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A quick update to clarify authenticity requirements and teaching considerations in response to questions from kaiako around the RAMP 2025.

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A quick overview of what the RAMP is and where to find information related to Learning Languages L1,2,3

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Please post any questions you have here regarding the RAMP changes here. We will keep updating the Q+A sheet as we can.

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RAMP Learning Languages Workshop, Term 4 2024

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RAMP Learning Languages Workshop, Term 4 2024

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Watch the online workshop recording here unpacking the RAMP for Learning Language subjects for L1,2,3 in 2025

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This PPT unpacks the changes to assessment for Learning Language subjects L1,2,3 for 2025

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Languages - Ramp Presentation November 2024

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Practical skills to develop writing skills - webinar recording

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Practical skills to develop writing skills - webinar recording

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Practical Ideas to Develop Writing Skills in Languages-20241112_153505-Meeting Recording.mp4

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Practical ideas to develop writing skills - PPT

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Practical ideas to develop writing skills - PPT

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This session will give you ideas on how to explicitly incorporate writing skills into your teaching and learning

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Writing skills Learning Langugaes KAIAKO

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We will update this document with more Q+A from the form as we can.

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Practical skills for Reading webinar - PPT slides

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Practical skills for Reading webinar - PPT slides

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Accompanies webinar recording

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Language Skills Webinar - Reading - Nov 2024

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Practical skills for Listening webinar - PPT slides

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Practical skills for Listening webinar - PPT slides

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Accompanies webinar recording

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Listening skills webinar KAIAKO October 2024

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Practical ideas to develop Reading skills - webinar recording

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Practical ideas to develop Reading skills - webinar recording

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This session will give you ideas on how to explicitly incorporate reading skills into your teaching and learning.

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Practical Ideas to Develop Reading Skills in Languages-20241023_153247-Meeting Recording.mp4

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Practical ideas to develop Listening skills - webinar recording

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Practical ideas to develop Listening skills - webinar recording

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This session will give you ideas on how to explicitly incorporate listening skills in your teaching and learning so that students can interpret and make meaning from everyday texts.

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Practical Ideas to Develop Listening Skills in Languages-20241017_153443-Meeting Recording.mp4

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How to make digital exams with Education Perfect

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How to make digital exams with Education Perfect

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Watch this webinar to see how you can use the EP platform to make your own digital exams using existing resources and use with your students.

You can book a time for an EP consultant to get further support here: MoE Webinar | Let's stay in touch (educationperfect.com)

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NCEA Languages - How to make digital exams with EP for Languages-20240827_153258-Meeting Recording.mp4

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Japanese - External Standards webinar August 2024

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Japanese - External Standards webinar August 2024

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PPT slides from webinar for Japanese teachers unpacking 1.3+1.4 and collaborating together on the padlet to practice writing questions that focus on explanatory note #3 - context, purpose, audience

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Languages Webinar - External standards for Japanese - August 2024

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Link to workshop resources

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NCEA Level 1 External assessment workshop 

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NCEA Level 1 External assessment workshop 

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Link to the padlet which holds all the resources from the workshop

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Watch the recording of the webinar Q+A with NIFs for Learning Languages on the external standards

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Watch the recording of the webinar Q+A with NIFs for Learning Languages on the 1.2 Internal Standard

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Watch the recording of the webinar Q+A with NIFs for Learning Languages on the 1.1 Internal Standard

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Interactive strategies - ideas to develop student fluency

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Interactive strategies - ideas to develop student fluency

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European Languages Subject Learning Outcomes - External Assessments workshop recording

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European Languages Subject Learning Outcomes - External Assessments workshop recording

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If you missed a SLO workshop on the External standards you can catch up by watching the recording here.

