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  1. 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/

  2. 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/

  3. 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/

  4. 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/

  5. 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/

  6. 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/

  7. Appendix 1: Schools in this report

    Note that five schools were unable to respond to ERO’s survey. These are highlighted in yellow in the table, with any information ERO was able to access from other sources. Schools Pacific language/s taught and how Learners in Pacific bilingual class[4]  Number of Pacific learners in the school[5]  Avondale College, Auckland Samoan Years 9-10: Other n/a 683 Bruce McLaren Intermediate, Auckland Samoan Years 7-8: Bilingual 28 77 Clendon Park School, Auckland Samoan Years 0-4: Immers...

    https://www.ero.govt.nz/publications/current-provision-of-pacific-bilingual-education/appendix-1-schools-in-this-report/

  8. Appendix 3: The New Zealand Curriculum

    The New Zealand Curriculum for English-medium teaching and learning in years 1-13[36] (The NZC) is the guiding document for schools and teachers in Aotearoa New Zealand. It is a “statement of what we deem important in education”, and a framework for teaching and learning that ensures “all young New Zealanders are equipped with the knowledge, competencies, and values they will need to be successful citizens in the twenty-first century”.[37]The New Zealand Curriculum: transitions and pathw...

    https://www.ero.govt.nz/publications/literacy-and-mathematics-in-years-9-and-10-using-achievement-information-to-promote-success/appendix-3-the-new-zealand-curriculum/

  9. Introduction

    The achievement of Pacific learners is an ongoing focus for the Ministry, ERO and MPIA. Ministry data from 2011 shows that approximately 66 percent of Pacific school leavers achieve NCEA Level 2, whereas the achievement rate for Pākehā students remains significantly higher at approximately 80 percent.The Ministry has developed two Pasifika Education Plans (PEP) (2009-2012 and 2013-2017) each with specific targets for improving Pacific learner achievement. The Ministry reported progress against...

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