Conversation
“I would like mum and dad to see more of my work.” (Student)
“I like being able to talk to the kaiako and have graphs or pictures with narrative that describes my moko’s learning. I would like to know how my moko are progressing. Are they on track for their age group? I want to know how they are demonstrating the kura values and expectations.” (Whānau)
Progress for one learner can look very different to another’s. Together with Māori, Pacific, schools and kura, students, their parents, and whānau, we’ll develop a common approach to holistic, strengths-based records of learning that show the progress of each learner – so that they, their parents, whānau and teachers can see, understand and support their progress.
Records of learning that travel with the student throughout their schooling will recognise and celebrate each student’s learning progress. They will be holistic, showing strengths and progress across a range of knowledge, skills and capabilities – including cultural, social and emotional learning. Importantly, they’ll identify any need for additional support or extension in an individual student’s learning, development and wellbeing.
Records of learning will be accessed digitally, giving parents and whānau real-time information on their child’s progress.
Many schools and kura are already using online communications tools to share progress information with parents and whānau. A common approach will support all schools and kura to share progress information about learners securely online – giving teachers easy access to information about new students coming into their classrooms, including their learning progress, strengths and any learning support needs. This will reduce the need for reassessment, and make it easier for teachers and kaiako to respond to the learning needs of new students and to keep the learning momentum going. Schools and kura that update online records of learning during the year to show progress across the curriculum would meet the requirements to report in writing to parents at least twice a year.
Our approach to records of learning will be designed collaboratively to make sure they support the aspirations of whānau, hapū, Iwi and communities, and there are no unintentional effects.