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Subject Learning Outcomes  a tool to support teaching learning and assessment in European Languages-20240314_002253-Meeting Recording.mp4

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European Languages Subject Learning Outcomes - Internal Assessments - workshop recording 

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European Languages Subject Learning Outcomes - Internal Assessments - workshop recording 

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If you missed a SLO workshop you can catch up by watching the recording unpacking the Internal Standards here.

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European Languages - Subject Learning Outcomes  a tool to support teaching learning and assessment in European Languages-20240222_031659-Meeting Recording (1).mp4

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Asian Languages Subject Learning Outcomes - Internal Assessments -workshop - recording 

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Asian Languages Subject Learning Outcomes - Internal Assessments -workshop - recording 

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Please note that you will need to go about 10 minutes into the workshop recording to find the point where the workshop actually started.

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Tāhūrangi - your new online hub for curriculum content, teaching materials and news. 

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Tāhūrangi - your new online hub for curriculum content, teaching materials and news. 

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This new online hub of resources replaces TKI Learning Language materials.

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Skip to main content

Welcome to Tāhūrangi - our new home for curriculum content, teaching materials and news.
Over time we will continue to develop its functionality and add new content.
Check out our "Getting Started" and "Future Improvements" guides by clicking on the tiles below. If you have any queries or need further support please click on "contact us" or email us at tahurangi@education.govt.nz

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If you would like to print some or all of the vocabulary lists for your students, this document may be of some help in creating an A5 booklet format when you print.

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Unpacking the Achievement Standards Videos

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Unpacking the Achievement Standards Videos

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See google drive for videos unpacking the Level 1 AS for implementation 2024.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Vocabulary List ANALYSIS of changes – GERMAN

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Vocabulary List ANALYSIS of changes – GERMAN

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This version of the JGERMAN vocabulary list helps you to see what has changed from the old list

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Vocabulary List ANALYSIS of changes – SPANISH

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Vocabulary List ANALYSIS of changes – SPANISH

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This version of the SPANISH vocabulary list helps you to see what has changed from the old list

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This version of the FRENCH vocabulary list helps you to see what has changed from the old listFrench Vocab list analysis

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Vocabulary List ANALYSIS of changes – FRENCH

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Vocabulary List ANALYSIS of changes – FRENCH

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Vocabulary List ANALYSIS of changes - CHINESE

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Vocabulary List ANALYSIS of changes - CHINESE

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This version of the CHINESE vocabulary list helps you to see what has changed from the old list

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Vocabulary List ANALYSIS of changes - JAPANESE

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Vocabulary List ANALYSIS of changes - JAPANESE

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This version of the JAPANESE vocabulary list helps you to see what has changed from the old list

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Go to this SEPARATE Padlet to see the recordings of the 9 workshops

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Go to this SEPARATE Padlet to see the recordings of the 9 workshops

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Strategies on explicitly teaching reading

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This page helps explain how the resources on your subject page can support your course planning

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When planning a course, you will continue to consider what you know about the ākonga who will be participating. Designing intentionally for variation and diverse learners will help make your course more inclusive. Universal Design for Learning is a people-first design framework that guides the design of learning experiences to proactively meet the needs of each and every ākonga. A first step is to consider:
What do we know about the ākonga who will participate in this learning?

What do we know about our ākonga as a group and as individuals?

What do we know about their prior learning and strengths in this area?

What community connections and relationships do we have to this area of learning?

What is the purpose and goal of this unit of learning?

In what ways will this unit resonate and have value for ākonga?

How can ākonga be involved in the design?

Further support on Universal Design for Learning.

Developing contexts that support ākonga to see themselves in their learning is likely part of your existing practice. Some of the contexts for learning in your existing practice may be able to be adapted to align with the new materials for your subject. Consider how to reduce barriers for ākonga to engage through implementing a Universal Design for Learning framework.

The Pacific Values Framework offers guidance on how you might design learning to reflect our Pacific context.

