Results for "Point View"

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  1. Foreword

    It is the responsibility of parents and teachers to help children and young people navigate through the education system. Moving through early childhood education, school and onto further education or training is challenging for young people - every change requires the child or student to become familiar with new people, practices and expectations. It is important that leaders, teachers and parents help children navigate through and make these shifts, or transitions, as smooth as possible so tha...

    https://www.ero.govt.nz/publications/continuity-of-learning-transitions-from-early-childhood-services-to-schools/foreword/

  2. Collective theory of change and plan of action

    The process of clarifying purpose and focus provides a foundation for further investigation and collaborative sense making that leads to priorities for action.Identifying achievement challenges may be relatively easy; understanding them and how to address them is likely to take some investigation. At this point the community needs to research the evidence about ‘what works’ and what ‘good’ looks like with a view to determining possible actions based on their demonstrated effectiveness.Pl...

    https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-collaboration-to-improve-learner-outcomes/collective-theory-of-change-and-plan-of-action/

  3. Appendix 1: Glossary

    Complexity of learning By acknowledging complexity of learning, an educator understands that noticing, recognising and responding is holistic, involves parents and whānau, and is part of a responsive relationship. An Introduction to Kei Tua o te Pae Book 1, p19. Dispositions Combinations of children’s emerging knowledge, skills and attitudes to learning are described as dispositions for learning. Positive dispositions for learning include courage and curiosity, trust and playfulness,...

    https://www.ero.govt.nz/publications/the-quality-of-assessment-in-early-childhood-education/appendix-1-glossary/

  4. A closer look at a capability: perspective-taking

    Perspective-taking is identifying and understanding an idea, action or challenge from other perspectives.Students have traditionally been given few opportunities to interact with diverse people and ideas; assessments are based on the individual, and students tend to be surrounded by peers of similar abilities. The purpose of the inclusion of perspective-taking in the curriculum is to help students to do things such as: create content (e.g. written report or advertising) for a specific audience u...

    https://www.ero.govt.nz/publications/the-key-competencies-realising-the-potential-of-the-new-zealand-curriculum/a-closer-look-at-a-capability-perspective-taking/

  5. Glossary L

    A B C D E F G H I J K L M N O P Q R S T U V W X Y Z L Word Definition Related terms Lateral accountability A concept that explores collaborative practice. It is used to describe the power of collaboration when one is accountable to one's self and one's peers. (Michael Fullan) Collaboration Language of learning Language used to describe learning often used by teachers to make the learning processes clear for students, and for students to be able to reflect on how they...

    https://www.ero.govt.nz/publications/modern-new-zealand-learning-practice-glossary/glossary-a-z/glossary-l/

  6. About ERO reviews

    ERO reviews under COVID 19ERO School ReviewsERO will not be restarting individual school education reviews and reporting until later in the year. However, we do want to capture the learning and innovation that is happening in the sector at this time.In the next few weeks, ERO will be contacting schools that are due to be reviewed, to establish an approach that collects information for national and regional reporting about: the strategies put in place to contribute to learner success and reengage...

    https://www.ero.govt.nz/how-ero-reviews/information-for-parents/

  7. Conclusion

    The phases of inquiry – focusing inquiry, teaching inquiry, learning inquiry- represent three important stages in a process that focuses teachers on: which learners need help what they need to learn what should be done to support them whether learners have successfully achieved the goals and targets teachers have prioritised for them. While 20 percent of teachers were using this process very well, 37 percent of teachers were either using inquiry minimally or were not using it at all. The impli...

    https://www.ero.govt.nz/publications/teaching-as-inquiry-responding-to-learners/conclusion/

  8. Te Aho Matua Kura Kaupapa Māori

    Philosophy and PurposeStudents attending Te Aho Matua kura kaupapa Māori experience a unique education reflecting the distinctive values and beliefs of Te Aho Matua.In Te Aho Matua Kura Kaupapa Māori: te reo Māori is the principal language of instruction the charter requires that the kura operates in accordance with Te Aho Matua the special characteristics described in the charter prescribe the particular character of each kura. Te Aho Matua sets out the founding principles and philosophy for...

    https://www.ero.govt.nz/publications/he-anga-arotake/te-aho-matua-kura-kaupapa-maori/

  9. Conclusion

    The Māori teachers surveyed who have participated in Ako Panuku clearly value the support that it has provided them. The role modelling of high quality pedagogy by facilitators, and their responsiveness to individual teacher needs, has had a positive impact on the quality of teachers’ practice. Classroom programmes are further enhanced by provision of useful teaching and learning resources, including a structured approach to planning. It has not been possible to qualify the impact of this o...

    https://www.ero.govt.nz/publications/ako-panuku-an-evaluation-of-the-programmes-effectiveness/conclusion/

  10. What really drives learning in the senior secondary school?

    The Education Review Office (ERO) is urging a rethink of what schools teach and the way they teach in the senior secondary school.In What drives learning in the senior secondary school, ERO carried out 12 in-depth case studies in schools who were considered to be among a group of leaders across New Zealand in embedding The New Zealand Curriculum in their secondary school programmes.  While many of the schools investigated were working towards a coherent senior curriculum, only a minority succes...

    https://www.ero.govt.nz/footer-upper/news/ero-insights-july-2018/what-really-drives-learning-in-the-senior-secondary-school/

  11. Central Region - Te Tai Pūtahi Nui

    Scheduled Reviews for Term 1 2020Includes schools and early childhood services from Taranaki to Marlborough (including Taumarunui and Gisborne). Updated February 2020ECE Abbey's Place Childcare Centre Above & Beyond Tauriko Active Discovers Educare Active Discovers Educare Active Explorers Grey Street (from T4) Active Explorers Tauriko (Evolve) Ark Early Childhood Centre Awatuna and Districts Playcentre Barnardos Early Learning Homebased Huia BestStart Claudelands BestStart Hastings Central...

    https://www.ero.govt.nz/footer-upper/forthcoming-reviews/central-region-te-tai-putahi-nui/

  12. Appendix 1: Evaluation framework

    Q1. How effectively managed are the transitions students make into the residence? Induction to a CYF residential school There is a well-planned and implemented process for inducting students There is a well-planned and implemented process for welcoming students’ families/whānau/aiga Staff provide a welcoming environment for new students There are processes in place for students to welcome new students The induction programme allows students to build positive relationships with th...

    https://www.ero.govt.nz/publications/child-youth-and-family-residential-schools-3/appendix-1-evaluation-framework/

  13. Examples of effective implementation

    The following examples show how three schools implemented aspects of Vocational Pathways for their students. These schools were at different stages of implementation, and all considered that they were engaged in an ongoing process.Forest View High School in Tokoroa was at an early stage of working with Vocational Pathways.Their story shows a school at the tipping point, implementing and embedding Vocational Pathways to support students, and considering the implications for their curriculum.For F...

    https://www.ero.govt.nz/publications/vocational-pathways-authentic-and-relevant-learning/examples-of-effective-implementation/