U1-3 Schools Funding Initiative Evaluation - Curriculum equity through VLN Primary participation
Background
In June 2022 the MoE funded the costs for U1-3 schools to implement VLNP (Virtual Learning Network Primary) programmes during Semester 2, lasting 15 weeks across terms 3 & 4.
Schools could choose to enrol students in either a mixed schools language class, whole class Te reo Māori or Kapa haka, or another specialist class. This was open to students in Years 5-8 across all NZ state or state integrated U1-3 Schools.
Languages included: Te reo Māori, Spanish, French, Filipino, Korean, German, Japanese, Mandarin and NZSL. Specialist classes included: creative writing, astronomy, web design, maths extension, digitech, visual arts, fictional heroes, biology, songwriting, life skills, mentoring, complex thinking and physics.
This support aimed to reduce barriers for small, rural and often geographically isolated schools in gaining equitable access to a rich curriculum through online learning.
We know that for many of our small rural schools equitable access to the curriculum is a challenge. We also know that funding their students' participation in VLNP programmes is also a challenge (Whalley, 2018).
In the last couple of years several of our participating schools have accessed discretionary funding for their VLNP participation from regional MoE. Several more schools have advised us that they are unable to participate due to costs.
There are currently 1367 VLNP registrations across 80 weekly classes from 89 schools. Over a quarter of these ākonga identify as Māori. 64% of these schools are U1-3 schools.
Methodology
During November data and anecdotal evidence has been gathered from U1-3 principals and students right across the motu.
A survey was sent out to all 936 U1-3 principals. 102 responses were received. 58% of responses were from U1 schools, 27% from U2 schools and the remaining 15% from U3 schools.
The survey asked principals to outline the benefits and challenges for them and their learners of participating in the VLNP. It asked them to comment on the existing funding model and it’s affordability for their kura and to outline any other barriers to participating in VLNP. Tumuaki were asked whether they consider their students have equity to extended curriculum access compared to U4+ schools. There were also specific patai around te reo Māori and kapahaka classes and the benefits of accessing these for ākonga in their schools.
A second survey was sent out to all current VLNP students with 111 students responding. The tamariki were asked to outline benefits and challenges of learning through the VLNP.
Findings:
According to survey results, the benefits of having ākonga participating in VLNP classes include:
schools being able to offer access to the extended curriculum including digital technologies
a wide variety of second language options
te reo Māori and kapahaka programmes
programmes for students identified as gifted or talented
Principals commented on the benefits of being able to access specialist teachers for these compulsory (but specialist) subjects.
Over half the U1-3 principals surveyed who do not currently use VLN admitted that they do not think their students have equity of access to extended curriculum compared to their U4+ peers.
Seven principals specifically identlified equity of access to an extended curriculum is an issue for their schools.
“This is a great forum to cross the barriers and assure equity for small isolated rural schools.” U1 Principal
In the newly gazetted digital technologies curriculum area four specialist kaiako teach ten classes per week to ākonga from over 40 predominantly U1-3 schools right across the motu. Working with specialist teachers, students from some of the country’s most remote kura are learning how to design their own digital solutions and become creators of, not just users of, digital technologies, to prepare them for the modern workforce.
“I think because a lot of what we are accessing VLN is not a choice and is part of providing a rich and varied curriculum to our students it should be a cheaper option? Especially for those of us that actually cannot source the expertise either through isolation or there being absolutely nothing available in our area.” U1 Principal
Second language learning has been compulsory for all ākonga from Year 7 since 2010 however many U1-3 school continue to struggle to deliver an engaging, relevant languages programme.
“Due to our location we find it difficult to get a Teacher Aid, let alone a languages teacher.” U1 Principal
Students in U1-3 schools comment about their language learning
“I’m getting a headstart for taking a language at high school.”
“I love learning about a new culture.”
“I can travel to France and speak some of the language.”