Maximise the learning opportunities for literacy and numeracy in your course. Aim to build in learning activities that focus on literacy or numeracy-rich contexts and provide opportunities for ākonga to develop and practice their skills and knowledge. The Literacy Pedagogical Guide and Numeracy Pedagogical Guide for your subject can support you on how to do this.

You can use the Course Outlines for ideas on how a course could be designed.

Each school and kura will have a local curriculum that is unique and responsive to the priorities, preferences, and issues of your community and your people, and reflects the school or kura's strategic goals. Individual courses should be planned in this context.
Further support on local course design

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When planning a course, you will continue to consider what you know about the ākonga who will be participating. Designing intentionally for variation and diverse learners will help make your course more inclusive. Universal Design for Learning is a people-first design framework that guides the design of learning experiences to proactively meet the needs of each and every ākonga.

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BIG IDEAS - translated to German, French, Chinese, Japanese, Spanish

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BIG IDEAS - translated to German, French, Chinese, Japanese, Spanish

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Navigating the NCEA website - finding where your language info is

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Navigating the NCEA website - finding where your language info is

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If you are finding it hard to access your language info on the NCEA website, this quick guide will help you get to where you want to be

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Languages - Navigating through the NCEA EDUCATION WEBSITE final.mp4

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A brief video that explains where to find the learning matrix for your Language, the significant learning and what it all means for your teaching and learning programmes.

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Article: Cultural relationships for responsive pedagogy

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Article: Cultural relationships for responsive pedagogy

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Introduction

The person who learns a language without learning a culture risks becoming a fluent fool. (J. Bennett, M. Bennett, & Allen, 2003, p. 237)

This report on intercultural communicative language teaching was commissioned by the Ministry of Education in the context of the development of the 2007 New Zealand Curriculum, with its new learning area of learning languages.

This new learning area has re-conceptualised the nature and focus of language learning; it draws on the Council of Europe's Common European Framework of Reference for Languages in identifying communicative competence - the ability to communicate effectively in the chosen language or languages - as the key outcome. As stated in the New Zealand Curriculum, learning languages allows learners to move between languages and cultures, and so to 'equip them for living in a world of diverse peoples, languages, and cultures' (Ministry of Education, 2007, p. 24). We see in this statement the foregrounding of culture within the communicative paradigm. Culture is no longer an invisible or incidental presence in language learning but instead is presented as a strand with equal status to that of language.

Approaches to culture in language learning are many and varied. A promising approach is what is termed 'intercultural language teaching', which Liddicoat (2004) defines as follows:

Intercultural language teaching places the need to communicate in the first place and seeks to teach culture in a way which develops intercultural communicative skills at the same time as developing language skills. This is an approach to the teaching of culture which sees language and culture as intimately linked and which recognises that culture is always present when we use language.

Therefore a report on intercultural language teaching and its implications for effective practice is timely.

Our report, which complements the Ministry-funded review of second language learning theory and pedagogy (Ellis, 2005), comprises two parts: a review of the literature on intercultural language teaching and learning, and the presentation of an evidence-based framework of principles for teaching languages effectively from an intercultural, communicative perspective.

The first part, the literature review, was to provide the evidence for the framework of principles developed in the second part of the report.

This evidence base warrants comment. Much of the literature on intercultural language teaching and learning theorizes extensively and presents proposals for curricula and classroom innovation without, we believe, an equally strong foundation in evidence-based research, at least in the empirical and scientific sense in which the word 'evidence' is used. This problem is not unusual in the area of educational policy and practice, as Alton-Lee (2004) points out. It is possible, however, to define 'evidence' more broadly, as the United States Department of Education's Institute of Education Sciences does: evidence-based education is 'the integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction' (cited in Comings, Beder, Reder, Bingman, & C. Smith, 2003). Taking this approach, an evidence base in an educational context is founded on insights from both researchers and practitioners. Comings et al. (p. 3) propose a model of educational improvement that incorporates these two sources and involves the following steps:

basic and applied research provides evidence to build program models

program model evaluation tests the effectiveness of program models

practitioner knowledge improves implementation of program models

a feedback loop links practitioner knowledge back into research.

