Appendix A Redacted.pdf

Appendix A

Document Document Title
Comments on Release
Number
1.
Names of panel members
Released in full
2.
Disability and Learning Support
Released in full
NCEA Panel Terms of Reference
3.
Māori NCEA Panel
Released in full
Terms of Reference
4.
Pacific Peoples NCEA Panel
Released in full
Terms of Reference
5.
Pathways NCEA Panel
Released in full
Terms of Reference
6.
NCEA Disability and Learning
Information withheld under
Support Panel – March meeting
section 9(2)(f)(iv)
report
7.
Māori NCEA Panel – March
Information withheld under
outputs report
sections 9(2)(g)(i) and
9(2)(f)(iv)
8.
NCEA Pacific Peoples Panel –
Information withheld under
March meeting outputs report
sections 9(2)(g)(i) and
9(2)(f)(iv)
9.
Pathways NCEA Panel – March
Information withheld under
outputs report
sections 9(2)(g)(i) and
9(2)(f)(iv)
10.
Māori NCEA Panel – August
Information withheld under
meeting minutes
section 9(2)(g)(i)
11.
Pacific Peoples NCEA Panel –
Information withheld under
August meeting minutes
section 9(2)(g)(i)
12.
Pathways NCEA Panel – August
Information withheld under
Under the Official Information Act 1982
meeting minutes
section 9(2)(g)(i)

Released

Document 1
Names of NCEA Panel members.
Pathways
Panel
Applicant Name
1
Aiono Manu Faaea-Semeatu
2
Shaaron James
3
Emma West
4
Evelyn Moody
5
Nicky Fairbairn
6
Craig Wilkie
7
Elizabeth Jane Thomas
8
Kimai Huirama
9
Leah Crawford
DSL Panel
Applicant Name
1
Darryl Alexander
2
Martine Abel Wil iamson
3
Neil Jarvis
4
Nicola Leete
5
Darron Cutler
6
Karen Gilby
7
Rakesh Lachaiya
8
Geneva Hakaraia-Tino (TBA)
Māori Panel
Applicant Name
1
Watson Ohia
2
Hare Rua
3
Tihirangi Brightwell
4
Ne’kol Hura
Under the Official Information Act 1982
5
Genae Thompson
6
Nellie Abraham
7
Tawai Frost
8
Raewyn Mahara
Released
9
Campbell Dewes
10
Christine Te Kiri
11
Hine Waitere
12
Rangi Te Whiu Jury
Pacific Panel Applicant Name
1
Dr. Keaka Hemi
2
Dr. Michelle Johansson
3
Robert Solomone
4
Marie Su'a

5
Edmond Fehoko
6
Sialele Alipia
7
Christine Pili
8
Joseph Houghton
9
Dagmar Dyck
Under the Official Information Act 1982
Released

Document 2
Disability and Learning Support NCEA Panel
Terms of Reference
Background
In 2018, the Minister of Education launched a Review of the National Certificate of
Educational Achievement (NCEA) to ensure that it was fit for purpose, and met the needs
of all New Zealanders. The Ministry of Education (the Ministry) held engagements across
the country with key stakeholders and people from diverse backgrounds and educational
settings to understand how NCEA could be improved.
From this Review, the Minister announced a package of seven changes to strengthen
NCEA. In order to design and implement the NCEA change package in a way which best
meets the needs of the diversity of learners who use NCEA, the Ministry has committed
to working with key stakeholders.
To ensure targeted engagement with representatives from these key stakeholder groups,
we are forming groups which wil  collectively be referred to as the ‘NCEA Panels’. These
Panels will allow for regular and on-going  engagement  with  experts  the following
stakeholder groups/communities:
• Māori, in both Māori and English medium settings
• Pacific people, in all set ings that offer NCEA
• The Realm Nations, Niue and the Cook Islands, who offer NCEA
• Disability and learning support
• Pathways.
Purpose
The NCEA Panels have been created to ensure that as the NCEA change package is
Under the Official Information Act 1982
developed, the Ministry understand and take into account the voices and perspectives of
the diversity of users of NCEA, ensuring that no new user groups wil  be disadvantaged
by the NCEA system.
Also, to achieve the system shifts intended by the change package across the diversity of
learners who use NCEA, and to facilitate implementation, we need input from the NCEA
Panels at critical points i
Released  n the design and implementation of the change package.
Scope
The scope of the Disability and Learning Support (D&LS)  NCEA  Panel  is to provide
focussed feedback, in the delivery of the NCEA change package as requested by the
Ministry. They wil  provide advice, with a disability and learning support focus, to ensure
that the products and implementation plans are fit for purpose as they are developed.
Panel members are expected to contribute advice on the delivery of the NCEA change
package, based on their expertise and experience from the sector –  in particular the
secondary and tertiary sectors – or work in the community.
The scope of the NCEA Panels do not include:
• Overseeing the development of new NCEA subjects or supporting resources

• Defining what Pacific or Māori knowledge is, and how this knowledge could/should
be incorporated in subjects
• Directly advising every single NCEA subject that is being re-developed as part of
the Review of Achievement Standards (RAS). For practical purposes, the Panels
are  expected to  provide some overarching  parameters  and advice for Subject
Expert Groups (SEGs) as a whole,  but  it will be for each individual SEG  to
incorporate the Panels’ advice in the development of their subject’s products.
The NCEA Panels wil  operate as an advisory function, with the roles of delivery oversight
and decision-making to be held by the Ministry. If significant disagreement arises amongst
group members, this wil  be escalated to the Senior Manager with responsibility for the
Panels.
Responsibilities
The responsibilities of the D&LS NCEA Panel includes (but are not limited to):
• Shaping the quality criteria for developing products for the change package
• Highlighting potential barriers, with a disability and learning support focus, for end-
users as the change package develops, and advising how these barriers could be
mitigated
• Sample checking and providing quality assurance as the change package
develops to ensure systems and products are fit for purpose.
These responsibilities lie over the course of the implementation of the NCEA change
package, and the Ministry wil  identify the required work for each meeting and term of
appointment.
Appointment and membership
The  Panel  wil  continue over the course of the implementation of the NCEA change
package (from 2020 to 2025), with a review of membership and the Terms of Reference
(TOR) every year.
Under the Official Information Act 1982
The initial term of appointment wil  be from February 2020 until February 2021, with the
option to review the TOR and members at any time.
The group wil  comprise of approximately 8 paid members, with up to no more than 12
members. A Panel Lead from the Ministry wil  also support and attend meetings (either in
person, or via other means as needed).
Released
The Ministry is responsible for the overall direction of the meetings, determining and
confirming the agenda, and providing secretariat support.
Jackie Talbot, Group Manager, Secondary Tertiary has the right to disestablish the group
and add or remove members at any time.
Resourcing
The Ministry wil  provide secretariat and administrative support to the Panel. The Ministry
will facilitate Panel meetings by:
• Providing a suitable venue
• Providing secretariat service for meetings
• Providing suitable catering for meetings

• Inviting Panel members to contribute to the agenda
• Providing agenda and papers at least five days before meetings.
Fees
The Cabinet Fees Framework wil  apply for classification and remuneration of fees
[Cabinet Office Circular (19)1]. The NCEA Panels are Group 4, Level 2 bodies. The
members of the D&LS NCEA Panel wil  receive a per diem of $330 + GST.
Public sector employees wil  not retain both the group fee and their ordinary pay where
the duties of the group are undertaken during their ordinary working hours.
Members wil  be reimbursed by the Ministry for expenses related to travel within the
Ministry of Education’s Guidelines.
Reporting
The Panel wil  report to Jackie Talbot, Group Manager, Secondary Tertiary. A Panel Lead
from the Ministry wil  be present at all meetings of the group  representing the Ministry.
Conflict of Interest
A conflict of interest register wil  be maintained to record any conflicts. Al  members must
declare all actual or perceived conflicts before being appointed.
If Panel members develop new, relevant conflicts of interest, whether real, potential or
perceived, in the course of the NCEA review, they wil  inform the Ministry as soon as is
reasonably practicable.
Where a Panel member also serves on any other group responsible for developing
products for the NCEA change package, the Ministry wil  be responsible for managing any
conflict of interest that may arise.
Confidentiality and Document Ownership
Under the Official Information Act 1982
Al  documents and drafts that are provided by the Ministry to the Panel, or developed by
the Panel, are owned by the Ministry and need to be kept confidential unless express
permission is granted by the Ministry.
Communications /
Released Media
Members of the Panel are requested not to release information or issue any public
comment via traditional (i.e. newspapers, radio and television) or social media (i.e.
Facebook, Twitter, Instagram, Snapchat and YouTube) on the following:
a. Deliberations of the NCEA Panel of which they are a member;
b. Personal opinions or views expressed by other Panel members on the
Government’s Education policy, recent Government decisions on the future of
education or any matters related to the review of the NCEA.

