Achievement challenges are shared goals that are identified and developed by a Community of Learning | Kāhui Ako based on the needs of its learners.
The challenges are created by the Community of Learning and endorsed by the Minister of Education as part of the formation of the Community of Learning. An achievement challenge plan is a working document that guides the progress and direction of a Community of Learning.
The removal of Ngā Whanaketanga Rumaki Māori and National Standards
We will work with the sector, parents, families and whānau to remove National Standards and Ngā Whanaketanga Rumaki Māori. We want to focus on children’s progress and achievement, across the wider curriculum, while not forgetting the importance of foundation skills of literacy and numeracy. Children need reading, writing and maths skills to access a rich, broad curriculum.
Good assessment and aromatawai, and the ability to assess and improve educational progress and achievement for all children, remains a critical part of effective teaching and learning in all schools, kura and Kāhui Ako.
Use of tools to realise achievement challenges
Kāhui Ako may choose which tools they use to review the impact of their Action Plan to realise their achievement challenges and to monitor how their students are tracking against curriculum expectations.
The Progress and Consistency Tool (PaCT) and the Learning Progression Frameworks (LPF) will continue to be valuable as they provide a high level of consistency in the data Kāhui Ako need to set their goals and analyse their impact. Te Waharoa Ararau (TWA) can continue to be used by kura to support kaiako to understand how well ākonga are progressing with te reo Matatini and pāngarau over time and to inform internal evaluation and forward planning.
Changes to achievement challenges
All Kāhui Ako now have the opportunity to remove National Standards and Ngā Whanaketanga Rumaki Māori from their achievement challenges if they want to do so.
Developing achievement challenges
The guidance we developed together with the sector on how to set achievement challenges remains the same. That is, they should continue to be linked to the National Curricula and be based on data and evidence.
Specifically, Kahui Ako should continue to set between 3-5 achievement challenges that are related to or derived from the National Curricula (New Zealand Curriculum, Te Marautanga o Aotearoa and Te Whariki). These achievement challenges will have clearly defined and measurable targets. Clear, specific achievement challenges provide a more purposeful focus for collaboration.
Information on aromatawai tools that are currently available to provide evidence of impact on student progress in Māori medium Te Rārangi Rauemi Aromatawai ā-Motu (external link). It should be recognised that these tools do not constitute the fullness of the aromatawai process.
Communities of Learning identify achievement challenges that are a priority for their community. Achievement challenges should be common to all or most of the schools within a community, but may be apparent in different ways in different schools, along the learning pathway. Most Communities of Learning identify 3–5 challenges to address.
The following questions may be helpful starters.
What is our vision of success for our students?
What are the common challenges across our Community of Learning?
What do we know about possible reasons for these challenges and how do we know?
What support will be needed and what resources are available to help?
Understanding links and reasons for the challenges will help define your achievement challenges and set out your goals and objectives towards addressing them.