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  1. Methodology

    In Terms 3 and 4 of 2010 information was gathered from ten reviews in Māori-medium kura and settings. ERO used this evidence to evaluate how well those schools and settings were prepared to begin giving effect to Te Marautanga o Aotearoa and to work with Ngā Whanaketanga Rumaki Māori in2011. ERO asked two evaluation questions: to what extent is the kura/school prepared to give effect to Te Marautanga o Aotearoa? to what extent is the kura/school preparing to work with Ngā Whanaketanga Ruma...

    http://www.ero.govt.nz/publications/readiness-to-implement-te-marautanga-o-aotearoa-and-nga-whanaketanga-rumaki-maori-te-whakarite-ki-te-whakatinana-i-te-marautanga-o-aotearoa-me-nga-whanaketanga-rumaki-maori/methodology/

  2. Māori to English U

    A E I O U H K M N P R T W NG WH U ū (kei te ū ki ...): committed uara: to respect; values uaua (ka uaua): limited; restricted uauatanga: difficulties uauatanga (hei uauatanga tēnei mā ...): this is restrictive for uauatanga (ngā uauatanga e pā ana ki te pānui): reading difficulties uehā: prop, support uehā (Te Uehā Mātātahi o Aoteroa): CYPFS uiui: inquiry ukauka (moni ukauka): cash ukiuki: continuity ūpoko kaupapa mahi: theme uru (e uru ana ... ki .....

    http://www.ero.govt.nz/publications/he-kupu-arotake-list-of-maori-english-education-term/maori-to-english-a/maori-to-english-u/

  3. Next steps

    ERO recommends that the New Zealand Teachers Council investigate: how well the nature and quality of pre-service training for teaching science in Years 1 to 8 is enabling teachers to build their confidence to effectively teach science. ERO recommends that the Ministry of Education investigate opportunities for support and ongoing professional learning development for teachers in: integrating literacy and numeracy into science teaching and learning considering the place of National Standards fo...

    http://www.ero.govt.nz/publications/science-in-the-new-zealand-curriculum-years-5-to-8/next-steps/

  4. Te Reo

    The student is a competent thinker, speaker, reader and writer in both Māori and English. Indicator Rationale Observable behaviour Whānau practices and beliefs Research The student is immersed in te reo me ngā tikanga Māori. Total immersion most rapidly develops language competence. Language development is fostered in a learning environment where creativity and experimentation are encouraged. Students are immersed in te reo, hear it spoken, and speak it themselves. Students un...

    http://www.ero.govt.nz/publications/evaluation-indicators-for-education-reviews-in-te-aho-matua-kura-kaupapa-maori/te-reo/

  5. Appendix Two: Glossary

    Acceleration Involving curriculum activities at challenging levels. asTTLe Assessment Tools for Teaching and Learning (asTTle) gives teachers good information about their students’ achievement and progress in reading, writing and mathematics. The tool is specially designed for New Zealand students from Year 4 to Year 12, including those learning in Māori‑medium. Australasian Schools Competitions Now called the International Competitions and Assessments for Schools, these competit...

    http://www.ero.govt.nz/publications/schools-provision-for-gifted-and-talented-students-good-practice/appendix-two-glossary/

  6. Appendix 3: Glossary

    Action research A reflective and cyclic process to improve strategies, practices, and knowledge based on problem solving. The process involves identifying the problem, creating a solution, implementing the solution, evaluating, and modifying ideas and practice. Alphabet knowledge Refers to the names of the letters of the alphabet that the child knows, and their recognition of the symbols used. Concepts about print/ books These are concepts that show how much a child knows about...

    http://www.ero.govt.nz/publications/literacy-in-early-childhood-services-teaching-and-learning/apendix-3-glossary/