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  1. Appendix 2: Activity Centres in this evaluation

    Akina Activity Centre (Hastings)Auckland Secondary Schools Centre (West Auckland)Awhina Activity Centre (Rotorua)Hutt Valley Activity Centre (Wellington)Invercargill Activity Centre (Invercargill)London House Learning Centre (Dunedin)Manawatu Community High School (Palmerston North)Napier Community Activity Centre (Napier)Papakura Activity Centre (South Auckland)Porirua Activity Centre (Wellington)Taranaki Activity Centre (Spotswood)Te Kura o Waipuna (Auckland)Turanganui-ā-Kiwa Activity Centre...

    https://www.ero.govt.nz/publications/provision-for-students-in-activity-centres/9-appendix-2-activity-centres-in-this-evaluation/

  2. Appendix 2:

    Adolescent Health Research Group. (2009) The Social Climate of Secondary Schools in New Zealand. Auckland: University of Auckland. Akey, T. (2006) School Context, Student Attitudes and Behaviour, and Academic Achievement: An Exploratory Analysis. New York: MDRC. Bishop, R, M Berryman, T Tiakiwai and C Richardson. (2003) Te Kōtahitanga: The Experiences of Year 9 and 10 Māori Students in Mainstream Classrooms. Wellington: Ministry of Education. Blatchford, P, S Hallam, J Ireson, P Kutnick and...

    https://www.ero.govt.nz/publications/evaluation-at-a-glance-transitions-from-primary-to-secondary-school/appendix-2/

  3. Appendix 2: Teen parent units reviewed

    Teen Parent Unit Location Host school He Mataariki School for Teen Parents Titoki, Whangarei Mangakahia Area School He Wero o nga Wahine Henderson, Auckland Henderson High School Clendon Teen Parent Unit (Taonga Education Centre) Manurewa, Auckland James Cook High School Eden Campus Newton, Auckland Auckland Girls’ Grammar School Connected Learning Centre Otara, Auckland Tangaroa College Hamilton's Fraser High School TPU Dinsdale, Hamilton...

    https://www.ero.govt.nz/publications/evaluation-of-teen-parent-units/appendix-2-teen-parent-units-reviewed/

  4. Appendix 5: ERO's literature review of risk factors to Year 9 school success

    In May 2016, ERO completed a literature review (see below) of the risk factors likely to be important in Year 9 Plus outcomes in 2016, using a social investment approach. We did this as background for the student voice interviews we undertook later that month. The highest risk factors found in the review to be significant to later educational success after Year 8 in schooling are in Figure 17. Figure 17: Risk Factors to Year 9 student engagement and achievement Family background Household...

    https://www.ero.govt.nz/publications/year-9-plus-2016-the-first-year-year-9/appendix-5-eros-literature-review-of-risk-factors-to-year-9-school-success/

  5. Introduction

    The Progress in International Reading Literacy Study (PIRLS) shows that New Zealand Year 5 students, although above the international mean, were ranked significantly lower than the means for 20 other countries for achievement in reading. Trends in International Mathematics and Science (TIMMS) results show that mathematics results for Year 5 students were lower than the means of 29 countries and the international mean. For both literacy and mathematics Māori and Pacific students mean scores were...

    https://www.ero.govt.nz/publications/accelerating-the-progress-of-priority-learners-in-primary-schools/introduction/

  6. Introduction

    Leadership that works matters in education. After classroom teaching, the quality and capability of school leadership is the most significant in school influence on student outcomes.[2] Our education system aspires to both excellence and equity of outcomes for students, so a high priority for our system is to understand and apply school leadership that works.[3]The Education Review Office (ERO) evaluation findings combined with the best evidence synthesis programme[4] identify what needs to happ...

    https://www.ero.govt.nz/publications/school-leadership-that-works/introduction/

  7. Findings

    ERO has identified three key interrelated issues that need to be addressed to significantly lift the achievement of students, particularly for priority learners. These broadly relate to how well schools are focussing on providing education that addresses the needs of students.The fact that the issues are: apparent in both primary and secondary schools; involve many learning areas and contexts; and have been identified in a range of national evaluations, means we simply cannot ignore them. In add...

    https://www.ero.govt.nz/publications/evaluation-at-a-glance-priority-learners-in-new-zealand-schools/findings/

  8. Overview

    Secondary schooling marks an important time in the life of a young person. It is a formative time when learners develop a greater awareness of the world and begin to pursue education, training and employment opportunities linked to their future.This report follows on from ERO’s 2012 report on careers education. The findings of Careers Information, Advice, Guidance and Education (CIAGE) in Secondary Schools emphasised the importance of school-wide processes to develop the career management comp...

    https://www.ero.govt.nz/publications/secondary-schools-pathways-for-future-education-training-and-employment-july-2013/overview/

  9. Appendices

     Appendix 1 Ako   a term which refers to teaching and learning, emphasising the reciprocal nature of both activities Agency                                the feeling that we are in control of our own actions. Circle of Care a model for coordinating multi-system support. Confidential disclosures                      sensitive information given by students that needs to be carefully handled and only shared as appropria...

    https://www.ero.govt.nz/publications/wellbeing-for-success-draft-evaluation-indicators-for-student-wellbeing/appendices/

