Whaowhia te kete mātauranga
Fill the basket of knowledge

 

Nearly there!

While we count the days to the end of term, take time to think about what you have achieved despite the waves of COVID and winter illnesses. And congratulations! Nearly all schools have stayed open most of the time, despite some experiencing dire staffing levels. I have witnessed many of you focusing on reengaging students and supporting wellbeing; assessing where learning is at and supporting teachers to just pick up from whatever place students are up to; endeavouring to maintain school trips, assemblies, sports events and community events. For example, the way so many schools celebrated the Matariki festival with students and families was truly inspirational.    

 
Staffing, relievers and the hole in the budget

The impact of COVID and winter illness on school staff continues to wreak havoc.  To date, teachers and staff have used nearly double the sick days compared to 2021.  Where schools have been able to find relievers they have employed them.  Recent PM surveys have shown many schools cannot get the relievers they need and of 429 principals responding, 19.1% report they have used 75 – 100% of their annual relieving budget already. 

NZPF has called on the government to pay 100% of COVID related sick leave and has asked for relieving budgets to be increased. 

Hopefully, the mid-year July holidays will be a circut-breaker that gives staff and students time to relax, recover and get well.  A supply of free masks in schools might help, as might improving ventilation in classrooms. 

The NZPF-MOE Curriculum Road Show

It has been a huge privilege to meet principals across the country in the last three weeks.  Today we completed eleven of the Road Show events and next week we will be confirming dates for additional workshop requests in Term 3.  Key messages shared with principals about the ‘Curriculum Refresh’ in Mathematics have been –

• Principals do not need to wait for the revised documents to come to begin a review and refresh process in mathematics.
• To teach mathematics well, teachers need to teach all the strands – not just numeracy and algebra. It is an equity issue.
• The types of mathematics tasks we get students to do matters. They need to be a mix of exercises, application, open ended and unfamilar problems.
• We have some of the best mathematics resources in the world. Teachers need time to go into the ARBs to see what is there.  These resources are free.
• It is possible to create tasks where students’ knowledge, problem solving, reasoning and conceptual understandings can be assessed fast and effectively.
• Rapid routines are inclusive, fun and contagious confidence builders.
• There are key concepts that need to be taught at each level, which is the key paradigm shift from our current ‘New Zealand Curriculum’ and the revised curriculum documents coming.

At different road show sessions, principals who have already begun work on reviewing their mathematics curriculum shared some valuable insights about the positive impact this has on teachers and students alike. Thank you all for sharing and supporting your colleagues in this way.