Panel members are also requested to:
a. advise the Ministry’s Principal Communications Advisor – Secondary Tertiary,
through the Chair of their respective Panel, if they are approached by media
organisations to request for information or interviews;
b. be prepared to provide interviews or allow themselves to be photographed/filmed
by the Ministry’s Communications Advisors, for the external communication
products (i.e. Media Releases, social media posts) that wil  be produced by the
Ministry.
The Ministry wil  be responsible for external communications, including social media
posts, relating to the NCEA Change Package. Drafts of Media Releases and social
media posts quoting any Panel member wil  be sent to the Panel member for review and
sign-off before these are released externally.
Good faith
Members of the Panel are expected to act in good faith and respect contributions from all
other members. The Ministry Panel Lead wil  ensure that all members get reasonable
opportunities to contribute.
Members are expected to work towards agreement and the Ministry Panel  Lead  will
intervene where contrasting views are unable to be resolved in a timely fashion.
Under the Official Information Act 1982
Released

Document 3
Māori NCEA Panel
Terms of Reference
Background
In 2018, the Minister of Education launched a Review of the National Certificate of
Educational Achievement (NCEA) to ensure that it was fit for purpose, and met the needs
of all New Zealanders. The Ministry of Education (the Ministry) held engagements across
the country with key stakeholders and people from diverse backgrounds and educational
settings to understand how NCEA could be improved.
From this Review, the Minister announced a package of seven changes to strengthen
NCEA. In order to design and implement the NCEA change package in a way which best
meets the needs of the diversity of learners who use NCEA, the Ministry has committed
to working with key stakeholders.
To ensure targeted engagement with representatives from these key stakeholder groups,
we are forming groups which wil  collectively be referred to as the ‘NCEA Panels’. These
Panels will allow for regular and on-going  engagement  with  experts  the following
stakeholder groups/communities:
• Māori, in both Māori and English medium settings
• Pacific peoples, in all set ings that offer NCEA
• The Realm Nations, Niue and the Cook Islands, who offer NCEA
• Disability and learning support
• Pathways.
Purpose
The NCEA Panels have been created to ensure that as the NCEA change package is
Under the Official Information Act 1982
developed, the Ministry understand and take into account the voices and perspectives of
the diversity of users of NCEA, ensuring that no new user groups wil  be disadvantaged
by the NCEA system.
Also, to achieve the system shifts intended by the change package across the diversity of
learners who use NCEA, and to facilitate implementation, we need input from the NCEA
Panels at critical points i
Released  n the design and implementation of the change package.
Scope
The scope of the Māori NCEA Panel is to provide focussed feedback, in the delivery of
the NCEA change package as requested by the Ministry. They wil  provide advice, with a
kaupapa Māori focus, to ensure that the products and implementation plans are fit for
purpose as they are developed.
Panel members are expected to contribute advice on the delivery of the NCEA change
package, based on their expertise and experience from the sector –  in particular the
secondary and tertiary sectors – or work in the community.
The scope of the NCEA Panels do not include:
• Overseeing the development of new NCEA subjects or supporting resources

• Defining what Pacific or Māori knowledge is, and how this knowledge could/should
be incorporated in subjects
• Directly advising every single NCEA subject that is being re-developed as part of
the Review of Achievement Standards (RAS). For practical purposes, the Panels
are  expected to  provide some overarching  parameters  and advice for Subject
Expert Groups (SEGs) as a whole,  but  it will be for each individual SEG  to
incorporate the Panels’ advice in the development of their subject’s products.
The NCEA Panels wil  operate as an advisory function, with the roles of delivery oversight
and decision-making to be held by the Ministry. If significant disagreement arises amongst
group members, this wil  be escalated to the Senior Manager with responsibility for the
Panels.
Responsibilities
The responsibilities of the Māori NCEA Panel includes (but are not limited to):
• Shaping the quality criteria for developing products for the change package
• Highlighting potential barriers, with a kaupapa Māori focus, for end-users as the
change package develops, and advising how these barriers could be mitigated
• Sample checking and providing quality assurance as the change package
develops to ensure systems and products are fit for purpose.
These responsibilities lie over the course of the implementation of the NCEA change
package, and the Ministry wil  identify the required work for each meeting and term of
appointment.
Appointment and membership
The  Panel  wil  continue over the course of the implementation of the NCEA change
package (from 2020 to 2025), with a review of membership and the Terms of Reference
(TOR) every year.
The initial term of appointment wil  be from February 2020 until February 2021, with
Under the Official Information Act 1982  the
option to review the TOR and members at any time.
The group wil  comprise of approximately 8 paid members, with up to no more than 12
members. A Panel Lead from the Ministry wil  also support and attend meetings (either in
person, or via other means as needed).
The Ministry is responsible for the overall direction of the meetings, determining and
Released
confirming the agenda, and providing secretariat support.
Jackie Talbot, Group Manager, Secondary Tertiary has the right to disestablish the group
and add or remove members at any time.
Resourcing
The Ministry wil  provide secretariat and administrative support to the Panel. The Ministry
will facilitate Panel meetings by:
• Providing a suitable venue
• Providing secretariat service for meetings
• Providing suitable catering for meetings
• Inviting Panel members to contribute to the agenda

• Providing agenda and papers at least five days before meetings.
Fees
The Cabinet Fees Framework wil  apply for classification and remuneration of fees
[Cabinet Office Circular (19)1]. The NCEA Panels are Group 4, Level 2 bodies. The
members of the Māori NCEA Panel wil  receive a per diem of $330 + GST.
Public sector employees wil  not retain both the group fee and their ordinary pay where
the duties of the group are undertaken during their ordinary working hours.
Members wil  be reimbursed by the Ministry for expenses related to travel within the
Ministry of Education’s Guidelines.
Reporting
The Panel wil  report to Jackie Talbot, Group Manager, Secondary Tertiary. A Panel Lead
from the Ministry wil  be present at all meetings of the group, representing the Ministry.
Conflict of Interest
A conflict of interest register wil  be maintained to record any conflicts. Al  members must
declare all actual or perceived conflicts before being appointed.
If Panel members develop new, relevant conflicts of interest, whether real, potential or
perceived, in the course of the NCEA review, they wil  inform the Ministry as soon as is
reasonably practicable.
Where a Panel member also serves on any other group responsible for developing
products for the NCEA change package, the Ministry wil  be responsible for managing any
conflict of interest that may arise.
Confidentiality and Document Ownership
Al  documents and drafts that are provided by the Ministry to the Panel, or developed
Under the Official Information Act 1982 by
the Panel, are owned by the Ministry and need to be kept confidential unless express
permission is granted by the Ministry.
Communications / Media
Members of the Panel ar
Released  e requested not to release information or issue any public
comment via traditional (i.e. newspapers, radio and television) or social media (i.e.
Facebook, Twitter, Instagram, Snapchat and YouTube) on the following:
a. Deliberations of the NCEA Panel of which they are a member;
b. Personal opinions or views expressed by other Panel members on the
Government’s Education policy, recent Government decisions on the future of
education or any matters related to the review of the NCEA.