Step 1 is represented in our review of the literature and the evidence-based framework that follows. Because intercultural language teaching and learning has not been as extensively researched as it has been theorized, in taking this first step we have needed to draw on and attempt to integrate both research and the 'professional wisdom' available in the extensive and expanding literature in the field.

The structure of the report

Part 1, the literature review, begins with the context in Aotearoa New Zealand (chapter 1), followed by a discussion of international trends in the practice of intercultural language learning (chapter 2). The various statements about language teaching and learning from around the world, especially those reflecting government policy or the general attitudes of language teachers, and the emphasis they place on culture, provide an important source of professional wisdom. There appears to be broad consensus on the desirability of harnessing languages education for the purpose of fostering intercultural understanding.

Next we examine the conceptual foundations for intercultural language teaching and learning. Chapter 3 discusses what constitutes the complex construct of culture and examines the relationship between sociocultural meanings and language, while chapter 4 examines the concept of intercultural competence, particularly Byram's influential model, and discusses the developmental models for explaining the acquisition of intercultural competence.

Chapter 5 examines various views of, and approaches to, culture in language teaching, with a particular focus on 'culture as practice' and chapter 6 examines the evidence for attitudinal change and the development of intercultural competence. The final chapter, chapter 7, presents our summary and conclusions.

Part 2, comprising chapter 8, presents our framework of principles for guiding effective intercultural communicative language teaching in New Zealand schools.

In educational contexts, a framework typically describes an interrelated series of content domains. For example, the previous New Zealand Curriculum Framework (1990) presented principles, essential learning areas, essential skills, and attitudes and values. For instance, Liddicoat, Papademetre, Scarino and Kohler (2003, p. 43) (whose substantial report on intercultural language teaching and learning was an important starting point for this report) propose a framework containing concepts, principles, curriculum development processes, and exemplars. By contrast, the Council of Europe's Common European Framework of Reference for Languages is a more substantial document which 'provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe' (2001, p. 1). It describes in detail the knowledge and skills which language learners require in order to communicate and act effectively, taking into account cultural context. It also defines levels of proficiency for assessment purposes.

We have opted for a simpler approach, reflecting the definition of a framework as 'a structure or frame supporting or containing something' (McLeod, 1987, p. 398). Our framework is a set of six principles designed to 'support' or guide the teaching of culture in languages education in New Zealand.

This is of course not the first time that specific principles of intercultural language teaching and learning have been proposed. Liddicoat et al. (2003), Liddicoat (2004), and Kohler (2005) all propose similar sets of core principles and we have drawn on these invaluable sources. Similar principles for languages education have also been presented by the Ministry of Education (2002). These principles, although not explicitly promoting an intercultural approach to language learning, reflect many of the themes emerging from the intercultural literature. The work of Mike Byram (1997, 2006a, 2006b) in the United Kingdom and Europe, Claire Kramsch's pan-European-North American scholarship (Kramsch, 1993, 2004, 2006), and Council of Europe resources (Council of Europe, 2001), together with J. K. Phillips (2003) and Lange and Paige (2003) in the United States, have also been important sources.

A note on terms

In its barest meaning, 'intercultural' refers to contact between people from different cultural backgrounds and the connections between cultures that these contacts represent. In communication theory it carries a further qualitative connotation. As Lahdenperä (2000, p. 202) notes, in these contexts:

[I]t is the quality of cultural encounters that determines whether an interaction is intercultural, i.e. encounters where different actors are conscious that their own cultures place limitations on communication, and thus influence the possibilities for an open and equal relationship.

This qualitative dimension is the essence of intercultural language learning as Liddicoat et al. (2003) explain, after their own extensive review of the relevant literature:

Intercultural language learning involves the fusing of language, culture and learning into a single educative approach. It begins with the idea that language, culture and learning are fundamentally interrelated and places this interrelationship at the centre of the learning process. . . .