  10. Appendix 2: What ERO knows about curriculum design in secondary schools

    ERO has reviewed schools’ implementation of The New Zealand Curriculum (NZC) since the draft curriculum was released to schools. In all the evaluations, considerable variability was identified in leaders’ and teachers’ focus and implementation of the curriculum.Preparing to implement NZCIn 2009, ERO found over half of the secondary schools reviewed were well underway with preparations to implement the NZC. In these schools, teachers and curriculum leaders were engaged in ongoing review of...

    https://www.ero.govt.nz/publications/what-drives-learning-in-the-senior-secondary-school/appendix-2-what-ero-knows-about-curriculum-design-in-secondary-schools/

  11. Appendix 3: Teen Parent Units

    Teen Parent Unit 10 Location TPU Roll size (ERO 2017 review) ERO’s  judgement about TPU effectiveness Host School School review return time Attached early learning service Clendon Teen Parent Unit Manurewa, Auckland 25 Not effective James Cook High School 1‑2 years Potiki Early Childhood Centre Eden Campus Newton, Auckland 18 Mostly effective Auckland Girls’ Grammar School 1‑2 years Auckland Girls Grammar School Childcare He Puaaw...

    https://www.ero.govt.nz/publications/teen-parent-units/appendix-3-teen-parent-units/

  12. Methodology

    The evaluation is based on information collected in Term 3, 2014 in 10 schools. Schools selected for this evaluation were identified by ERO and/or Careers New Zealand as those demonstrating good practice in careers education and guidance. Some were identified through ERO’s 2012 evaluation of careers education and Careers New Zealand had been working closely with others. These schools had high levels of student achievement and engagement. During their school visits, reviewers identified effect...

    https://www.ero.govt.nz/publications/careers-education-and-guidance-good-practice/methodology/

  13. Introduction

    Background to this evaluationEducation increases the range of life choices and opportunities open to all New Zealanders. The challenge for New Zealand’s education system is to bring more students than in the past to a higher achievement level, with a broader skill range and better equity of outcomes. This challenge is formally framed at the school level in the Government’s education targets, one of which is to have 85 percent of 18 year olds achieving National Certificate of Educational Achi...

    https://www.ero.govt.nz/publications/raising-student-achievement-through-targeted-actions/introduction/

  14. Appendix 6: Further information about the methodolgy

    Review processTwo reviewers visited each school and interviewed key people, such as: the principal (or deputy/assistant principal) to find out the big picture of how careers education fits into the school - any links with the strategic directions of the school, and how the school develops and reviews their careers education provision deputy principals - pastoral and curriculum about links between their areas and careers education and guidance and oversight of careers education and guidance in th...

    https://www.ero.govt.nz/publications/careers-education-and-guidance-good-practice/appendix-6-further-information-about-the-methodolgy/

  15. Introduction

    This evaluation of the teaching of reading and writing in the first two years of schooling examines the systems and practices schools use to promote high levels of children’s achievement in these two areas of literacy.National Administration Guideline (NAG) 1 requires each board of trustees, through its principal and staff, to develop and implement teaching and learning programmes, giving priority to student achievement in literacy and numeracy especially in Years 1 to 4 [i(b)]. The NAG also r...

    https://www.ero.govt.nz/publications/reading-and-writing-in-years-1-and-2/introduction/

  16. Introduction

    Factors both inside and outside of school contribute to lower student engagement at school. Students from low income communities often face more barriers to learning than students from high income communities.National data on students’ achievement and engagement1 show that students in the lowest quintile2 schools are more likely to have poorer achievement levels and to be stood-down than students in the highest quintile schools. 3 Over 80 percent of all stand‑downs, suspensions and exclus...

    https://www.ero.govt.nz/publications/towards-equitable-outcomes-in-secondary-schools-good-practice/introduction/

  17. Conclusion

    ERO’s findings make it clear that no feature alone led to improved outcomes for Pacific learners. Rather several features must work together coherently for improvements to be made and sustained. The five key factors and other features noted can be summarised under these broader categories: leadership review and improvement processes responsive curriculum relationships. These are expanded below.Leadership to enact goalsSuccessful schools were committed to improvement, and held high expectations...

    https://www.ero.govt.nz/publications/making-connections-for-pacific-learners-success/conclusion/

  18. Introduction

    International education is important to New Zealand. The education of international students in New Zealand benefits New Zealand’s economy and relationships with other countries. In the school sector, international students add to the cultural diversity of New Zealand schools and provide a source of revenue.The International Education Agenda, A Strategy for 2007-2012[3] sets out the Government’s vision, strategy, and goals to support the continued development of sustainable, high quality, in...

    https://www.ero.govt.nz/publications/schools-provision-for-international-students/introduction/

  19. Appendix 6: Report feedback form

    Including students with high needsThe information in this box is optionalName: ________________________________________________________School/Institution: ________________________________________________________Your role: ________________________________________________________(for example, Teacher, Parent, Trustee, Researcher, Principal)Address: ________________________________________________________Please help ERO evaluate the quality of this report. By sending ERO your views on this report y...

    https://www.ero.govt.nz/publications/including-students-with-high-needs/appendix-6-report-feedback-form/