Other commentary

  1. Describe any highlights from the work or contract period. The Refinement group identifed as highlights:
  • Gaining a greater understanding into the methodology, reasoning and decisions of the original Ngā Kete Kōrero (1995) project team through the eyes of one of those original members.
  • Gaining greater insights into the kete metaphor as a way of representing the levels and the opportunity to restore the integrity of that thinking in the re-designed icons
  • Closely studying each text produced since the 1980s and appreciating the great quality of many of those texts and in particular those produced in the 1980s and early 1990s.
  • Using the opportunity to link Ngā Kete Kōrero with He Manu Tuhituhi and therefore make explicit links between pānui and tuhituhi as interrelated and interdependent processes
  • Applying the indicators from the Literacy Progressions to texts as a way of reaffirming (in most cases) the vaildity and reliability of those indicators and seeing clearly how language progression is represented through the texts
  • Feedback from the writers as final users
  • The quality of feedback we received from the trials that lead to improvements with each successive iteration of the Guidelines
  1. What typical issues have arisen in the completion of the work or over the contract period?
  • The lack of access to a comprehensive, single-source catalogue to ensure all eligible texts were considered for inclusion into the refined Framework. We are therefore not fully confident that we processed every possible text. The refinement group found He Kohinga Rauemi ā Ipurangi more useful than Down the Back of the Chair for information about some texts.
  • Sourcing hardcopies of some of the texts was problematic. As a result we had to access several schools to try and locate them.While we made use of the opportunity to link Ngā Kete Kōrero and He Manu Tuhituhi through this project, we often found it difficult to be definitive about the text purposes of many titles.  Often they demonstrated multiple text purposes. For example, texts with a tohutohu purpose were written more like taki
  • The Refinement group underestimated the amount of time required to complete the analysis of each text particularly at the Pīngao + levels where titles comprised greater volumes of text.  
  • It was challenging to identify the linguistic features of some texts (see the excel spreadhseet - Texts for the Framework- Column K) mainly because there isn’t a definitive reference for linguistic terms and definitions in te reo Māori. We consulted several references that used sometimes different terminology for the same feature
  • Understandably inconsistencies have arisen in the levels some texts have been assigned over the 21 years that the original Framework has been in existence. We suspect that this is a result of a lack of a standardised reliable process for all publishers to follow
  • In selecting the exemplar texts, we would have preferred to represent a greater range of text purposes, however the range of high quality texts to allow this, is simply not there
  1. Identify any new risks that the Purchasing Agency should be aware of
  • Making the required level changes to texts currently in circulation in schools could be highly problematic as it relies on those schools having highly efficient processes in place to manage the transition. This would be best carried out at the end of the school year (or at the end of a term) when traditionally, teachers return all texts to the resource room. Our experience has been that few school have the types of systems and processes in place for effectively managing resources in general
  • While teachers will welcome the additional finer grained levels in the revised Framework, particularly because they now match the levels in Te Waharoa Ararau, they are none the less, likely to find the transition challenging especially if the systems and processes for resource management in their schools are inefficient.
  • There is the possibility that the refined Framework will influence (positively or negatively) overall teacher judgements in schools where teachers rely on the outcome of a single assessment to make a summative judgement about achievement especially if they don’t account for the fact that some texts have moved up a level while others have moved down a level. Our analysis shows that about a third of the texts in the Framework are affected by this.
  1. Outline any key points notes that came about as the work was being completed, or from the contract period
  • Given the nature and extent of the changes to the Framework and the icons, the Refinement group felt it necessary to contact the original Ngā Kete Kōrero Framework Team and advise them of those changes. This was an opportunity that was well received by those members and they provided additional and valuable input.


In light of the observations the Refinement group have made as a result of this project, we make the following recommendations:

  1. That titles in the miscellanies (He Kohikohinga, Tautoko, Ngā Kōrero and Wharekura) be included in the revised Framework. This is an urgent piece of work given the small number of titles identified in the Framework in the Pīngao and Muka levels
  2. That a 5 yearly review of the Ngā Kete Kōrero Framework and Record of Text Decisions to ensure material, content and context gaps remain current and are continually updated.  This would also include a review of the exemplar texts and an analysis of text purposes as more text and material is produced.
  3. That an assessment package be developed to support teacher judgements, especially in relation to reading comprehension at Kiekie to Muka levels. Selected titles from Te Huinga Raukura and the refreshed version of asTTle: Pānui are potential sources of high quality material that should be re-tasked (Te Huinga Raukura) or re-packaged (asTTle:Pānui) for assessment-only purposes. This may offset somewhat the risk identified in the section above (see number 4, Identify any new risks that the Purchasing Agency should be aware of: last bullet point
  4. That the Ministry of Education give consideration to providing a platform to develop a technological interface that allows for manipulation of text when reading.  This could include informational text that uses a scanner code whereby a reader could source further information about a given topic, or e-copies of text that could be accessed and read on digital devices such as tablets or ipads.
  5. That a process be put in place to ensure consistency in the levelling of future texts, preferably by a group of specialists
  6. That support be provided to schools and teachers to manage the transition to the revised Framework through a combination of national workshops, in-school support and online support and resources