Intercultural language learning involves developing with learners an understanding of their own language(s) and culture(s) in relation to an additional language and culture. It is a dialogue that allows for reaching a common ground for negotiation to take place, and where variable points of view are recognised, mediated and accepted. (2003, p. 43)

Intercultural language teaching therefore differs from approaches to teaching language that focus on language without reference to culture, as well as approaches in which teaching about language and culture are separate, and which primarily transmit information about a culture.

We have coined the term 'intercultural communicative language teaching' (referred to in this report by its acronym 'iCLT') to describe the particular concept of language teaching developed in the framework of principles in Part 2; this term both reflects the New Zealand curriculum's emphasis on communication as the core strand for learning languages and encompasses the concept of intercultural language learning as an effective means of approaching the supporting strand of cultural knowledge in the curriculum for learning languages.

Where the term 'intercultural language learning' is used in the literature reviewed in Part 1, it has been retained. However, we also use our term iCLT throughout the report when we are referring to the particular concept of intercultural and communicative language teaching promoted by our framework of principles.

In seeking to raise awareness of the pervasive presence of culture in language, iCLT uses learning processes such as interacting, exploring, comparing, and experiencing languages and cultures to develop in learners the competencies that allow them to communicate effectively across cultural boundaries; that is, to display intercultural communicative competence. It reflects, therefore, a social and dialogic perspective on learning (Vygotsky, 1962, 1978).

What does this mean for classroom practice? Dellit (2005, pp. 26-28) gives five principles for putting interculturally informed pedagogy into practice. Learners are:

actively involved in constructing knowledge through exploring cultural practices

making connections between cultures, and between existing knowledge of culture and language, and new learning

involved in social interactions that involve communicating across cultural boundaries

reflecting 'critically and constructively on linguistic and cultural differences and similarities'

taking responsibility for their intercultural growth, assisted by teachers who, for example, foster engagement with difference and awareness of stereotypes.

As this list shows, iCLT is much more than an approach; it is more than a new set of techniques or a method which can be applied in classrooms to produce intercultural learning.

It is important to situate iCLT within the broader field of educational research on multicultural and intercultural issues. iCLT shares much common ground with multicultural education (Banks, 1994; Banks et al., 2005) and diversity education (Sheets, 2005). All three are concerned with cultural understanding and the enhancement of intercultural communication and relations. However, the underlying ideologies differ. While the other two set out rather more deliberately to address differences in academic achievement between social groups and to progress equity agendas, iCLT is more connected to democracy education and global citizenship (Byram, 2006a, 2006b), although we believe that the overlap as well as the differences between these agendas offer fertile ground for cultivating growth in all these fields. In the review, our focus is primarily on the intercultural language learning literature, but we attempt to link this literature to multicultural and diversity literatures from New Zealand, to lessen the divisions between different areas of educational research (Alton-Lee, 2004) and enable this common ground to be cultivated.

Footnote

Note that Comings et al. are discussing the term 'evidence-based' in relation to adult education.

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The person who learns a language without learning a culture risks becoming a fluent fool. (J. Bennett, M. Bennett, & Allen, 2003, p. 237) This report on intercultural communicative language teaching was commissioned by the Ministry of Education in the context of the development of the 2007 New Zealand Curriculum, with its new learning area of learning languages.

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The 5 toolkits available are really helpful in giving you insights into how you can implement Mana ōrite in your classroom and school.

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What is Change 2 - Mana ōrite mō te mātauranga Māori - Equal status for mātauranga Māori in NCEA?

We are working to ensure there is equal status, support and resourcing for mātauranga Māori in NCEA, opening up greater opportunities for ākonga to access mātauranga Māori and the pathways that lead from it. This change is system-wide, with mātauranga Māori being woven into all aspects of NCEA. The resources on this page are designed to support kaiako to implement Change 2 and foster a holistic understanding of mātauranga Māori and its importance.

