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Weekly update 4: What will the future bring

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Last updated by Breda Matthews

Hi everyone,

   Our main question this week concerned assessing an essay written in another subject against the EAP unit standard 22750 Write a crafted text for a specified audience using researched material in English for an academic purpose. Thank you to all those who answered.


Similar questions have been asked before. Earlier in the year an essay on euthanasia was discussed. Key points to consider when assessing in a cross-curricular manner


  1. Are the assessment conditions appropriate for 22750 e.g. how much, if any, assistance has been given with text structure, language etc by the other teacher. See Guidance information notes 6 and 7.

  2. Has the student met the performance criteria? This will include

    1. academic purpose i.e. have they answered a research question e.g. comparing, contrasting, problem solving, discussion, argument.

    2. a broad knowledge base i.e. the student has drawn upon source materials of sufficient complexity of content.

    3. developing Ideas e.g. by clarification, expansion and drawing conclusions including  theoretical concepts, analytical interpretation and making informed judgments

    4. The full requirements of each performance criteria


Now is probably a good time to chat with mainstream colleagues to see what topics could be assessed in a cross-curricular manner and to establish how to move forward on this.


It was great to see teachers offering moderation assistance in relation to this standard. Don’t forget if you are willing to offer help or are looking for help we have a Find a moderation buddy document.


Time to be heard. Please take time to check out the Curriculum, Progress and Achievement Ministerial Advisory Group. Our participation will help to highlight the importance of making sure that the needs of ELLs are a focus in any new initiatives. As an introduction you could

  • read the emerging ideas section and see how they connect

  • watch the videos

  • read the full conversation document (English, te reo Māori) that has more detail on each idea

  • go to their resources page for more information.

  • then have your say by 30 November. Your feedback will help shape the Ministerial Advisory Group’s recommendations to the Minister of Education at the end of the year.



ALANZ Symposium 1st December, 2018. Wintec, Hamilton


And three Best Practice Workshops are coming up two in Auckland and one in Nelson. I’m looking forward to seeing many of you ate the Lynfield event. An a BIG shout out to the organisers Annette Vartha, Athlyn Watt and Chris Bangs for making these events happen.


Coming up in Auckland will be a CLESOL Retold event for those that couldn’t make the conference. AKTESOL will publish details soon.


On Other communities

Primary ESOL Online reported on a CLESOL presentation by Kirsten Aaron on aligning an ESOL support programme with classroom practice. It echoes our conversation around integrating language learning across all subjects. Well worth reading!


Secondary Literacy Online discussed understanding challenging student behaviour. In particular Alana shared an article on a teacher who spent two days shadowing a student and how challenging she found this.


This resonated with me as some time ago I helped to set up a year 11 accounting class that consisted solely of ELLs a large number of whom where ELLP Stage FB or Stage 1. My role was to assist the classroom teacher but we decided that I would attend lessons as a student, do all of the homework, the class tests and the final exam. It was an excellent lesson for me in the reality of life as a student and the teacher and I used my experience to make many changes to classroom pedagogy.


The things that became immediately apparent to me from my position at the back of the room and the discomfort of my desk and chair (I have never told a student off for fidgeting since that experience) included

  • Having taught something doesn’t mean that students understand it - especially if one of them is me!

  • One student answering my question correctly doesn’t mean the rest of the class understand.

  • When I tell the class to finish a task for homework, I may be hindering the progress of my learners. Those who know what to do have often nearly finished and those who haven’t are struggling and unlikely to be able to complete the work at home.

Kind regards

Breda Matthews

Facilitator: Secondary ESOL community 


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