# data[].attributes.headline
Which barriers? There is already a subsidized cost. I dont see any other barriers. There are video conferencing classes for students who want to take subjects in areas like small towns where there isnt enough teachers. What else is needed?

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Which barriers? There is already a subsidized cost. I dont see any other barriers. There are video conferencing classes for students who want to take subjects in areas like small towns where there isnt enough teachers. What else is needed?

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How do you assess this though? Is it based on teacher judgement? Or is it another thing we need to do on top of everything else...is this instead of IDEA 4?

# data[].attributes.subject
How do you assess this though? Is it based on teacher judgement? Or is it another thing we need to do on top of everything else...is this instead of IDEA 4?

# data[].attributes.headline
There is too much emphasis on data and results than on the actual teaching...if it went back to trusting the teachers judgement without all the rigmarole of extra moderation etc then maybe the low results would fix themselves if teachers had time to focus on the Learning in their lessons than more time on marking etc.

# data[].attributes.subject
There is too much emphasis on data and results than on the actual teaching...if it went back to trusting the teachers judgement without all the rigmarole of extra moderation etc then maybe the low results would fix themselves if teachers had time to focus on the Learning in their lessons than more time on marking etc.

# data[].attributes.headline
Students who are not tracking towards university need this. Are we setting the bar low then? Perhaps there needs to be a divide of those students who do NCEA and those who do Work pathways or something and this could be decided in Year 10 based on literacy and numeracy results. Maybe this would provide an incentive to improve reading and writing scores?

# data[].attributes.subject
Students who are not tracking towards university need this. Are we setting the bar low then? Perhaps there needs to be a divide of those students who do NCEA and those who do Work pathways or something and this could be decided in Year 10 based on literacy and numeracy results. Maybe this would provide an incentive to improve reading and writing scores?

# data[].attributes.headline
Very important....idea on paper...how to actually achieve this? because students take subjects to get away from this...when in fact they should learn it first before being able to select p.e. cooking etc as an incentive.  How would we achieve this? its hard enough for the teacher to get students through 

# data[].attributes.subject
Very important....idea on paper...how to actually achieve this? because students take subjects to get away from this...when in fact they should learn it first before being able to select p.e. cooking etc as an incentive.  How would we achieve this? its hard enough for the teacher to get students through 

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Ensuring that all schools have access to the same quality of resources. Create an equitable playing field for all students.

# data[].attributes.subject
Ensuring that all schools have access to the same quality of resources. Create an equitable playing field for all students.

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Community work/volunteer work done by the students needs to be recognised more like religious group contributions, churches, volunteer work done outside school hours, sports teams- clubs students are part of.

# data[].attributes.subject
Community work/volunteer work done by the students needs to be recognised more like religious group contributions, churches, volunteer work done outside school hours, sports teams- clubs students are part of.

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Recognising that literacy and numeracy is about more than reading, writing and maths.

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Recognising that literacy and numeracy is about more than reading, writing and maths.

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Many of these barriers come down to how NCEA is administered in school systems which are often extremely restrictive in terms of timetabling, learning programmes etc. Students are made to work to deadlines and under conditions that may not suit their needs and preferences but are squeezed into 'the box' for the good of the system.

# data[].attributes.subject
Many of these barriers come down to how NCEA is administered in school systems which are often extremely restrictive in terms of timetabling, learning programmes etc. Students are made to work to deadlines and under conditions that may not suit their needs and preferences but are squeezed into 'the box' for the good of the system.

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Scholarship centres in each region
Tutors employed by all schools for after school help.
Longer hours for all school libraries

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Removing fees is a great idea - then we really will have a free education system in NZ!

# data[].attributes.subject
Removing fees is a great idea - then we really will have a free education system in NZ!

# data[].attributes.headline
Allowing parents to comment/collaborate during assessments so they too become part of the process, rather than student and teacher just working on the assessments. Maybe parents reflection too when students do the reflections themselves?

# data[].attributes.subject
Allowing parents to comment/collaborate during assessments so they too become part of the process, rather than student and teacher just working on the assessments. Maybe parents reflection too when students do the reflections themselves?

# data[].attributes.body
Level 1 should be about proving you have learning behaviours. prior to sitting an assessment. plus literacy!! you shouldn't be able to go on and learn how to write an academic essay etc unless you can effectively communicate in written form first!

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Maybe the students could contribute to this record of learning by submitting lists of community experience, part-time work, etc to be acknowledged  - maybe somehow count as credits(?!)  

# data[].attributes.subject
Maybe the students could contribute to this record of learning by submitting lists of community experience, part-time work, etc to be acknowledged  - maybe somehow count as credits(?!)  

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It would be good for students to be able to contribute to real world contexts and get rewarded through NCEA, whether by earning credits or a record of contributions (similar to USA where a record of volunteering or community involvement is expected for college applications) 

# data[].attributes.subject
It would be good for students to be able to contribute to real world contexts and get rewarded through NCEA, whether by earning credits or a record of contributions (similar to USA where a record of volunteering or community involvement is expected for college applications) 

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Maybe all students have some sort of work experience and some basic work skills standards could be achieved.

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Maybe all students have some sort of work experience and some basic work skills standards could be achieved.

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We should be reporting on what the students can do, rather than just giving Not Achieved grades for work that doesn't meet the standard.  

