It has been taught at this school for a number of years 33 Students have indicated they would like to learn it 32 There are Ministry resources to support the teaching and learning of this language 32 The same language is offered at a local secondary school 22 Someone in our school community is able to teach it 21 Funding is available from the Ministry to support it 17 This language represents the culture of many of our students 15 Our school community has asked for it to be taught 7 Other factors (not listed) were mentioned by 23 percent of principals. Almost half of these factors related to Asian languages, e.g. having a sister school in Japan, an association with the Confucius Institute, or support from the Korean Ministry of Education. As well as existing staff international members’ Figure 3.20 Percentage frequency of principals’ language teaching abilities being a factor in deciding responses to which international languages which language to offer, the ability to teach an were offered to Year 8 students in 2016 international language was reportedly considered by a majority of principals during appointment processes for classroom teachers, with 5 percent saying they considered this, 51 percent ‘always’ saying they and 44 percent saying ‘sometimes’ did, that it was a ‘not consideration’. of which international languages Principals’ reports were offered to Year 8 students in 2016 are shown in Figure 3.20. French and Spanish were the two most commonly offered languages, followed by Japanese and Mandarin. Other international languages specified by principals included Cook Island Māori, Tokelauan, Tongan, Cantonese, Hindi, Italian, Norwegian, Croatian and Dutch. International language programme delivery at Figure 3.21 Percentage frequency of principals’ ratings of their school’s provision of the school level opportunities for Year 8 students to Just over half (56 percent) of the principals indicated the learn an international language international language programme in their school is delivered over the whole year. Smaller proportions responded that their programme was delivered over one school term (20 percent), over part of a school term (12 percent), or over two terms (10 percent). Fifty-eight percent of principals said their school had a co-ordinated programme for teaching an international language across the different year levels. ratings of their provision of Principals’ school’s opportunities for Year 8 students to learn an international language are shown in Figure 3.21. Thirty-nine percent of principals rated their provision as or school’s ‘very good’
It has been taught at this school for a number of years 33 Students have indicated they would like to learn it 32 There are Ministry resources to support the teaching and learning of this language 32 The same language is offered at a local secondary school 22 Someone in our school community is able to teach it 21 Funding is available from the Ministry to support it 17 This language represents the culture of many of our students 15 Our school community has asked for it to be taught 7 Other factors (not listed) were mentioned by 23 percent of principals. Almost half of these factors related to Asian languages, e.g. having a sister school in Japan, an association with the Confucius Institute, or support from the Korean Ministry of Education. As well as existing staff members’ international language teaching abilities being a factor in deciding which language to offer, the ability to teach an international language was reportedly considered by a majority of principals during appointment processes for classroom teachers, with 5 percent saying they ‘always’ considered this, 51 percent saying they ‘sometimes’ did, and 44 percent saying that it was ‘not a consideration’. Principals’ reports of which international languages were offered to Year 8 students in 2016 are shown in Figure 3.20. French and Spanish were the two most commonly offered languages, followed by Japanese and Mandarin. Other international languages specified by principals included Cook Island Māori, Tokelauan, Tongan, Cantonese, Hindi, Italian, Norwegian, Croatian and Dutch. Figure 3.20 Percentage frequency of principals’ responses to which international languages were offered to Year 8 students in 2016 International language programme delivery at the school level Just over half (56 percent) of the principals indicated the international language programme in their school is delivered over the whole year. Smaller proportions responded that their programme was delivered over one school term (20 percent), over part of a school term (12 percent), or over two terms (10 percent). Fifty-eight percent of principals said their school had a co-ordinated programme for teaching an international language across the different year levels. Principals’ ratings of their school’s provision of opportunities for Year 8 students to learn an international language are shown in Figure 3.21. Thirty-nine percent of principals rated their school’s provision as ‘very good’ or Figure 3.21 Percentage frequency of principals’ ratings of their school’s provision of opportunities for Year 8 students to learn an international language
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