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| Overview: Students
did not fare particularly well in the area of identity, culture
and heritage. They had trouble discussing the nature of appropriate
activities and behaviour in a wharenui (meeting house) or the
symbolism behind the New Zealand flag. Year 8 students were more
successful in talking about the red poppies of ANZAC day, and
in discussing the national anthem. Students at both years strongly
supported singing the national anthem in both languages. |
The
assessments included eight tasks investigating students’ knowledge,
understandings and processes in the area of identity, culture
and heritage. This area focuses on the contribution of culture
and heritage to identity and exploration of the nature and consequences
of cultural interaction.
 Students did not display a strong knowledge of cultural and heritage
issues and icons of New Zealand. For example, students could only
come up with one or two ideas about what people do in a wharenui
(meeting house), or what might be prohibited in one (Wharenui,
p21). At year 8, but not at year 4, students could explain some
of the symbolic nature of the New Zealand flag, but students at
both years had difficulty providing reasons for why one might want
to change the flag (Flag Change?, p20). Students fared somewhat
better, particularly at year 8, in discussing the national anthem
and when one might hear it sung (National Anthem, p22). They strongly
supported the notion that it should be sung in both languages.
Understanding the symbolic nature of the red poppy worn on ANZAC
day revealed the greatest growth between year 4 and year 8 (Red
Poppies, p23). Year 8 students generally understood the connection
of red poppies to ANZAC day or the battle at Gallipoli, and almost
half knew that poppies grew in the fields there.
All eight tasks were identical for both year 4 and year 8 students.
Four are trend tasks (fully described with data for both 2005 and
2009) and four are link tasks, only partially described here so
that they might be used in a later administration. The tasks are
presented in the two sections: trend tasks, then link tasks.
Growth from year 4 to year 8 in identity, culture and heritage
was smaller than in other content areas. Averaged across 88 task
components administered to both year 4 and year 8 students, 8%
more year 8 than year 4 students succeeded with these components.
On the trend tasks, there was little change in performance from
2005 to 2009 for either year 4 or year 8 students. Averaged across
the 63 trend task components attempted by year 4 students in both
years, there was no difference between 2005 and 2009. At year 8
level, again with 63 trend task components included, on average
1% fewer students succeeded in 2009 than in 2005. |
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