Document 4
Pacific Peoples NCEA Panel
Terms of Reference
Background
In 2018, the Minister of Education launched a Review of the National Certificate of
Educational Achievement (NCEA) to ensure that it was fit for purpose, and met the needs
of all New Zealanders. The Ministry of Education (the Ministry) held engagements across
the country with key stakeholders and people from diverse backgrounds and educational
settings to understand how NCEA could be improved.
From this Review, the Minister announced a package of seven changes to strengthen
NCEA. In order to design and implement the NCEA change package in a way which best
meets the needs of the diversity of learners who use NCEA, the Ministry has committed
to working with key stakeholders.
To ensure targeted engagement with representatives from these key stakeholder groups,
we are forming groups which wil  collectively be referred to as the ‘NCEA Panels’. These
Panels will allow for regular and on-going  engagement  with  experts  the following
stakeholder groups/communities:
• Māori, in both Māori and English medium settings
• Pacific peoples, in all set ings that offer NCEA
• The Realm Nations, Niue and the Cook Islands, who offer NCEA
• Disability and learning support
• Pathways.
Purpose
The NCEA Panels have been created to ensure that as the NCEA change package is
Under the Official Information Act 1982
developed, the Ministry understand and take into account the voices and perspectives of
the diversity of users of NCEA, ensuring that no new user groups wil  be disadvantaged
by the NCEA system.
Also, to achieve the system shifts intended by the change package across the diversity of
learners who use NCEA, and to facilitate implementation, we need input from the NCEA
Panels at critical points i
Released  n the design and implementation of the change package.
Scope
The scope of the Pacific Peoples NCEA Panel is to provide focussed feedback, in the
delivery of the NCEA change package as requested by the Ministry. They wil  provide
advice, with a Pacific focus, to ensure that the products and implementation plans are fit
for purpose as they are developed.
Panel members are expected to contribute advice on the delivery of the NCEA change
package, based on their expertise and experience from the sector –  in particular the
secondary and tertiary sectors – or work in the community.
The scope of the NCEA Panels do not include:
• Overseeing the development of new NCEA subjects or supporting resources

• Defining what Pacific or Māori knowledge is, and how this knowledge could/should
be incorporated in subjects
• Directly advising every single NCEA subject that is being re-developed as part of
the Review of Achievement Standards (RAS). For practical purposes, the Panels
are  expected to  provide some overarching  parameters  and advice for Subject
Expert Groups (SEGs) as a whole,  but  it will be for each individual SEG  to
incorporate the Panels’ advice in the development of their subject’s products.
The NCEA Panels wil  operate as an advisory function, with the roles of delivery oversight
and decision-making to be held by the Ministry. If significant disagreement arises amongst
group members, this wil  be escalated to the Senior Manager with responsibility for the
Panels.
Responsibilities
The responsibilities of the Pacific Peoples NCEA Panel includes (but are not limited to):
• Shaping the quality criteria for developing products for the change package
• Highlighting potential barriers, with a Pacific focus, for end-users as the change
package develops, and advising how these barriers could be mitigated
• Sample checking and providing quality assurance as the change package
develops to ensure systems and products are fit for purpose.
These responsibilities lie over the course of the implementation of the NCEA change
package, and the Ministry wil  identify the required work for each meeting and term of
appointment.
Appointment and membership
The  Panel  wil  continue over the course of the implementation of the NCEA change
package (from 2020 to 2025), with a review of membership and the Terms of Reference
(TOR) every year.
The initial term of appointment wil  be from February 2020 until February 2021, with
Under the Official Information Act 1982  the
option to review the TOR and members at any time.
The group wil  comprise of approximately 8 paid members, with up to no more than 12
members. A Panel Lead from the Ministry wil  also support and attend meetings (either in
person, or via other means as needed).
The Ministry is responsible for the overall direction of the meetings, determining and
Released
confirming the agenda, and providing secretariat support.
Jackie Talbot, Group Manager, Secondary Tertiary has the right to disestablish the group
and add or remove members at any time.
Resourcing
The Ministry wil  provide secretariat and administrative support to the Panel. The Ministry
will facilitate Panel meetings by:
• Providing a suitable venue
• Providing secretariat service for meetings
• Providing suitable catering for meetings
• Inviting Panel members to contribute to the agenda

• Providing agenda and papers at least five days before meetings.
Fees
The Cabinet Fees Framework wil  apply for classification and remuneration of fees
[Cabinet Office Circular (19)1]. The NCEA Panels are Group 4, Level 2 bodies. The
members of the Pacific Peoples NCEA Panel wil  receive a per diem of $330 + GST.
Public sector employees wil  not retain both the group fee and their ordinary pay where
the duties of the group are undertaken during their ordinary working hours.
Members wil  be reimbursed by the Ministry for expenses related to travel within the
Ministry of Education’s Guidelines.
Reporting
The Panel wil  report to Jackie Talbot, Group Manager, Secondary Tertiary. A Panel Lead
from the Ministry wil  be present at all meetings of the group, representing the Ministry.
Conflict of Interest
A conflict of interest register wil  be maintained to record any conflicts. Al  members must
declare all actual or perceived conflicts before being appointed.
If Panel members develop new, relevant conflicts of interest, whether real, potential or
perceived, in the course of the NCEA review, they wil  inform the Ministry as soon as is
reasonably practicable.
Where a Panel member also serves on any other group responsible for developing
products for the NCEA change package, the Ministry wil  be responsible for managing any
conflict of interest that may arise.
Confidentiality and Document Ownership
Al  documents and drafts that are provided by the Ministry to the Panel, or developed
Under the Official Information Act 1982 by
the Panel, are owned by the Ministry and need to be kept confidential unless express
permission is granted by the Ministry.
Communications / Media
Members of the Panel ar
Released  e requested not to release information or issue any public
comment via traditional (i.e. newspapers, radio and television) or social media (i.e.
Facebook, Twitter, Instagram, Snapchat and YouTube) on the following:
a. Deliberations of the NCEA Panel of which they are a member;
b. Personal opinions or views expressed by other Panel members on the
Government’s Education policy, recent Government decisions on the future of
education or any matters related to the review of the NCEA.

Document 5
Pathways NCEA Panel
Terms of Reference
Background
In 2018, the Minister of Education launched a Review of the National Certificate of
Educational Achievement (NCEA) to ensure that it was fit for purpose, and met the needs
of all New Zealanders. The Ministry of Education (the Ministry) held engagements across
the country with key stakeholders and people from diverse backgrounds and educational
settings to understand how NCEA could be improved.
From this Review, the Minister announced a package of seven changes to strengthen
NCEA. In order to design and implement the NCEA change package in a way which best
meets the needs of the diversity of learners who use NCEA, the Ministry has committed
to working with key stakeholders.
To ensure targeted engagement with representatives from these key stakeholder groups,
we are forming groups which wil  collectively be referred to as the ‘NCEA Panels’. These
Panels will allow for regular and on-going  engagement  with  experts  the following
stakeholder groups/communities:
• Māori, in both Māori and English medium settings
• Pacific people, in all set ings that offer NCEA
• The Realm Nations, Niue and the Cook Islands, who offer NCEA
• Disability and learning support
• Pathways.
Purpose
The NCEA Panels have been created to ensure that as the NCEA change package is
Under the Official Information Act 1982
developed, the Ministry understand and take into account the voices and perspectives of
the diversity of users of NCEA, ensuring that no new user groups wil  be disadvantaged
by the NCEA system.
Also, to achieve the system shifts intended by the change package across the diversity of
learners who use NCEA, and to facilitate implementation, we need input from the NCEA
Panels at critical points i
Released  n the design and implementation of the change package.
Scope
The scope of the Pathways NCEA Panel is to provide focussed feedback, in the delivery
of the NCEA change package as requested by the Ministry. They wil  provide advice, with
a pathways focus, to ensure that the products and implementation plans are fit for purpose
as they are developed.
Panel members are expected to contribute advice on the delivery of the NCEA change
package, based on their expertise and experience from the sector –  in particular the
secondary and tertiary sectors – or work in the community.
The scope of the NCEA Panels do not include:
• Overseeing the development of new NCEA subjects or supporting resources

