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Term 4 - Week 8: Changes to our landscape

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Last updated by Breda Matthews

Hi everyone,

    Last week’s discussion centred around the Draft Literacy Standards and the impact this may have on our teaching landscape. To summarise the changes


  • The Draft Literacy Standards have been written and are out for review. 

  • You have until 18th December to provide feedback. This is your chance to provide feedback. You can find the standards, supporting document and questionnaire here.

  • These standards are a co-requisite for NCEA. This means that NCEA will not be awarded to students who have not achieved these standards.

  • The Draft Literacy and Numeracy standards will be externally set and marked and will replace all other methods of credentialing literacy e.g. naturally occurring evidence.

  • These changes will not affect schools ability to use English language and EAP  unit standards.

  • EAP reading and writing unit standards will continue to contribute to university entrance.

  • The 50/50 external / internal split of assessments is part of the NCEA Change Package and the Review of Achievement Standards. This spilt ONLY applies to achievement standards. It does not apply to unit standards.


Related webinars

Webinar 1 - The Draft Literacy standards 

Tuesday 1st December at 7.30 - 8.30pm.  If you would like to attend this webinar please complete this form so that you can be assigned to breakout groups. It's very short - only two questions.The link to the webinar is below and on the TESOLANZ Talk Facebook page.


Join Zoom Meeting


Meeting ID: 915 3647 3744

Passcode: 318405


Webinar 2  - Changes to NCEA and ELLS

Wednesday 2nd December 7.30 - 8.30 PM. This meeting will look at the wider changes to NCEA and the impact of these for English language learners and their teachers. Prior to the meeting please make sure you have seen the modules made available to schools on the 19 November Teacher Only Day. The link to the webinar is below


Join Zoom Meeting


Meeting ID: 944 3913 0456

Passcode: 875458


Reminder - Don’t forget to complete the TESOLANZ sector survey. The information gathered will be used to inform professional development offered in the regions, help TESOLANZ advocate for the sector, and author a strategic plan to inform TESOLANZ’s work over the next two years. You can complete the survey here.



TESOLANZ Face-to-face Assessment symposium 13 Feb 2021 University of Auckland, Epsom Campus. This event will feature practical workshops on a range of topics, delivered by experts in assessment. Workshops will be streamed by sector (primary, secondary, tertiary)..


Virtual TESOL Convention 2021 TESOL International Association. Join our global community of English language professionals for the virtual TESOL 2021 Convention & English Language Expo, 24-27 March 2021. Registration for TESOL 2021 will start on 25 November 2020.


CLESOL Conference St Cuthbert’s, Auckland, 08 – 10 October 2021. Call for abstracts will open in mid-November 2020. If you submitted an abstract in the first call for abstracts and would like your abstract to be considered for CLESOL 2021, you will need to resubmit, whether you have changed it or not. The goal is to give everyone the opportunity to incorporate any new learning as a result of the events this year if they wish and, at the same time, keep the evaluation process clean and uncomplicated. Please check CLESOL 2021 Updates  for details.


TESOLANZ Research Special Interest Group - join this (and any other SIGS) by going to the TESOLANZ web page. Select My Account (on the yellow bar on the top right), select Account Details, scroll down to the bottom and fill in the last box.


On other communities

Secondary Literacy Online focussed on reading this week. Jacqueline references work by Swanson (2009 is cited) which identified the most important instructional components associated with improvement in reading comprehension. These were:

  • directed response questioning (e.g., the teacher directing students to ask questions using a specified language or format)

  • controlling the difficulty of the processing demands of tasks

  • elaboration (e.g., additional or redundant explanations about the concepts, procedures or steps in a strategy)

  • modelling by the teacher to demonstrate the required processes

  • small group instruction and

  • strategy cues that include remainders to use strategy steps.

Ways to utilise many of these strategies can be found on the ESOL Online page Reading / ESOL teaching strategies. As we come to the end of term it might be an idea to consider how we are teaching reading and how we can support our colleagues in other subject areas to do the same.

Have a great week

Breda Matthews

Facilitator: Secondary ESOL community 


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