On this page, you'll find resources designed to support kaiako to implement Mana ōrite mō te mātauranga Māori. This suite of resources is clustered into toolkits aimed at building a holistic understanding of Mana ōrite mō te mātauranga Māori. The resources in each toolkit are intended to be responsive to kaiako and their unique contexts and include video, audio and supplementary written materials.

The subject matter of the toolkits care summarised below:

Toolkit 1 - Te tūāpapa o te mana ōrite: foundations of equal status - in this toolkit, you'll learn how colonisation has oppressed Māori knowledges and harmed Māori learners.

Toolkit 2 - Mātauranga Māori: He whakamārama: Understanding mātauranga Māori - in this toolkit, you'll learn about foundational Māori values and what they look like in practice.

Toolkit 3 - Te taura here tangata: Building key relationships - in this toolkit, you'll learn how to build relationships in te ao Māori contexts, the importance of connecting with local whānau, hapū and iwi, and how to nurture and sustain these relationships.

Toolkit 4 - He whakakitenga: Setting a vision for mātauranga Māori - in this toolkit, you'll learn about what it looks like to stand firmly in leadership or on the world stage with mana ōrite mō te mātauranga Māori as a foundation.

Toolkit 5 - Te awe māpara: Focussing on the future - in this toolkit, you'll be equipped with further resourcing to guide a Mana ōrite-led future and envision what this future will look like for all ākonga.

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Mana ōrite mō te Mātauranga Māori - Equal status for mātauranga Māori in NCEA

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What is Change 2 - Mana ōrite mō te mātauranga Māori - Equal status for mātauranga Māori in NCEA? We are working to ensure there is equal status, support and resourcing for mātauranga Māori in NCEA, opening up greater opportunities for ākonga to access mātauranga Māori and the pathways that lead from it.

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Getting started with Universal Design for Learning (UDL)

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Getting started with Universal Design for Learning (UDL)

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Use these three UDL principles when you’re planning a lesson, daily routine, or activity for your students.

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Use this interactive online tool to find out more about each stage of the thinking cycle.

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Universal Design for Learning (UDL) Thinking Cycle

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Listen to the 7-episode podcast series “Universal Design for Learning (UDL) in World Languages” from the National Foreign Language Resource Center, University of Hawai’i at Mānoa

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The NFLRC is pleased to release its new 7-episode podcast series on Universal Design for Learning (UDL) in World Languages for 2022.

All interviews are hosted by Nicole Naditz (2015 ACTFL National Language Teacher of the Year). The NFLRC contributed its expertise in instructional design and technology and provided logistical support. Each episode features interviews with world language professionals who share their insights and experience in relation to UDL for the world language classroom.

Resources and references for each podcast interview can be found below. Enjoy!

The entire podcast playlist can be accessed from our NFLRC Soundcloud channel.

Available May 10, 2022

Available May 11, 2022

Available May 12, 2022
Episode 3 resources
Available May 13, 2022

Available May 14, 2022
Episode 5 resources
Available May 15, 2022
Episode 6 resources
Available May 16, 2022
Episode 7 resources
Resources

For Episode 1

For Episode 2

For Episode 3
Accessibility Universal Design for Learning
For Episode 4

Spathis, Elena (2019) " Station Rotation in World Language Classes " Edutopia. Accessed on July 2, 2021

Tovani, Crios (2010) " Minimize Lecture, Maximize Learning: The Workshop Model " , excerpt from So What Do They Really Know? at Education World, Accessed on July 2, 2021.

