Latest news with #curriculum
The Herald
4 days ago
- General
- The Herald
Reading Champions shine a little light in tough Nelson Mandela Bay neighbourhood
At Dietrich Primary School in Schauderville, where cultures and languages from across Africa converge, teachers aren't just fighting to teach, they are fighting to be heard. Overcrowded classrooms, outdated resources and a curriculum bloated with administrative demands are pushing educators to the brink. Despite their dedication and creative efforts, teachers at the school in Nelson Mandela Bay's northern areas say they are stretched too thin and that their hands are tied by systemic neglect. Dietrich Primary's principal, Chantel Milborrow said she believed the curriculum for children and teachers was overloaded. 'It is filled with a lot of administration work, which prevents teachers from doing what they are supposed to do to the best of their abilities, or the way they would like to do.' A report by the 2030 Reading Panel, chaired by former deputy president Phumzile Mlambo-Ngcuka, found that about 80% of SA's grade 3 pupils are unable to read for meaning in any language. Just 20% of grade 3 pupils are performing at grade level or above for reading in their home language. This is something teachers at Dietrich Primary have experienced first-hand. Grade 6 teacher Shanice Simons said the basic education department's annual teaching plan made no provision for pupils who were struggling. 'It doesn't make provision for the child that cannot but only focuses on the child that can do everything. 'The child who does read with comprehension, who can answer specific types of questions, different levels of understanding can be accommodated, but the ones who cannot are not accommodated for.' 'While some the level of reading of some learners might sound as if they are really good, they are not able to answer those questions related to what they've just read. ' That then spills over into the assessments. Our assessments are not differentiated as yet. ' That then spills over into our pass rate b ecause then we are classified as underperforming, and it is basically because our learners cannot read with comprehension, and it is also not their first language.' Ethnicities and cultures from all over Africa collide in Schauderville, which borders the Korsten trading hub, and Dietrich Primary's pupil population includes black and coloured South Africans, Zimbabweans, Somalis and Ethiopians. This has contributed to some of the language challenges at the school. Grade 4 teacher Wonique Gamieldien said the community in which the school was located contributed to the generally low reading level of its pupils. ' Another influence is the location because there's a lot of gangsterism in the area and children are misbehaving and talk to us with a lack of respect. 'I think we spend about 30 minutes each lesson disciplining children and it takes away from the teaching time.' she said. Gamieldien said lack of parental supervision posed another challenge. 'If we send children with homework, it doesn't get done because there's no supervision at home at all. 'So, our hands are tied because we have overcrowded classrooms, so we can't assist everyone individually like we would like to. 'I think that's also stressful for us because we really want to help these children, but we can't because there's so many of them.' Milborrow said in the face of these challenges, the school launched a project, Reading Champions, to encourage a love of books among its pupils. 'Teachers identify the strongest readers in the classroom through spelling tests, to see how good they spell and also if they're able to comprehend what they're reading. 'We call them Reading Champions. 'They're given a badge, and their role is to assist the ones that are struggling to read, assist those who are not confident when it comes to reading and also those who are a little bit shy. 'We find that is a very effective way to encourage reading. 'In the foundation phase, learners are given high-frequency words, spelling tests once a week and parents are sent the words learners are preparing for. 'We need a lot of more parental involvement, but we found Reading Champions is a nice way to encourage learners to read because everyone wants a badge,' Milborrow said. Eastern Cape education spokesperson Vuyiseka Mboxela said the department did not believe the curriculum was overloaded 'because kids have an unmatched opportunity when they are still young'. This special report into the state of literacy, a collaborative effort by The Herald, Sowetan and Daily Dispatch, was made possible by the Henry Nxumalo Foundation The Herald
RNZ News
4 days ago
- General
- RNZ News
Schools not ready to grade reports against new curriculums