• Defining what Pacific or Māori knowledge is, and how this knowledge could/should
be incorporated in subjects
• Directly advising every single NCEA subject that is being re-developed as part of
the Review of Achievement Standards (RAS). For practical purposes, the Panels
are  expected to  provide some overarching  parameters  and advice for Subject
Expert Groups (SEGs) as a whole,  but  it will be for each individual SEG  to
incorporate the Panels’ advice in the development of their subject’s products.
The NCEA Panels wil  operate as an advisory function, with the roles of delivery oversight
and decision-making to be held by the Ministry. If significant disagreement arises amongst
group members, this wil  be escalated to the Senior Manager with responsibility for the
Panels.
Responsibilities
The responsibilities of the Pathways NCEA Panel includes (but are not limited to):
• Shaping the quality criteria for developing products for the change package
• Highlighting potential barriers, with a pathways focus  for end-users as the change
package develops, and advising how these barriers could be mitigated
• Sample checking and providing quality assurance as the change package
develops to ensure systems and products are fit for purpose.
These responsibilities lie over the course of the implementation of the NCEA change
package, and the Ministry wil  identify the required work for each meeting and term of
appointment.
Appointment and membership
The  Panel  wil  continue over the course of the implementation of the NCEA change
package (from 2020 to 2025), with a review of membership and the Terms of Reference
(TOR) every year.
The initial term of appointment wil  be from February 2020 until February 2021, with
Under the Official Information Act 1982  the
option to review the TOR and members at any time.
The group wil  comprise of approximately 8 paid members, with up to no more than 12
members. A Panel Lead from the Ministry wil  also support and attend meetings (either in
person, or via other means as needed).
The Ministry is responsible for the overall direction of the meetings, determining and
Released
confirming the agenda, and providing secretariat support.
Jackie Talbot, Group Manager, Secondary Tertiary has the right to disestablish the group
and add or remove members at any time.
Resourcing
The Ministry wil  provide secretariat and administrative support to the Panel. The Ministry
will facilitate Panel meetings by:
• Providing a suitable venue
• Providing secretariat service for meetings
• Providing suitable catering for meetings
• Inviting Panel members to contribute to the agenda

• Providing agenda and papers at least five days before meetings.
Fees
The Cabinet Fees Framework wil  apply for classification and remuneration of fees
[Cabinet Office Circular (19)1]. The NCEA Panels are Group 4, Level 2 bodies. The
members of the Pathways NCEA Panel wil  receive a per diem of $330 + GST.
Public sector employees wil  not retain both the group fee and their ordinary pay where
the duties of the group are undertaken during their ordinary working hours.
Members wil  be reimbursed by the Ministry for expenses related to travel within the
Ministry of Education’s Guidelines.
Reporting
The Panel wil  report to Jackie Talbot, Group Manager, Secondary Tertiary. A Panel Lead
from the Ministry wil  be present at all meetings of the group, representing the Ministry.
Conflict of Interest
A conflict of interest register wil  be maintained to record any conflicts. Al  members must
declare all actual or perceived conflicts before being appointed.
If Panel members develop new, relevant conflicts of interest, whether real, potential or
perceived, in the course of the NCEA review, they wil  inform the Ministry as soon as is
reasonably practicable.
Where a Panel member also serves on any other group responsible for developing
products for the NCEA change package, the Ministry wil  be responsible for managing any
conflict of interest that may arise.
Confidentiality and Document Ownership
Al  documents and drafts that are provided by the Ministry to the Panel, or developed
Under the Official Information Act 1982 by
the Panel, are owned by the Ministry and need to be kept confidential unless express
permission is granted by the Ministry.
Communications / Media
Members of the Panel ar
Released  e requested not to release information or issue any public
comment via traditional (i.e. newspapers, radio and television) or social media (i.e.
Facebook, Twitter, Instagram, Snapchat and YouTube) on the following:
a. Deliberations of the NCEA Panel of which they are a member;
b. Personal opinions or views expressed by other Panel members on the
Government’s Education policy, recent Government decisions on the future of
education or any matters related to the review of the NCEA.

DRAFT FOR DISCUSSION ONLY – NOT GOVERNMENT POLICY
Document 6
NCEA Disability and Learning Support
Panel Panel – March meeting report
Welcome and introductions
During the welcome and introduction, the panel members introduced themselves and talked to their
motivations for being on the panel, and the chal enges and opportunities that they saw in the disability and
learning support space. Panel members shared both personal and professional reasons for wanting to be part
of the panel. Most panel members had similar motivations focussed on supporting disabled young people and
young people with learning support needs, particularly those who came from similar communities as the panel
members and shared an interest in social justice.
Two main themes came out of the introductory session. Firstly, panel members shared a focus on the
pathways of disabled young people and young people with learning support needs. Secondly, the panel also
shared an interest in the intersection between disability and learning support needs and other sources of
inequity, particularly Māori and Pacific students with disabilities or learning support needs.
Other issues or interests raised during the introductory portion of the day included:
•
Panel asked what scope they had for influencing change, wanted assurance this panel was not going
to be tokenistic and could truly realise change for the benefit of young people
•
Whether classroom teachers would be able to make any changes a reality.
•
The importance of supporting more inclusive classroom practices and pedagogies.
•
Accessibility and inclusivity from a teacher perspective i.e. how accessible wil  inclusive design be for
teachers.
•
Concerns about other barriers to learning which intersect with NCEA such as schools excluding
disabled students.
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•
The importance of resources in accessible formats for both teachers and students.
•
The role that teacher training or PLD may play in supporting sector.
Our focus  Released
The Our Focus session sought to find out what the panel wanted to focus on. The panel were prompted with a
number of open-ended questions. The panel decided to consider their focuses based on what was important
for students to know and have before the time that they left school. This reiterated the panels focus on
pathways. Panel members were quite anxious about the focus of NCEA as a qualification which works well for
students on a university pathway, but not necessarily for other students particularly those with disabilities or
learning support needs. They also noted the barriers to pathways caused by barriers to obtaining a
qualification or accessing particular subjects or courses which were necessary to follow particular post-school
pathways.
We shape an education system that delivers equitable and excel ent outcomes
Last saved: 16/03/2020
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

Document 7
DRAFT FOR DISCUSSION ONLY – NOT GOVERNMENT POLICY
Māori NCEA Panel – March outputs report
Introduction
The Māori NCEA Panel (NZC) met on 11 March 2020 to:
• To identify priority outcomes for ākonga Māori in NCEA
• To confirm the Panel’s provision of high level advice to the Ministry
• To confirm the role and influence of the NCEA Māori Panel going forward.
The members of the Māori NCEA Panel at that meeting were:
• Watson Ohia
• Ne’kol Hura
• Raewyn Mahara
• Genae Thompson
• Hare Rua
• Nellie Abraham
• Tihirangi Brightwell
• Tawai Frost
Members who could not attend were:
• Campbell Dewes
• Hine Waitere
• Rangi Te Whiu Jury
• Christine Te Kiri
Members of the Ministry present were:
• Jason Kora
• Tupu Williams
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• Kiri Hiha
• Maya Naff
• Hannah Yee
• Maria Lute
• Rob Mill
Released
This summary captures the discussions at the meeting, facilitated by Jason Kora, Tupu
Williams and Kiri Hiha.
Mihi whakatau and panel membership:
Panel members had a mihimihi and hāpori introduction.
Members expressed a desire to represent the aspirations of their respective hapori/
communities in ensuring that:
• The mechanisms of government are working for and not against Māori.
We shap e an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