Nearly 50% of schools surveyed are accessing te reo Māori and or kapahaka for their ākonga through VLNP. Over 70% of tumuaki see VLNP as a permanent solution for providing specialist skills in te reo Māori, tikanga and kapahaka. 60% of those surveyed acknowledged the dual benefits of VLNP classes teaching students while upskilling kaiako at the same time. With Boards of Trustees having to give effect to Te Tiriti o Waitangi by taking all reasonable steps to make instruction available in tikanga Māori and te reo Māori VLNP is enabling our schools to meet their treaty obligations.
“It’s awesome, the tamariki are excited to join each week and proud to show what they are able to do. Our tamariki can now perform over 10 waiata and are learning tikanga, history and how to work together as a team. This year we performed as a group in our Kāhui Ako Kapa Haka festival, something we have never been able to do before.” U1 Principal
“As an educator I am thoroughly enjoying the te Reo Maori sessions , as are our tamariki.” U1 Principal
“It is great, we are looking at continuing with VLN Kapa Haka and having a parent to work alongside us as a 'real' person she is not confident to teach but it would be great for her to support our learners and be able to demonstrate and teach us in a supported way. It is fabulous that we can access a tutor who is keen and motivated - the tamariki and kaiako feed off this.” U1 Principal
VLNP is used by many schools to provide extension opportunities for ākonga identified as gifted and talented. Subjects include: physics, creative writing, extension maths, visual art, biology, song writing, te ao Māori, mentoring and astronomy. In areas where access to one-day-schools and subsidised out of school music and art programmes is non existent the opportunities provided by VLNP are invaluable in allowing schools to meet obligations to their gifted students and their whanau.
Summary
Under Treaty of Waitangi obligations schools must meaningfully incorporate te reo Māori and tikanga Māori into the everyday life of the place of learning. Many schools throughout NZ, particularly those in less populated regions struggle to find teachers proficient in te reo and tikanga Māori. Classroom teachers without a background in te reo are currently struggling to even access training to enable them to upskill. As described above VLNP is currently providing high quality, regular and engaging te reo Māori and kapahaka programmes.
As well as the subject specific benefits for learning outcomes, many principals also spoke of the key competencies covered by VLNP. For example, students leading their own learning, accessing classes, navigating the VLNP timetable, working independently, communicating remotely with VLNP teachers, managing absences from regular classes, completing independent learning tasks and submitting completed mahi through online platforms such as Google Classroom or Seesaw.
Tumuaki told of the importance of students in our smallest and most remote schools being able to connect with same age peers in schools around the motu. They appreciated their ākonga having opportunities to work with a variety of experienced teachers from different parts of the country.
“I think it is an important opportunity for our kura as it gets the children to participate beyond their walls of Haast.” U1 Principal
A student from a U1 school commented “We get interact with a community of people also interested in the same subject.” another said they enjoyed “...meeting new people across NZ.”
Teachers in sole charge schools work incredibly hard to provide learning, often catering for students from 5 to 13 years of age at the same time. Many sole charge principals spoke of the ways they use VLNP to extend their older students allowing them more time to work with younger tamariki.
Students enrolled in VLNP classes are being taught by experienced, NZ registered, subject specialist teachers. They are given high quality learning opportunities with appropriate follow up tasks that simply could not be provided any other way. This allows kaiako to feel confident that all their ākonga are getting a ‘good deal’.
“It helps our community, whanau and students feel like they’re not missing out due to remoteness.” U1 Principal
Students spoke of how accessible VLNP is. They appreciate that they are able to easily access their VLNP learning from home. This has been especially beneficial due to COVID lockdowns and COVID related absences during 2021 and 2022.
Conclusion
In conclusion we ask that MoE policy team to review curriculum and school funding models to enable greater access for small rural schools to the VLN Primary, thus creating greater equity for our U1-3 schools.
“...the MOE continuing to fund it (VLNP) in order to reduce inequity and allow rural children the same opportunities that urban children have.” U1 Principal
Whalley, R. (2018). Collaboration across New Zealand rural primary schools: A virtual learning perspective (Thesis, Master of Education (MEd)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/11975