Schools are taking a cautious approach to reporting with the change in curriculum. File photo. Photo: Unsplash/ Taylor Flowe Some primary schools warn they are not ready to grade children against the new English and maths curriculums in mid-year reports to parents. The curriculums were introduced this year and the Education Ministry has proposed a new four-point scale to standardise the way schools describe children's achievement. It suggested four descriptors: needs support, progressing towards, proficient, and excelling. "Needs support" would apply to children who were not meeting the level of achievement expected of their year group and needed significant guidance and assistance, Pupils who were "progressing towards" could complete tasks with some guidance and needed targeted support while those who were "proficient" would be meeting expectations for their year level. The draft said "exceeding" could apply to students who consistently showed advanced understanding, knowledge and skills for their year level. The ministry told schools they could use the descriptors if they wanted to, but there was no requirement to do so this year. Testing several years ago suggested the new maths curriculum would be more challenging, but the children who sat those tests had not been taught the curriculum. Principals spoken to by RNZ were reluctant to say children who met curriculum expectations last year might not meet expectations under the new curriculum this year. Auckland Primary Principals Association president Lucy Naylor said families should regard the mid-year reports as setting a new baseline for their children's achievement against the new curriculum. "We're no longer reporting against the old curriculum. So there might be a shift for parents, it's a new curriculum, it's a tighter curriculum," she said. "What parents might see is variation. So where a child might have been proficient against the old curriculum there might be a little bit of a change to that because we have more indicators within the new curriculum to report against." However, Naylor said this year was a transition year for introducing the new curriculums and schools would be at different stages of readiness to report on children's progress. Dunedin North Intermediate principal Heidi Hayward said it was too early to know if fewer children were meeting the new maths requirements. "Schools are really just scratching the surface in understanding the new maths curriculum so I think it's imprudent to try and report against a curriculum that schools have actually not had enough time to learn and use properly," she said. "We'll be taking a very cautious approach to reporting." Hayward said teachers would rely heavily on test results this year, but needed to use their overall judgement when deciding how well their pupils' were doing. She said reports should ideally show parents how well children were achieving against expectations for their age group, and how much progress they had made. "As a parent what I really want to know is has my child made progress and where do they sit in relation to the expectation for age and they're two quite different things," she said. She said it was important to know whether high-achievers had improved or progressed much during the year, and also whether pupils performing below expectations had made progress in catching up to their peers. Hayward said the ministry's proposed descriptors would not provide that information and her school would this year use its old reporting templates. The principal of Douglas Park School in Masterton, Gareth Sinton, said his school's mid-year reports would not use the ministry's proposed terminology because there was not enough detail to help schools decide which of the four descriptors to use. "If I pick Year 6 writing, there are 53 what they call sequence statements, so 53 skills that the kids are expected to be taught and pick up across their Year 6 year in writing. So to be proficient it says you need to be meeting the expectations. It doesn't say if you need to have all of those, all 53. If you need to have 90 percent of those, 80 percent of those, 75 percent... So the descriptor is so vague that we don't feel confident enough yet to make a judgement against this new curriculum," he said. Sinton said greater national consistency was possible, but currently different schools had different ideas about where the cut-off points lay for each level of achievement. For example, one of his staff was talking with staff from five other schools about the curriculum expectations and all five had different ideas about where the cut-off points should be drawn. "All five schools had different thoughts. So if you translate that across the whole system of 2000 primary schools, there's an issue and it's not even an issue on the horizon, it's an issue right here in front of us," he said. Sinton said his teachers would explain to parents in mid-year reports what their children could do in maths and English, but would not make an overall judgement about their performance. The Education Ministry said the new curriculums had a different approach to learning and school leaders and teachers had asked for clarity on how they should assess and report student progress and achievement against the new curriculum. "Progress descriptors provide consistent language for how each child's progress is tracking against the new curriculum expectations. The descriptors are in draft and we're consulting on these until 30 June," it said. "National consistency in how progress is assessed and described will support teachers to meet students' needs and support a common understanding of when additional support or extension needs to be considered. It will also support continuity in teaching, learning and support as students move to the next year level or school." The ministry said national consistency would ensure parents would not have to interpret different approaches for describing how their children were doing as they moved to the next year level or school. Sign up for Ngā Pitopito Kōrero , a daily newsletter curated by our editors and delivered straight to your inbox every weekday.