• The panel is making space for ākonga Māori to access mātauranga māori and to
grow the kete of knowledge and access that our tamariki/mokopuna have to te reo
Māori me ōna tikanga.
• Ko te mana motuhake; ā-tamariki, ā-mokopuna, ā-whānau, a-mātua, ā-hapori, ā-te
motu whānui hoki.
• We are working with Te Tahūhū o Mātauranga to realise the aspirations of our young
people to succeed.
• To provide quality assurance for and influence the direction of the NCEA RAS, over
the next 5 years.
• Guiding answers to the question; “What does the successful implementation of
Change 2: Mana ōrite mō te mātauranga Māori”, look like, for ākonga Māori in both
Māori medium and English medium settings?
9(2)(g)
(i)
ion Act 1982



Panel purpose and influence:
Being Māori, all panel members voiced a shared accountability to ākonga Māori, to ensure
that they are making an impact and ef ecting transformative change.
Throughout panel wānanga, members expressed the need to unpack the focus that the
Ministry of Education has on prioritising Māori influence within the RAS process and to
explore what the relationship between the Ministry of Education and the Māori NCEA Panel
can look like.
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For the panel to effectively provide advice to the RAS, the Panel sought transparency
around the upcoming RAS ‘Big Wave’ development to allow the panel to provide fit-for-
purpose advice and guidance.
‘One size does not fit al ’
Released
The panel expressed the need to recognise and serve both kura auraki and kura rumaki as
different contexts with different sets of requirements. This wil  need to be resolved to ensure
that the RAS development process reflects all ākonga Māori, from all Māori medium-English
medium settings engaged in NCEA.
Focus on teacher capability
A key concern from all members was building the capability of the sector to ensure that all
teachers, not just Māori, are well supported to deliver mana ōrite mō te mātauranga Māori
for all ākonga Māori.
2
We shape an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

The Panel noted that Change 2: Mana ōrite mō te mātauranga Māori requires supporting a
shift in how we teach woven throughout current teaching practice and training. This shift
would require building Pākehā teacher confidence to teach through a mātauranga Māori
lens, alongside building capability in schools to actively engage with te āo Māori and
kaupapa Māori. It was also discussed that Māori teachers often face pressure to do this
alone at present, and often face pressure to be the remedy to all things Māori.
The point was made that non-Māori leaders are emerging; e.g. Pākehā and non-Pākehā are
engaging in rumaki reo classes at Te Wānanga o Raukawa. The signs for a shift in thinking
are encouraging.
9(2)(g)
(i)
2

ion

‘Assessment as an enabler, not a barrier’
Across the group, those representing rumaki Māori and kura auraki agreed that NCEA
assessment must be fair, equitable, future focused and grounded authentically in the diverse
hapori connections where ākonga Māori live.
The Māori medium group discussed the need for NCEA achievement standards and
assessment for Te Reo Māori and Te Reo Rangatira to be well resourced and reflect the
types of language used in different contexts: e.g., formal, informal, customary, modern,
classical, a wider range of genres and allowance for regional variations in delivery and
application etc.  A diverse approach may provide more opportunities for assessment to
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mirror the rich diversity of Te Reo Māori usage within different hāpori / contexts and
situations.
9(2)(f)(iv)
ased



9(2)(g)(i)

3
We shape an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

A strong recommendation from members was made around the need for learning area and
assessment design to reflect future focused technologies and an updated, relevant,
curriculum.
9(2)(g)
(i)



NCEA RAS development:
A presentation and discussion around the NZC RAS development process was led by Maria
Lute, Lead Advisor; and Rob Mil , Senior Manager.
Key discussions around the NZC NCEA RAS development focused on:
• How will ākonga Māori respond and see themselves in NCEA RAS development, in
the interactions within the classroom with their kaiako, within the learning activities
and assessments being designed in the SEGs, and then within the broader
qualifications that reflect academic success?
• Who is driving the measuring stick for NCEA success? Where are the iwi, whānau,
hapū and hapori Māori connections and conversations in the development process?
The suggestion was made to create collaborative support connections in the rohe,
takiwā, hapori, regions for teachers to connect ākonga Māori to their local settings,
within NCEA.
• Pathways wil  need to be quality assured by iwi, hapū, hapori, and whānau, to ensure
authentic representation and buy in.
• A possibility exists here to group relevant subjects into learning areas that reflect the
Under the Official Information Act 1982
richness of mātauranga Māori which should not be an ad hoc addition.
• As SEGs wil  drive the quality modes of assessment, what other supports are
available to ensure that access for ākonga Māori to mātauranga Māori in NCEA is
not just being pushed by our Māori members.
Released
• Maria Lute offered as a starting point for quality assurance that advice and guidance
be given on Trials and Pilots products and that members view the newly released
NCEA Level 1 new subject list and consider which of these hold interest to them.
• One of the priority foci the panel identified was to provide guidance for SEGs,
through the development of the quality criteria, on how mātauranga Māori would be
embedded across NZC subject standards. The panel, supported by Jason Kora and
Rob Mil , agreed that it would be necessary for them to wānanga and confirm their
input into the quality criteria, prior to SEG training and development happening.
4
We shape an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

TMoA:
A presentation and discussion around the Te Marautanga o Aotearoa RAS development
process was led by Jason Kora, Chief Advisor and Maya Naff, Advisor.
Key questions for the panel discussion around TMoA RAS focused on:
• Ensuring that the seven Wāhanga Ako are refreshed and updated, including
reflecting ākonga Māori realities for being relevant to their future pathways.
Members from Māori medium contexts emphasised that ākonga Māori are
entrepreneurs, they are technology focused and future capable already.
• 9(2)(g)(i)
• We also need ākonga Māori representation and voice here, we would be looking to
recent raukura graduates, confident to share their ideas so we can have a discussion
about what works for them as ākonga Māori.
Mana ōrite mō te mātauranga Māori:
Members from both English medium and Māori medium contexts identified Change 2 as a
key priority for the panel, moving forward. Both groups held strong views, with kura auraki
members warning against surface applications of mātauranga Māori in English medium,
such as kupu Māori lists or tick box tasks, when mātauranga Māori has many deep context
specific layers (e.g. mātauranga Māori of the marae, mātauranga Māori of the whānau,
mātauranga Māori of tikanga and mātauranga Māori of entrepreneurship).
A discussion was had around the esteem and use of unit standards, which currently give
ākonga Māori rich access to mātauranga Māori learning but are not viewed as having the
same academic value as NCEA.
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9(2)(g)(i)

Reo Ākonga Māori representation (Student voice):
Re
9(2)(g)(i)

Members discussed the need to include a wānanga consultation process for reo ākonga
Māori, to ensure that the NCEA changes authentically reflect ākonga Māori, while making
the upcoming changes relevant for all ākonga Māori - through listening to ākonga Māori
voice.
The Panel noted that ākonga Māori must have the ability to have this discussion, and be
involved as this is a very te ao Māori-tikanga Māori approach and has always been a priority.
Do ākonga Māori know about the changes and how this impacts on them? 9(2)(g)(i)
5
We shape an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

9(2)(g)(i)


Actions:
• The Ministry wil  send out links to the new Level 1 NCEA subject list for the panel to
review and prepare feedback for the most interest subjects for their context.
• Ministry will draft a summary of the hui and circulate to the panel as a record of the
key priorities discussed throughout the day.
• Jason Kora wil  contact Panel members to discuss key priority directions further.
• The TMoA Panel will be informed of the feedback from the Māori NCEA Panel.
• The next NCEA Māori Panel meeting date and agenda wil  be set tentatively for the
6th April but in light of the present uncertainty around COVID-19, we are currently not
booking immediate travel.  We wil  keep the NCEA Māori Panel updated on the
process of future hui, as we know more.
Under the Official Information Act 1982
Released
6
We shape an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