For Episode 5

Chapter 2 of the California World Languages Framework

Chart: The Difference Between Universal Design for Learning and Traditional Education

UDL Guidelines (CAST.org)

ACTFL Appendix D (interpretive task template)

For Episode 6

For Episode 7

Universal Design for Instruction: A Framework for Anticipating and Responding to Disability and Other Diverse Learning Needs in the College Classroom

Project LINC

Universal Design and Its Applications in Educational Environments

Disability and World Language Learning by Sally Scott and Wade Edwards, 2019

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Universal Design for Learning (UDL) in World Languages

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The NFLRC is pleased to release its new 7-episode podcast series on Universal Design for Learning (UDL) in World Languages for 2022. All interviews are hosted by Nicole Naditz (2015 ACTFL National Language Teacher of the Year). The NFLRC contributed its expertise in instructional design and technology and provided logistical support.

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Design learning to meet the diverse and variable needs of all students in your classroom

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Practices you can use to support Numeracy

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Practices you can use to support Literacy

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Ideas for numeracy opportunities in your teaching 

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Ideas for numeracy opportunities in your teaching 

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This Numeracy Pedagogy Guide (NPG) takes a selection of mathematical and statistical content ideas from Unpacking Numeracy and illustrates the small, effective steps that you can trial and weave into your teaching practice

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This resource helps to support teachers build their capability to design programmes of learning that are inclusive and relevant to Pacific learners and contexts. The resource unpacks the framework, has a learning area guide and a facilitation workbook if you want to work through it together as a department.

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The Pacific Values Framework (PVF) is a resource for all teachers of Pacific learners in NCEA. It is designed to support teachers build their capability to design programmes of learning that are inclusive and relevant to Pacific learners and contexts. It aims to support kaiako to develop local curriculum that incorporates Pacific knowledges, languages, cultures, and identities as inherently valuable to the teaching and learning of respective subjects.

The PVF was developed by the NCEA Pacific Panel in 2020 and intends to provide an anchor on which solutions and strategies can be developed that are reflective of Pacific communities and their aspirations in NCEA. This PVF is intended to complement existing resources such as Tapasā and offers further guidance with a focus on NCEA.

Central to the PVF is the 'Kumete' which is Tongan for kava bowl. The practice of sharing in kava is symbolic across the Pacific countries and can be seen as bringing the past into the future and binding them together. The PVF Kumete consists of five key values that characterise Pacific peoples and communities, demonstrated through their customs, practices, and ways of being. In the context of education, the Kumete could also provide a symbol of collective unity, ownership of and responsibility for Pacific learner success.

This Kumete also helps us to centre the needs of Pacific learners in our work. As is the view of Pacific cultures and communities, it is the children or young people that are seen as the future of families so therefore, their wellbeing, development, safety, prosperity, and dignity are concerns for the collectives in which they belong.
The values identified are not meant to be representative of the many values that are held within Pacific communities but rather highlight shared Pacific values as a starting point for discussions.

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Pacific Values Framework - Delivering for Pacific Learners and Contexts

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The Pacific Values Framework (PVF) is a resource designed to support teachers build their capability to design programmes of learning that are inclusive and relevant to Pacific learners and contexts.

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Ideas to strengthen vocabulary knowledge in your teaching

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Ideas to strengthen vocabulary knowledge in your teaching

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Some great activities that help strengthen vocabulary acquisition.

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Suggestion for implementing the strategy Supporting literacy and numeracy in NCEA within the Guide to Dyslexia and learning

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An activity guide that you can do as a department to strengthen literacy. Some great vocabulary activity ideas!

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An activity guide that you can do as a department to start course planning for L1. Ideas for integrating local contexts and pedagogical approaches.

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Some ideas of what you could be doing now to prepare for your L1 course in 2024.

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Activity: What do you already do for Literacy and Numeracy in your teaching?

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Activity: What do you already do for Literacy and Numeracy in your teaching?

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Brainstorm in your department what you already do in your teaching and learning to interweave literacy and numeracy.

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Lit Num key skills specific example brainstorm

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See if there are any stories relevant to your local context that you could interweave into your teaching and learning

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Reflect on where you are at on this journey and what steps you could take to move forward