CNA
5 days ago
- CNA
Safeguarding children against the risks of a digital world
In today's tech-saturated world, it's essential to equip children with digital literacy – while also finding a healthy balance between screen use and hands-on activities. When used purposefully, technology can help children build familiarity with the digital tools they will encounter throughout their education and beyond. This is where preschools like Kinderland make a difference. At Kinderland, screens are used solely for learning – not for entertainment or to pass time. Foundational coding concepts are first introduced in nursery through screen-free tools like Code-a-Pillar, Bee-Bot and Dash Robot, helping children develop communication, creativity and critical thinking, along with sequencing, pattern recognition and logical reasoning skills. Screen-based tools such as iPads and the Scratch Junior app are introduced only in the final term of K2. With Scratch Junior's simple drag-and-drop interface, children create interactive stories, gaining experience in storytelling, problem-solving and project design – all in a safe, age-appropriate digital environment. Kinderland's Literacy through IT (LIT) programme also provides a safe and structured way for children from nursery to K2 to learn how to use computers. After learning the basic rules of responsible use, children spend about 20 minutes each lesson on activities like word building, decoding, reading and creative writing. 'Digital safety is a key part of our curriculum,' said Dr Carol Loy, senior director of curriculum and professional development at Kinderland. 'When introducing computer usage, our educators guide children to understand what safe and appropriate use looks like. These early conversations help children develop a healthy sense of digital responsibility in an age-appropriate way.' This thoughtful approach to digital education is something parents have noticed and appreciated. 'Whether it's reading and writing, learning computer basics or building problem-solving skills through coding tasks, these programmes lay a strong foundation for primary school,' said Mdm Evalyn Tan, whose five-year-old child attends Kinderland Preschool @ Marine Parade. 'My child always comes home eager to share what he has learned – it's clear he enjoys and remembers what he is taught.' HANDS-ON LEARNING REMAINS A PRIORITY To avoid over-dependence on screens, Kinderland ensures that screen-free activities remain central to daily learning. Beyond classroom lessons, children are encouraged to read, explore arts and crafts, play musical instruments and take part in collaborative games. If a child appears overly reliant on screens – such as using a tablet upon arrival or requesting one from their parents immediately after dismissal – Kinderland's centre leaders and educators work closely with parents to provide guidance on encouraging more balanced learning and play at home. 'By setting clear boundaries around screen time and providing meaningful, engaging learning opportunities, we nurture children's innate curiosity and support strong cognitive, emotional and social growth,' said Dr Loy. WHY BALANCE MATTERS: THE HIDDEN COSTS OF EXCESSIVE SCREEN TIME Research from National University of Singapore shows that excessive screen use at an early age can alter brain activity, impacting functions like impulse control and task management. 'Relying on screens to soothe or entertain children may impede their ability to develop self-regulation skills. Children who are frequently given screens to manage emotions may struggle to cope with frustration and have more tantrums,' Dr Loy explained. 'Too much screen time can also reduce opportunities for meaningful conversations and social interaction, which are important for language development and understanding social cues.' There are physical drawbacks, too. Prolonged exposure to screens is closely linked with early-onset myopia, which can lead to severe vision problems later in life. It also reduces physical activity, increasing the risk of childhood obesity and related health issues. The Ministry of Health recommends no screen time for children under 18 months, except for interactive video calls. For children aged 18 months to six years, screen time should be kept to under an hour per day, excluding schoolwork. SUPPORTIVE HOME HABITS MATTER Mdm Tan shared that she has seen positive results after implementing screen-free strategies recommended by her son's teacher. 'We've stopped using screens before school and it really helps him start the day with a clear, focused mind. In the evenings, keeping screens off has made bedtime easier, too – he now winds down with hands-on play and calming activities.' She also found that certain screen-free activities hold her son's attention for long stretches. 'Building LEGO sets – especially those with step-by-step guides – keeps our son engaged for a long time. It helps him develop focus, problem-solving skills and a sense of accomplishment. It also sparks his creativity as he comes up with interesting characters and imaginative stories,' Mdm Tan shared. It's also important for parents and caregivers to model a healthy relationship with screens, especially as children often emulate adult behaviour. Dr Loy recommends establishing tech-free zones at home. 'Designate times or spaces – like during meals, family time or bedtime – where screens are off-limits,' she advised. 'This encourages face-to-face interaction and helps children appreciate the value of personal connections without digital distractions.' 'Research shows that the human brain develops most rapidly in the first five years of life, making this a crucial window for shaping lifelong learning,' said Dr Loy. 'Given the brain's heightened plasticity in these early years, it is essential to provide enriching, responsive and safe environments that encourage exploration and meaningful interactions.' At Kinderland, a strong foundation in hands-on learning, guided use of educational technology and close collaboration with families ensures that children develop essential digital skills – while still enjoying the benefits of screen-free play.