DRAFT FOR DISCUSSION ONLY – NOT GOVERNMENT POLICY
Document 8
NCEA Pacific Peoples Panel – March
meeting outputs report
Date:
Tuesday 10 March 2020, 9:00am – 4.00pm
Attendees:
Panel: Dr. Keaka Hemi, Dr. Michelle Johansson, Robert Solomone, Marie Su’a,
Edmond Fehoko, Sialele Alipia, Christine Pili, Joseph Houghton, Dagma Dyck
MoE: Miriam Gibson (Facilitator), Mary Moeono-Kolio (Panel Lead), Karen Grice,
Apologies:
Utufa’asisili Rosemary Malo (NZQA)
Objectives:
1. Introduce the NCEA programme and get a good understanding of how the panel fits into this work
2. Establish a good foundation and develop some guiding principles for the Ministry and panel
members to work together moving forward
3. Provide critical input to support the Subject Expert Groups in developing products and materials
for the Review of Achievement Standards
Activity 1 – Who is my vil age?
As an introductory activity, the group were asked to introduce themselves and who/where they are
from as we know that Pacific communities carry the voices of their families and communities with
them wherever they go. Panellists were also asked to share what motivated them be on the Pacific
Peoples Panel and identify the voices that they feel they bring to the table. This was important so that
we could  highlight shared interests and motivations,  as well as recognising  the diversity of
perspectives and contexts that are represented in this group.
Activity summary:
The group see this as a real opportunity to make a difference in Pacific learners’ experience o
Under the Official Information Act 1982f NCEA.
Particularly with negative experiences of NCEA such as Pacific students being streamed in and out of
certain subjects and pathways which was highlighted as a significant issue.
The panel is made up of a diverse group of individuals across the primary, secondary, and tertiary
sector.  The regions represented include Waikato, South Island (Christchurch and Blenheim), and
Released
Auckland, we have a particularly strong representation from South Auckland, which has the largest
number of Pacific learners.
9(2)(g)(i)

We shape an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

DRAFT FOR DISCUSSION ONLY – NOT GOVERNMENT POLICY
• Unconscious bias of teachers  makes building trust difficult and therefore establishing
relationships that are important to positively engaging with Pacific students.
• Pacific students often do not experience equity within the classroom
• Language is a barrier in NCEA – language used in NCEA standards and assessment resources is
presents another barrier, particularly if language acquisition is already a barrier for Pacific
students.
• Family/whānau expectations vs reality can often be a challenge for Pacific learners.
Design and delivery of NCEA:
•
NCEA itself was identified as a barrier particularly around content and teaching that is not
relevant to Pacific learners, their families and their communities.
•
NCEA does not prepare our students for further study
•
Credit collecting - Students gaming the system by explicitly choosing subjects that do not have
exams without understanding the implications and consequences.
•
Coherence: NCEA needs to be both logical and creative. It is important that there is room for
creativity and adaptability so that students do not end up in survival mode i.e. doing what they
need to pass as opposed doing what they need to thrive and excel.
•
NCEA should make students more confident however the reality is that students become less
confident as they progress through NCEA.
•
Double assessment –content becomes a test of literacy in English which disadvantages Pacific
learners
•
Workload/time management
Question 2:  What does a good experience in NCEA look like for a Pacific learner?
• Cultural y sustaining and responsive: this means that teachers value introspection when they
are developing ways to make learning relevant and safe for their students. This means
honouring the students and their families by connecting cultural and linguistic histories of
Pacific learners to current realities and making content and contexts relevant.
• Navigating Identities: Recognition that Pacific learners are navigating their identities and the
more connected teaching and learning is this, the more engaged and passionate Pacific students
are likely to be.
• Cultural capital in the classroom: recognition that what Pacific learners, their families and
communities bring are seen as inherently valuable.
• Strengths based: Pacific students experience a programme that is personalised and strengths-
Under the Official Information Act 1982
based.
• Honours families: Parents/ whānau/ community are all part of their learning. Include Pacific
families when things are good and bad e.g. Pacific PowerUp (now TalanoaAko)
• Pacific capability – Having more Pacific teachers, including in senior leadership could make a
significant difference in increasing the success of Pacific learners.  Growth is possible but
leadership is the lever!
Released
• Cultural y competent, responsible and connected teacher: We need to have high expectations
for our teachers that they will deliver positive outcomes for Pacific learners.
• Teachers are enacting Tapasā: Significant increase in secondary teacher turnout for Tapasā
workshops. That this is supported ad prioritised by principal
• Multiple pathway options: Students receive relevant and tailored career advice that sets them
up wel  for UE, or another meaningful pathway. Students do not feel locked into one pathway
Question 3: What does success for Pacific Leaners look like in NCEA?
•
Teu le vā: Pacific students and their language, cultures, histories, and identities are respected
and honoured, and that the voices of Pacific communities have been valued and heard.
We shap e an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

DRAFT FOR DISCUSSION ONLY – NOT GOVERNMENT POLICY
9(2)(f)(iv)
Next steps:
The Ministry will:
e Official I
9(2)(f)(iv)
9(2)(f)(iv)
Und
se
Rele
4. Clarify how the advice and guidance from the Pacific Panel will be applied and reported i.e.
measurement & feedback.
5. We wil use the list of priorities that have been developed by the Panel to identify the
products and activities that the Pacific Panel can contribute to. This will provide a basis for
future agenda’s for Panel meetings.
We shap e an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

DRAFT FOR DISCUSSION ONLY – NOT GOVERNMENT POLICY
Document 9
Pathways NCEA Panel – March outputs report
Activity 1 – Hopes and Fears
As an introductory activity, the group was asked to share their hopes and fears. These could be hopes and
fears about how the panel would work, hopes and fears about the broader education system, or other relevant
hopes and fears. The panel wrote down their hopes and fears on post-it notes and we also did a round table
and discussed these hopes and fears. Both the written and the verbal hopes and fears are recorded below.
Hopes
•
That NCEA can help learners to have rich an meaningful experiences to ignite interest and passions
for their future success
•
That you can keep me (the Ministry) honest
•
That we are agile enough to be able to engage al  learners re: design products
•
That the panel is going to be worthwhile, and be able to make a difference to the NCEA Review
•
That we work wel  as a panel
•
Hoping for a robust transitions and careers outcome with good industry input
•
That cultural wel -being wil  be elevated as a success factor
•
That our students with disabilities can be set up on a pathway
•
Industry employment needs priority
•
That we can broaden our perspectives
•
That the panel can influence meaningful change in the NCEA space to make the qualification more fit-
for-purpose and achievable through a variety of pathways
•
Focus on the needs for individual learners
•
Hoping parents wil  finally have an understanding of NCEA
•
That some tangible outcomes are achieved for Pathways
•
Pathways is recognised as being valuable to all young people
•
Be brave – address complex matters collaboratively
•
That we can “see” the pathway/cohesion from NCEA (school) to either work/training or a combination
of both
•
That we can transform the NZ education system so that it delivers equitable outcomes for Māori and
Under the Official Information Act 1982
Pasifika learners
•
That we amplify the voice of whānau, hapu, and iwi in our decision-making
•
That we normalise genuine treaty-based relationships at al  levels of society
•
That this panel is going to contribute meaningful y to transforming educational outcomes of Māori and
Pasifika learners
•
Transformation – a hope for a lot more “doi”
•
Aligned to entry criteria ac
Released ross tertiary sector… not just university!
•
Everybody in the panel feels their voice is heard
•
We’re able to have valuable input to al  the work going on
•
That we can paint a picture about pathways for everyday people
•
That we can recognise that it is okay for kids to not always have a clear pathway / know what they want
to do, that we can acknowledge they’re stil  growing
•
That different pathways are given status
•
That NCEA becomes transparent, that no matter who you are, that you know how to get on and off a
pathway, and that that pathways is valued
•
That the changes to NCEA strengthen al  pathways and create an environment for passion to thrive,
with opportunities to learn and explore
•
That we can influence the programme to look at broader student needs
We shape an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

