Hope gains credit

Key competencies

This string of learning stories shows Hope gaining confidence in her own ability and working towards achieving NCEA level 1 English (managing self). Using her own experiences as a positive motivation, she has been able to engage more successfully in the learning process. The learning support class has been a further tool to support her progress, and working with the teacher has ensured support and consistency. Hope has been able to make positive steps towards achieving her NCEA level 1 credits in literacy. Once she gained some success she began to contribute to class discussion. Support from peers within the English class and her learning support class gave her further confidence and improved her relationships with other students (relating to others).

How might these stories strengthen Hope’s identity as a learner?

Hope has been able to engage in learning as her confidence has grown and she has gained success. She is choosing to accept support out of the English classroom as well as within (agency).

This confidence has extended into the learning support class and she has accepted peer support to have peer training (breadth). While it took Hope some time to gain confidence, she has made significant progress over the year and will complete her literacy requirements for NCEA level 1 English. As Hope’s learning has advanced, her increased positive interaction with others, and the extension of these into the learning support class, has also brought progress in several other learning areas (depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

NCEA Level 1 English

This string of learning stories shows Hope gaining confidence in her English ability through using her own experiences and interests in the discussion and static image units, which has helped her to complete tasks successfully. As a year 13 student, Hope felt the goal posts were a long way off. By using her personal difficulties and challenges, she has been able to participate and be successful. The new-found confidence and success has resulted in better relationships with other students and more engagement in learning, as well as being prepared to be peer coached.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

The key to Hope’s achievement, motivation, and improved relationships with others has been her success at gaining NCEA credits through using her life experiences (making connections to prior learning and experience). This has had a significant effect on her self-esteem. She is now observed actively engaged with other students rather than isolating herself. She is also prepared to offer advice to other students who are still working on their speeches. Asking her to help others, further encourages her new-found confidence (enhance the relevance of new learning).

Reflective question for the reader

“How do you meet the challenge of designing a relevant and effective model of learning that empowers senior students who have had frustrations achieving previously?”

Useful resources

Hogue, A. (1996). First steps in academic writing. White Plains, N.Y: Longman Pub Group.

Ministry of Education. (2004). Effective literacy strategies in years 9 to 13: A guide for teachers. Wellington: Learning Media.

Ministry of Education. (2007). Literacy learning progressions: meeting the reading and writing demands of the curriculum: a professional tool for teachers: draft for consultation. Wellington: Learning Media.

Ministry of Education. (2008). The English Language Learning Progressions: a resource for mainstream and ESOL teachers. Wellington: Learning Media.

Strong, J. & Richardson, K. (2004). Active writing: Understand, practise, succeed: Teachers Resource book. London: Harper Collins.

Whitehead, D. (1998). Catch them thinking and writing. Cheltenham, Vic., Australia: Hawker Brownlow Education.