How can an historian help English teachers make sense of our world?
How do we construct the memory of events?
How does history shape our identity of a people?
In the 1960s NZ History was largely written monocultural and badly written. Te Reo was not considered important despite much documentation being in Te Reo.
Her research challenged the majority view of a benign government looking after a peoples. 1940s and 1950s policy saw education stopping for Maori after Yr10.
Her first book published in 1987 was during a wave of 'new' kinds of history - dual voices.
Government viewed Treaty as an historical artefact rather than a working document. 1970s changed this.
1980s 'anti treaty' stance has moved towards reconciliation of now.
Many unresolved issues still - such as the constitutional place of the Treaty!
Writing - creating the Biography of NZ - interesting journey - biographies of women and Maori raised a number of issues - Te Ara has the online repository of this.
Managing Te Papa repository of historical collection cf to collecting 'stuff' in a garage! Te Papa 'a garden' of all the treasures we have.
Friday, July 14, 2017
Wednesday, July 12, 2017
Keynote 1 Kirsten Shaw - National Moderator
Patterns of moderation - what we've learnt; what we see in moderation - internal moderation.
Moderators look to agree with the grade you have awarded.
Breadth of variety is great to see - as are the richness of tasks.
English rate of agreement sits at 85% - excellent agreement. A quality assurance check. NCE- is a robust, internationally recognised qualification.
Some standards work really well - writing, speaking, personal reading, connections. Institutional knowledge on these.
What's improving? Most disagreement over the 'new' standards - visual text creation.
Information Literacy. First exemplars notbthat useful! Work from the advisors has been essential for this! Ironic!
Writing - where is integration happening? Often disagreement at L3 of the writing - especially if not reformatted - from another subject area! Obvious really! Go back to audience and purpose! Some text types - diaries, letters - expressive text type - needs to be taken to a published level. More than just a first draft. How are they using a wide range of language features.
Level 2 - two polished pieces - accepted that teachers have a writing programme that enables this.
Information Literacy - vital standard. This standard does them a real favour for future. Generally see 4-8 sources as news age level. Don't expect to see academic reports. The importance of fondly Ng conclusions as opposed to just finding information. Weigh up sources and generate own knowledge.
Connections - written reports - very few other presentations. Other 5% mainly oral. Potential for seminar - 7 cr.
98% of reports done thematically - leads into the externals. But other ideas are good. Level 3 - connection needs to be linked to impact wide world info.
Oral presentation - YouTube online audience. Still needs to be crafted. Podcasts - generally an essay - but a discussion / sound effects - edited breaks match the text type! Ocassionally see screencasts - of close viewing analysis.
Creating Visual Texts - ideas preminantly through a visual mode - images must be manipulated and created their own.
Would shift a grade if visuals are just an illlustration -OR if Ideas development need to be at sophisticated level.
Manipulated screen grabs are common.
Springboard from literature effective but social issues also powerful.
Critical Texts - great work seen here. Using other people's ideas critically. Focussing on one theory works best. Doesn't have to be an academic article, but not just a teaching and learning article. The focus is on the text!