Breda Matthews and Julie Luxton have done some work around the approved NCEA co-requisite standards in 2024 and 2025. They have produced letters that have been sent out to the relevant people. These letters are attached below.
Response to Rob Mill
Email AND
Dear Rob,
Thank you for your email regarding the approved NCEA co-requisite standards in 2024 and 2025.
We have identified two possibly unexpected consequences and would like to suggest two simple solutions to these issues.
Firstly, restricting the EAP pathway to those students who are, or recently have been, receiving ESOL funding from the Ministry of Education will exclude other English language learners in schools e.g. those in private schools that don’t receive funding and fee-paying international students. This is obviously inequitable and is likely to result in students who have not been funded achieving the same credits as their funded classmates but not receiving literacy.
We suggest the wording is changed from ‘current or recent eligibility for ESOL funding’ to ‘students who have been studying in an English medium school for 5 years or less.
Secondly, the EAP standard Level 3 EAP standard 30508 has been excluded from the list of standards that will credential literacy. This is an equity issue. This unit standard is academically demanding and requires a significant amount of writing. The word ‘crafted’ in the title of the standard refers to being edited by the student, not the teacher. This is no different to the process for English Achievement standards. Furthermore, it is inequitable that this demanding standard assessing writing does not credential literacy whereas it is theoretically possible for students assessed against Level 2 English achievement standards to achieve literacy without reading or writing anything. A student producing a speech without a transcript, a visual presentation and an oral assessment for 2.8, using only visual and oral resources for the research component.
We suggest that the list is amended to include the EAP unit standard, 30508.
Thank you for your consideration of these issues.
Email to Jan Tinetti
Email:
Dear Minister Tinetti,
We are writing to express our concern regarding the recently approved NCEA co-requisite standards in 2024 and 2025.
TESOLANZ is the peak body representing the ESOL sector in New Zealand including teachers of English language learners across state education and tertiary providers.
We have identified two possibly unexpected consequences and would like to suggest two simple solutions to these issues.
Firstly, restricting the EAP pathway to those students who are, or recently have been, receiving ESOL funding from the Ministry of Education will exclude other English language learners in schools e.g. those in private schools that don’t receive funding and fee-paying international students. This is obviously inequitable and is likely to result in students who have not been funded achieving the same credits as their funded classmates but not receiving literacy. Additionally the exclusion of fee-paying international students from this pathway is likely to have a serious negative impact on export education in New Zealand impacting on the number of students willing to study in New Zealand schools.
We suggest the wording is changed from ‘current or recent eligibility for ESOL funding’ to ‘students who have been studying in an English medium school for 5 years or less.
Secondly, the EAP standard Level 3 EAP standard 30508 has been excluded from the list of standards that will credential literacy. This is an equity issue. This unit standard is academically demanding and requires a significant amount of writing. The word ‘crafted’ in the title of the standard refers to being edited by the student, not the teacher. This is no different to the process for English Achievement standards. Furthermore, it is inequitable that this demanding standard assessing writing does not credential literacy whereas it is theoretically possible for students assessed against Level 2 English achievement standards to achieve literacy without reading or writing anything. A student producing a speech without a transcript, a visual presentation and an oral assessment for 2.8, using only visual and oral resources for the research component.
We suggest that the list is amended to include the EAP unit standard, 30508.
Thank you for your consideration of these issues.