DRAFT FOR DISCUSSION ONLY – NOT GOVERNMENT POLICY
•
True collaboration
•
Crave success
•
We work well together
•
Challenge the status quo
Fears
•
That we won’t reach cohesion across the secondary and tertiary sectors
•
That a lot is changing, both with achievement standards and unit standards, and we need to work out
where things like Trades Academies and Gateway fits
•
That the NCEA, RoVE, and NZQA review changes wil  be contributing to a sense of overload in the
sector, which wil  see talent leaving the education sector, leaving capability gaps
•
Less standards meaning less choice and kids/teachers feeling forced into narrow learning
•
More externals meaning less innovation in the way knowledge or competence can be demonstrated
•
That we wil  be too unfocused
•
Fear it could be a long and drawn out process
•
Fear that I’l  get bouncier as my sickness progresses
•
A lot to take in!
•
Slow to implement change
•
Fear of too much “hui”
•
That we don’t target deep change and only focus on window dressing
•
UE has too heavy influence on NCEA review outcomes
•
That the “ITO world” and unit standards doesn’t “fit” with achievement standards
•
Industry/employers stil  can’t “see / understand” the educational world
•
That the panel work over the next year may be undone by a change of government
•
That we don’t just represent a female point of view – where are the men?
•
That we get derailed by things/circumstances beyond our control
•
That nothing wil  change for Māori and Pasifika in this transformation of the NZ education system
•
That our Māori boys wil  continue to be the group that does most poorly in our education system
•
A lot to take in, a lot going on at the moment, and there could be a capability gap
•
We get bogged down with where we’ve been and not where we could go
•
How wil  changes benefit Māori learners, especially boys, and pacific learners and disability learners
Activity 2 – Student personas part 1
This activity used the seven student personas (Luis, Tina, May, Matt, Sam, Jessica, Charlotte). In groups of 2-
3, panel members went around the room and looked at the student personas that were up on the walls and,
Under the Official Information Act 1982
using post-it notes, commented on aspects of these students that drew their attention.
Luis, Tertiary Pathway
Throughout school Luis knew he wanted to go to university and he put a lot of pressure on themselves to
achieve good grades. Luis was an active part of the school community; he played sports and got involved with
Released
school events. He had a lot of support at home and felt like there was plenty of support at school too. Luis
achieved Level 3 with top marks, and really enjoyed his learning experience.
•
Does highlight the pressure for young people to know what they want to do at 14/15 years of age
•
Push NCEA Level 1 into Year 10 al eviates anxiety of NCEA
•
Big jump from Level 1 to Level 2, Level 2 over two years to alleviate stress
•
Understand the correlation between doing well in NCEA leads to more opportunities
•
Need to improve transition into university, reduce anxiety
•
Is Level 3 aligned to university expectations
•
Self-determination activated
•
Society determining success and pathway
We shape an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

DRAFT FOR DISCUSSION ONLY – NOT GOVERNMENT POLICY
Tina, Tertiary Pathway
Tina has completed NCEA and is now at university. She uses a wheelchair and is also dyslexic. Tina’s family
advocated throughout high school to ensure Tina got the learning support she needed to be successful. While
she was able to access some support, Tina felt like the rules and guidelines were unclear, and wished there was
more flexibility in the system. Finding the ‘right teacher’ was really important to Tina, as she realised that the
level of support offered depended largely on the particular teacher.
•
Access limited, lower teacher expectations
•
Lack of advocacy for her at a key stage – e.g. no computer
•
What needs to happen for school / teachers to change mind-set / culture (expectation, attitude) around
students with disabilities
•
Careers advisors needs relationship with SENCO
•
Seek external support to enable pathway success
•
Potentially the school was not well-equipped to deal with students with disabilities
•
Tools to visual y show how to plan strong pathways (like WECA engineering)
May, Tertiary Pathway
May been in New Zealand for three years. She has had a lot of personalised support from her school to help
her settle and transition into a new system and culture.
•
NCEA quite different from other international school qualifications
•
Need a better induction into the NCEA system, a support programme that fades out over time
•
Unpack jargon, scheduling of assessments, long term view of pathway (pre-requisite standards, job
salary range)
•
Took 3 years to grasp NCEA. Is there support for new arrivals?
Matt, Vocational Pathway
Matt struggled to fit in at school. He didn’t have many friends, and felt like his teachers didn’t ‘get him’. He
often struggled with his school work and didn’t think there was anybody at school who could help him.
•
What is the messaging from teachers to Matt? Early interventions.
•
Consistency?? (across year levels)
•
What is the messaging the gateway coordinator is giving here?
•
Industry and tertiary messaging?
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•
Everyone should be able NCEA
•
Change the weighting of pathways vs credits (enable pathways)
•
Reduce anxiety, focus on wellbeing
•
Is level 1 too early for Matt pressures of achieving credits too early
•
Let Matt feel his way into the world of work via these programmes
•
Lucky he had a great employer!
Released
Sam, Employment Pathway
Sam was diagnosed with anxiety when he was 16. With the support of his teachers, parents and the learning
support systems provided by the school, he was able to reduce his anxiety and achieve in both internals and
externals.
•
Not getting key info earlier (UE)
•
Important to do careers work pre-NCEA
•
Subject selection / checking not done early in the year. Shows careers help is important in school.
•
Has anyone established the best learning models wil work for Sam? Why university?
We shape an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

DRAFT FOR DISCUSSION ONLY – NOT GOVERNMENT POLICY
•
Who paid for the testing to get the Anxiety diagnosed and therefore SAC approved? Disparity of
access?
•
Where was the support? Level 2 entering Level 3
•
Does he have balance?
•
Discussion coming into Level 3 on goals for future what pathways are open and what needs
strengthening
•
Where was the pathways support from school to work / training?
•
How can NCEA maintain motivation and passion not kil it?
Jessica, Employment Pathway
After being caught with drugs and alcohol, Jessica was expel ed from her school and spent time at a small
education centre which is focused on meeting the individual needs of students. While she stil struggled with
behavioural issues, she found that the more targeted approach worked better for her.
•
Hasn’t established area of passion or built a connection
•
Had difficulty transitioning, no key relationship with someone in year 9/10
•
Needed transitioning assistance
•
Feeling like she belongs
•
How are students supported to understand subjects and pathways
•
Set context
•
Apprenticeship pathway
•
Difference began when her needs started being met, and a course was tailored for her
•
Feeling like she belongs
Charlotte, Tertiary Pathway
Charlotte is well-liked by her teachers and has a good group of friends. She keeps out of trouble and does what
she needs to get through school and keep her parents from getting too involved.
•
Don’t have confidence to make informed decisions
•
No context for students about what NCEA is
•
Huge anxiety issues leads to low mental health
•
No collaboration re learning plan for student to address workload
•
What career exploration has she done?
•
No inspiration, just doing Under the Official Information Act 1982
Activity 2 – Student personas part 2
Once seated again around the table, we asked the panel members to write on post-it notes 3-4 key opportunities
and challenges with regards to pathways that were top of mind for them, after doing the student personas
activity. Then, the panel members discussed in small groups and identified themes, reporting back to the wider
group the priority opportunities and chal enges. These were recorded on paper sheets.
Released
Post-it notes
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Having careers discussions is important to help young people develop some pathways
•
Need for subject selection advice from careers advisors / deans at start of year, very important
•
Focus on primary to secondary transitions as well as secondary to tertiary
•
Frameworks for building relationships
•
Transition consistency – primary/secondary
•
How do we help schools and key influencers to put the learner at the centre (how they learn, what they
need to know)
•
Putting things in context, awareness of what’s actually out there
We shape an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