# data[].attributes.subject
We should be reporting on what the students can do, rather than just giving Not Achieved grades for work that doesn't meet the standard.  

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Identifying students with literacy and /or numeracy issues in the first instance is a positive way to go, particularly for new immigrants.

# data[].attributes.subject
Identifying students with literacy and /or numeracy issues in the first instance is a positive way to go, particularly for new immigrants.

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This would be great, as there is already a strong model, but we need to work on developing and adapting it to suit our learners and teachers to make it more effective, possible and accessible to everyone.

# data[].attributes.subject
This would be great, as there is already a strong model, but we need to work on developing and adapting it to suit our learners and teachers to make it more effective, possible and accessible to everyone.

# data[].attributes.headline
Would be good if we got to actually teach something useful rather than rush to assess.

# data[].attributes.subject
Would be good if we got to actually teach something useful rather than rush to assess.

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Yes - This is the best idea ever! More space in our programmes to go into more depth / off on relevant tangents to broaden students' knowledge and offer a wider range of learning experiences that will suit our students' needs.

# data[].attributes.subject
Yes - This is the best idea ever! More space in our programmes to go into more depth / off on relevant tangents to broaden students' knowledge and offer a wider range of learning experiences that will suit our students' needs.

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I like the idea of less assessment therefore sending the message that they do less but need to do it well. But how do we motivate them to do something if its not worth credits "Is this worth credits?"

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I like the idea of less assessment therefore sending the message that they do less but need to do it well. But how do we motivate them to do something if its not worth credits "Is this worth credits?"

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Level 3 students should be given different style assessments because many are disinterested in the standards system as it exists now. This would reflect their maturity and that this is their last year of schooling.

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Level 3 students should be given different style assessments because many are disinterested in the standards system as it exists now. This would reflect their maturity and that this is their last year of schooling.

# data[].attributes.headline
Maybe adding/strengthening  other forms of literacy apart from literacy and numeracy only. Maybe civic literacy, religious literacy or more to, than just literacy and numeracy 

# data[].attributes.subject
Maybe adding/strengthening  other forms of literacy apart from literacy and numeracy only. Maybe civic literacy, religious literacy or more to, than just literacy and numeracy 

# data[].attributes.headline
Maybe this is where a collaborative project would be good - especially at Level 2

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Maybe this is where a collaborative project would be good - especially at Level 2

# data[].attributes.body
The tail has been wagging the dog for far too long. Time to emerge from under the mountain of paperwork!

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There are some concerns currently about students gaining Literacy credits from other subjects that may be 'easier' than the English assessments. How can we ensure students have a functional level of literacy without it being too prescriptive or left entirely to the domain of the English department.

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There are some concerns currently about students gaining Literacy credits from other subjects that may be 'easier' than the English assessments. How can we ensure students have a functional level of literacy without it being too prescriptive or left entirely to the domain of the English department.

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Teachers should have greater access to contributing to Record of Achievement, as teachers are probably the people who know individual students the best.

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Teachers should have greater access to contributing to Record of Achievement, as teachers are probably the people who know individual students the best.

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I think the skills at level 2 and 3 should be directly related to future careers or important life skills- especially the basics like collaboration, speaking in front of and to others. 

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I think the skills at level 2 and 3 should be directly related to future careers or important life skills- especially the basics like collaboration, speaking in front of and to others. 

# data[].attributes.headline
Can we make room somewhere for grammar at level 1? A huge number of my students can't construct a sentence which holds them back from merits etc.

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Can we make room somewhere for grammar at level 1? A huge number of my students can't construct a sentence which holds them back from merits etc.

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Be great to focus on learning rather than be assessment driven

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Be great to focus on learning rather than be assessment driven

# data[].attributes.body
Learning should be more important than getting credits and beingcontinually formally assessed.

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Is te reo included in this? Will it be compulsory in schools? What about other languages? Supporting students to maintain and improve first languages (other than English)

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Is te reo included in this? Will it be compulsory in schools? What about other languages? Supporting students to maintain and improve first languages (other than English)

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I like the idea of less assessments at Level 1 - Less marking - YAY!

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I like the idea of less assessments at Level 1 - Less marking - YAY!

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Could we use this project as a way to grade learning behaviours such as being organised, self-motivated, contributing in a group, etc. ?

# data[].attributes.subject
Could we use this project as a way to grade learning behaviours such as being organised, self-motivated, contributing in a group, etc. ?

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It could be great for students who are self-motivated and already have the skills required to pull something like this off. For those who don't, I worry they will be left further behind.

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It could be great for students who are self-motivated and already have the skills required to pull something like this off. For those who don't, I worry they will be left further behind.

# data[].attributes.headline
What would this cross-curricular project look like? sounds like it could be amazing but also hard to co-ordinate, especially if only one year group does it. Danger of lots of dead time in lessons. We'd need to provide a way fro teachers to communicate about this b/w subjects that wouldn't dramatically increase our workload.

# data[].attributes.subject
What would this cross-curricular project look like? sounds like it could be amazing but also hard to co-ordinate, especially if only one year group does it. Danger of lots of dead time in lessons. We'd need to provide a way fro teachers to communicate about this b/w subjects that wouldn't dramatically increase our workload.

# data[].attributes.body
So virtually everything we do now will have to be redone, rethought, possibly junked.

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potential for collaborative assessment via project learning

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potential for collaborative assessment via project learning