in how the national curricula are interpreted and implemented, and have scope to develop initiatives, programs, and approaches suited to the particular interests and needs of their students and any special features of their local environment. Moreover, each school is challenged to identify and articulate their core principles, values, pedagogy, and approaches to teaching and learning, while ensuring that they are consistent with national curricula.
Most students have their first specialist teachers for mathematics and science beginning in Year 9, the first year of secondary education. However, a few students have specialist teachers for these subjects in Years 7 and 8. Where there are specialist teacher shortages, students may not have a mathematics or science specialist until Year 11, the first year of external examinations.
Instructional Materials, Equipment, and Laboratories
There are no mandated materials for mathematics and science instruction in New Zealand; schools and teachers may choose which written materials they use in their classrooms. However, the Ministry of Education supplies some written resources free to schools. The Building Science Concepts25 and the Figure it Out26 book series are key resources for primary schools in science and mathematics, respectively. As part of a cross-curricular approach, four of the Figure it Out books are based on mathematics in science contexts. Additionally, the Connected27 series of student booklets are designed to engage students in mathematics, science, and technology. These booklets also can be used to teach reading skills because they contain different kinds of texts, including poetry. All of these resources suggest learning activities, along with the materials needed to undertake the activities.
Science Online28 is an online resource for science teachers in both secondary and primary schools. This site provides information across all aspects of teaching science, from providing teaching resources to curriculum support. Of note is the Introducing Five Science Capabilities resource. The capabilities, “Gather and interpret data,” “Use evidence,” “Critique evidence,” “Interpret representations,” and “Engage with science,” have been identified as contributing to a functional knowledge of science. Teachers are provided a set of 10 resources within each capability to use in the classroom that will aid planning, teaching, and assessment.29
Other resources available to schools and students include many textbooks and study guides written and published by sources external to the Ministry of Education. The variety of resources available to schools and teachers includes websites, videos, and CD-ROMs. For example, the main ministry website for supporting mathematics teaching and learning—nzmaths (http://www.nzmaths.co.nz)—includes resources and a tool for planning lessons.30 Similarly, Science Online (http://scienceonline.tki.org.nz) is a key resource for New Zealand teachers.31
In general, science laboratories are only available in secondary schools. Individual schools make decisions regarding the purchase of instructional materials and equipment.
Use of Technology
The curriculum document for English-medium settings encourages schools to explore ways of using Information and Communications Technology to support effective pedagogy.32 Similarly, the document for Māori-medium settings supports the use of Information and Communications Technology, stating that information technology is critical to the current generation and that it is an effective means of teaching and learning.33
The Ministry of Education’s Statement of Intent 2014–201834 also identifies harnessing the use of technology as a core component of the strategic intentions and key drivers of change within New Zealand’s education system. The ministry states that creating modern learning environments that embrace technology extends reach and depth of learning experiences; this is essential to both engagement in learning and the creation of a future-focused education system.
Most New Zealand schools have computers available for use by students and teachers with increasing availability of ultra-fast broadband via the government’s ultra-fast broadband initiative.n A number of websites, including those sponsored by the Ministry of Education, contain resources including those mentioned earlier that are suitable for student use. The ministry runs a bilingual education portal called Te Kete Ipurangi (the Knowledge Basket).35 This portal is designed to provide schools, teachers, and students with resources and information related to the curriculum, assessment, and school leadership. Down the Back of the Chair, the ministry’s online catalog of teaching and learning resources for schools, is accessed via this portal.
Graphing calculators have become more widespread, particularly in senior secondary classes. Interactive whiteboards, also known as SMART™ Boards, are used in some schools, along with text messaging. Virtual learning environments are used by teachers and their students, usually for homework purposes.
Accommodation Policies for Instruction and Testing
Wherever possible, students with special education needs are catered to in their local schools. All children and young people, including those with special education needs, have the same rights to an education in a state school.36 There also is provision for students who are unable to be accommodated within the regular schooling system to be educated in special education schools.37 However, over recent years there has been a move toward greater inclusion of children who need additional learning support in regular schools.38
Children and young people attending their local schools who are assessed as having very high, high, or moderate support needs are provided with additional support in accordance with ministry criteria. Support could include extra assistance, adapted programs or learning environments, or specialized equipment or materials.39 Services and support that can be provided include speech-language therapists, psychologists, occupational therapists, physiotherapists, advisors, mobility instructors, sign language specialists, and teacher’s aides for in-class support. Items such as extra-size pens and pen grips, Braille machine paper, computer software, and laminating pouches also can be provided.40
Special education services are currently (2015–2016) working to improve additional learning support for teachers, students, and parents; strengthen collaboration among the adults tasked with helping the child succeed; and deliver child-centered support that is easy to access, prompt, early, and uninterrupted.41
NZQA, which oversees the assessments for qualifications, manages the special assessment conditions for school qualifications. These special assessment conditions are designed so that students have the additional support they need for equitable access to the assessments. Support that is available can include reader, writer, or reader-writer support; sign language interpreters; extra time; alternative formats (e.g., enlarged font); use of assistive technology (computers); rest breaks; and separate accommodation (a room without other candidates).42 While NZQA is particularly targeting assessment for qualifications, these types of accommodations can also be used for younger children.
- n The government has committed $211 million to fund schools in the Network for Learning (N4L) managed network, which has been designed specifically for schools to provide safe, predictable, and fast Internet with uncapped data, online content filtering, and network security services. All schools will have the opportunity to connect to the Network for Learning managed network by the end of 2016.