Yahoo
12-06-2025
- Politics
- Yahoo
Some SUSD parents concerned over curriculum; district responds to claims
The Brief The Scottsdale Unified School District is defending itself against claims that it's providing a "one-sided" curriculum. Arizona Superintendent of Public Instruction Tom Horne held a news conference on June 11, saying he would report the district to the federal government for adopting a "DEI-oriented textbook." SCOTTSDALE, Ariz. - Arizona's top school official is threatening to report Scottsdale to the federal government, claiming the district has adopted a "DEI-oriented textbook" and curriculum. What they're saying All the speakers at a June 11 press conference, and state superintendent Tom Horne, admitted that they did not read the textbooks they were critiquing in their entirety, just excerpts. Still, they call the text "indoctrination" – something the district vehemently denies. "I will report to the federal government that the Scottsdale school district has violated the statement that they signed that they would not teach DEI," Horne said. He's talking about a social studies curriculum. "A very one-sided, propagandist statement without giving again, different points of view," Horne claimed. Speakers pointed to several issues they felt textbook publisher Savvas presented unfairly or in a biased manner, including the pandemic, climate change and policing. "At a time when law enforcement agencies are expanding their focus and training on things like community outreach and de-escalation of conflicts, it is counterproductive for schools to push a politically misguided agenda that would make students suspicious and fearful," said Maricopa County Sheriff Jerry Sheridan. SUSD parent, Karen Martinson, who says she has a child who is a junior in high school, also shared concerns about how religion is discussed in a separate textbook with a separate publisher. "When I read this, I was actually in shock. 'But the historical accuracy of the stories in the bible is questionable.' This is under the heading of the origins of Judaism," she said about a section in the textbook. The other side Several parents were in support of the curriculum at a May 13 meeting. "Is it messy? Yes. Is it uncomfortable? Yes. You may not like the fact that George Floyd is brought up, but Derek Chauvin is spending time for murder. If you have a problem with that, and think it's anti-police, I don't know what to tell you," a parent said. Another parent said, "Our students deserve a quality curriculum that includes the rich, essential facts and the reality of our true history and avoids future embarrassment of our children when they find out that they are uneducated." SUSD, Savvas respond SUSD released a statement, defending itself against the claims. "We reject the baseless accusations made during today's press conference by State Superintendent Tom Horne. His claims of indoctrination and a so-called 'leftist curriculum being imposed' on students are simply untrue and unsupported by fact. Curriculum decisions in SUSD are made through a transparent, collaborative, and non-partisan process, guided by a curriculum adoption committee and aligned with Arizona state standards, standards for which Mr. Horne and the State Board are ultimately responsible. Our duly elected, non-partisan Governing Board, approved the social studies curriculum following months of review and community input. To single out SUSD while other districts, including Peoria Unified and charter schools like Legacy and American Leadership Academy adopted the same curriculum materials is disingenuous and politically motivated. SUSD remains committed to providing world-class, future-focused education. Our mission is to cultivate critical thinking, not to promote any ideology. This type of inflammatory rhetoric distracts from the real issues facing Arizona schools, most notably, the need to raise student achievement in math, science, reading, and writing. That is where our focus lies heading into the 2025-26 school year." SUSD also says other districts like Peoria and charter schools, like Legacy and ALA, also use the same curriculum. Savvas released a statement, saying, in full, "We uphold the strictest editorial standards and take pride in developing the highest-quality K-12 instructional materials so that all students have access to rigorous, research-based, standards-aligned curriculum. The development process for all of our instructional materials, including our social studies programs, is rigorously designed to include the input of authors who are experts in their discipline, external content-area experts, academics, teacher reviewers, and third-party fact-checkers to ensure accuracy. Great care is taken to ensure that all of our social studies programs present balanced, unbiased, accurate, and fact-based content. We are proud of our social studies curriculum and fully stand by our high-quality instructional materials that challenge, engage, and inspire students to learn."
South China Morning Post
12-06-2025
- Science
- South China Morning Post
To achieve its AI ambition, Hong Kong must start investing in schools
With rapid advances in technological development transforming industries and permeating every facet of our lives, there are mounting calls for schools to embrace artificial intelligence in the curriculum. While the focus on AI can seem overwhelming, the role of schools in this new AI-driven world demands attention. Where there is a focus on AI in schools , it is likely to be about effective and ethical ways to use AI. This is important, especially the focus on ethical issues, but there is perhaps a more significant role for schools – particularly as part of AI ecosystems to prepare Hong Kong for a more productive economic future. What is the best way ahead for schools and what needs to be done? It is important for both schools and governments to make decisions about the future before that future overtakes them. In April, the Hong Kong government released its Generative Artificial Intelligence Technical and Application Guideline, providing basic principles for the development of AI and its governance – with very few practical implications for schools. The Education Bureau is supporting schools to engage with AI, especially with coding in primary schools and in the teaching of STEAM subjects (science, technology, engineering, arts and mathematics). These are important initiatives. Yet on the mainland and elsewhere in the region, there are innovations from which Hong Kong could benefit. In China's recently released updated guidelines on enhancing AI literacy in primary and secondary schools, there are suggestions for integrating AI learning into classrooms and scaffolding it across the years of schooling.