DRAFT FOR DISCUSSION ONLY – NOT GOVERNMENT POLICY
•
Consistent messaging re academic and vocational education pathways
•
Supporting young people who have learning issues is not easy / clearly set out – funding?!!
•
Life-long learning – employment is a continual learning pathway
•
Being able to make good subject choices – to keep pathways open
•
Support from adults – whānau, careers, teachers, SENCO
•
Report on pathway transition data (versus NCEA outcomes) – elevate – what do we value
•
Degree is a degree, wherever delivered – conscious learning styles
•
Are we asking young people to make key decisions about their lives without giving them support (career
maturity)
•
Subject teachers need to include info in their subjects about the pathways and directions students could
go. Contextual
•
Communication of coherent pathways that start at year 7 (resource)
•
PLD with schools to develop coherent pathways curriculum framework (PLD)
•
Campaign with schools / government agencies to lessen anxiety / pain points for students (long goal)
versus short term school results
•
Lack of context
•
Too many profiles seemed to point to university and ignored other provider types / pathways
•
Lack of support mechanisms to help kids transition into year 9 and make good choices
•
Building relationship between school and students, so students and parents feel comfortable
addressing issues
•
Preparation for learning
o Context
o All options
o Equity in what success looks like
•
Need for pastoral care and career work to be started earlier i.e. entering high school
•
Importance of knowing the whole student
o Not just academic focus
o Cultural context
o Why are they there?
o What’s important to them
•
Missing links on transitioning from one year to the next
•
Where and what is offered after kids leave school and start work / training with regard to support
•
Lack of understanding of NCEA and how to move forward into next year
•
Include reference that help to unpack the jargon of NCEA e.g. difference between the grades
•
Alternative pathway
•
Introduction to careers at year 9 – throughout their schooling
•
Create a visual tool for students to map their career plan
Under the Official Information Act 1982
•
Educate teachers about the real world
Paper sheets
•
Relationships between schools and communities vial to be comfortable and focus on transitions
•
Different pathways – need more understanding of different models – visibility
o Foundation to a lifelong learning journey
Released
•
Subject selection / career discussion is important – CONTEXT – needed in-class too
•
Importance of relationships, at transition points, including when leaving school and between levels
o Knowing the “whole student”, cultural context, what’s important to them
•
Regional factors and differences between schools
•
Conversations earlier, from year 7, and how can we visually show or map these pathways
o Link to subject selection
•
PLD, support to integrate across school and build on relationships
o In the community, not one size fits al
•
Truly valuing pathways, not just NCEA data i.e. transition data
9(2)(g)(i)

We shape an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

DRAFT FOR DISCUSSION ONLY – NOT GOVERNMENT POLICY
9(2)(f)(iv)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Under the Official Infor
Released
We shape an education system that delivers equitable and excel ent outcomes
He mea tārai e mātou te mātauranga kia rangatira ai, kia mana taurite ai ōna huanga

Document 10
Māori NCEA Panel
Session: Introduction
•
In person: Tihirangi, Raewyn, Ne’kol, Hine, Nellie, Watson, Genae, Hare.
•
Online: Campbel , Christine.
•
Apologies:
Session: Reconnecting
Any questions / things front of mind as we reconnect?
• 9(2)(g)(i)
2
Act
ormatio
ial I
Of
nd
d
Session: NCEA Change Programme
Overview of what’s happened so far
Relea
• 9(2)(g)(i)
Any questions on the journey to date?
• 9(2)(g)(i)

Session: Review of Achievement Standards
Overview / Update – including change to the operating model; pause on L1 subject list doesn’t pause this
kaupapa
• 9(2)(g)(i)

ct 19
rma
l In
ffi
Quality criteria – what are they, adopted previous criteria as draft, and are refining as we go
RAS products – what are they
9(2)(g)(i)
der
•
d
a
Any whakaaro about CP criteria?

• 9(2)(g)(i)

ct 1
Priority subjects / products
Time commitment for reviewing a subject: just over 4 hours per subject; What subjects; what products; how
would you like to review (highest uptake: TRM, English, H&PE, social sciences, arts)
• 9(2)(g)(i)
l Inform
he O
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Products
•9
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• 9(2)(g)(i)
How might this work be reviewed?
• 9(2
)
Graduate profile
What’s the best way for the qualification generally to speak for the aspirations that all learners – and Māori
learners – have for NCEA?
• 9(2)(g)(i)
•
Meeting the requirements of the graduate profile, how do incorporate those aspects? How do we
make sure that other stuff looks as / more important?
9(2)(g)(i)
n Act
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se

Document 11
Pacific Peoples NCEA Panel
Introduction
•
Apologies: Keaka, Robert
How has COVID taught / reminded / challenged us to do things differently in NCEA?
•
9(2)(g)(i)
2

orm
h
ed

9(2)(g)(i)

•
9(2)(g)(i)

Change Programme
Review of Achievement Standards
Note: in the development pipeline diagram, could be more explicit about where we’re at – and what points the
panels feed into this
Developing guidelines
See attached photos for written feedback from guidelines workshop. Notes below are what was captured in
group discussions / feedback.
Initial thoughts, key considerations of what has been drafted so far
•
9(2)(g)(i)
e Official Information A
e
d
a

•
9(2)(g)(i)
Subjects?
•
9(2)
(g)(i)
•
9(2)(g)(i)
al Information Act

•
9(2)(g)(i)
Off
t
nd
Pacific expertise and voice
sed
9(2)(g)(i)

Summary and Next Steps
R
9(2)(g)(i)

Parking lot questions
•
9(2)(g)(i)
82
Under the Official Information Ac
Released

Document 12
Pathways NCEA Panel
Introduction
•
Attendees: Jane, Jamie, Craig, Emma, Evelyn, Aiono, Nicky, Leah.
•
Apologies: Leah (morning only), Shaaron.
Session: Reconnecting
Session: NCEA Change Programme
Any questions or comments? What’s happened since we last met?
•
9(2)(g)(i)

Ac
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• Ministry response: Every young person brings strengths and aspirations with the right support can
achieve success – with this work, how can we ensure the products are created in a way where …more
learners are going to find this learning relevant, valuable and prepare them for their next step in their
pathway. Products need to achieve the shifts where at a teacher level, products are … and at a school
level…Education website, pathways section: doesn’t acknowledge English in the connection with non-
academic, traditional literature based learning. No prompt for teachers to think more widely, and
engage more widely. Classroom is connected to the world of work.

Review of Achievement Standards
•  9(2)(g)(i)

Developing guiding principles
Re-introduced guiding principles from meeting 1
General comments:
2
•  9(2)(g)(i)

Learner-centred box:
•  9(2)(g)(i)

on Act

for

Offi

Pathways and future focus / Beyond school context boxes:
•  9(2)(g)(i)

d Un

Rele

•  Ministry: How can we support teachers to create learning for all students in this way, but also not impose
an unmanageable workload – how can products make inclusion the default, make learning relevant
across students, and allow teachers with a manageable workload to deliver this personalisation.

- 9(2)(g)(i)

1

Discuss the draft critical perspectives criteria based on guidelines
Pacific criteria:
9(2)(g)(i)
on
•

Rationale
r
• 9(2)(g)(i)

TLAG
•
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9(2)(g)(i)

o  9(2)(g)(i)

Act 19

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Learning Matrix
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-  9(2)(g)(i)

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•  Parking lot:

-  9(2)(g)(i)

Assessment Matrix
•  Ministry: Might be helpful to think about modes of assessment – because matrix is a set of titles and
modes. Looking at opportunities to broaden what an internal and external assessment is 9(2)(g)(i)

82

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Course Outline
•  General comments:
ed
-  9(2)(g)(i)

9(2)(g)(i)

•  Ministry: Think about [the Course Outline] as an optional case study – not prescribed or required to help
teachers fit things together, particularly when dealing with unfamiliar products and unfamiliar ways of
learning
- 9
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Achievement Standards
•  9(2)(g)(i)

9(2)(g)(i)

•  Parking lot:
-  9(2)(g)(i)

Ac

  e
Priority subjects / products
Products
•  Advice on modes of assessment:
-  9(2)(g)(i)

Under t

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Subjects
•  9(2)(g)(i)

- 9(2)(g)(i)

Summary

Under the Official Information Act 1982
Released