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  1. 2017 - Briefing to the incoming Minister

    Ko te Tamaiti te Pūtake o te KaupapaThe Child – the Heart of the MatterPart One - About the Education Review Office The Education Review Office (ERO) is responsible for: evaluating the implementation of government education priorities, programmes and policies across the system evaluating the quality of education and care in schools and early learning services and across Kāhui Ako | Communities of Learning supporting improvement in the performance and operation of our early learning services...

    https://www.ero.govt.nz/publications/briefing-to-the-incoming-minister-2/part-one-about-the-education-review-office/

  2. Appendix 4: Secondary schools and AE indicator framework

    The indicators below outline the characteristics of good practice for schools’ use of Alternative Education. These indicators are not an exhaustive list but are designed to provide an outline of the quality expected from schools in their use of Alternative Education. Alternative Education within the school’s strategy for engaging students Alternative Education’s place The school’s use of AE is part of an overall approach which is predominantly effective at identifying and remov...

    https://www.ero.govt.nz/publications/alternative-education-an-evaluation-of-the-pedagogical-leadership-initiative/appendix-4-secondary-schools-and-ae-indicator-framework/

  3. Discussion

    Since ERO last evaluated sexuality education in 2007, the social and technological context around sexuality and sexuality education has shifted quickly and profoundly. Overall, the quality of schools' sexuality education programmes have not kept pace with this shift. The ubiquity of internet-connected smartphones and the growing influence of social media create an environment in which young people are exposed to a broader range of sexuality-related content at an earlier age than previously. Wit...

    https://www.ero.govt.nz/publications/promoting-wellbeing-through-sexuality-education/discussion/

  4. References

    Abadzi, H. (2015). Training the 21st -century Worker: Policy Advice from the Dark Network of Implicit Memory, Geneva, Switzerland: UNESCO International Bureau of Education.Bolstad, R., Hipkins, R. & Stevens, L. (2013). Measuring New Zealand Students’ International Capabilities: An Exploratory Study, Wellington, New Zealand: New Zealand Council for Educational Research.Boyd, S. and Watson, V. (2006). Shifting the frame: Exploring integration of the Key Competencies at six Normal Schools. We...

    https://www.ero.govt.nz/publications/the-key-competencies-realising-the-potential-of-the-new-zealand-curriculum/references/

  5. Belonging can change how bullying impacts students

    BackgroundIn May 2019, ERO conducted a survey of 11,000 students across years 4 to 13, to hear their thoughts and experiences of bullying in New Zealand. This resulted in the Bullying Prevention and Response: Student Voice report.This report revealed a range of important findings, some of which we explored further. We wanted to use this issue of Insights (and more to come over 2020) to highlight some of the interesting and surprising findings from this survey.In this issue, we discuss students...

    https://www.ero.govt.nz/footer-upper/news/ero-insights-term-1-2020/diving-into-bullying-prevention-and-response-student-voice/

  6. Designing, implementing and evaluating curriculum in early learning services: what is important and what works

    ERO's national evaluation reports provide evidence about how services are implementing Te Whāriki through a range of different foci. In this report we look back at what we have found in early learning services through 10 years of national evaluations and share what we know about what matters most and what effective practice looks like.Anchors for practice - Te Whāriki and priorities for children's learningTe Whāriki, the bicultural curriculum and priorities for children's learning are the an...

    https://www.ero.govt.nz/publications/early-learning-curriculum/designing-implementing-and-evaluating-curriculum-in-early-learning-services-what-is-important-and-what-works/

  7. Introduction

    All children experience changes in the way they are expected to learn and behave when they start school. The changes in relationships, teaching style, environment, space, time, contexts for learning and learning itself place considerable demands on children and their families. Thorough transition planning, including communicating well with a child’s parents and whanau, helps ensure a smooth transition to school.Much of the New Zealand and international research about transition to school focus...

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

  8. Findings

    The 35 schools in this evaluation were at different stages of implementing Vocational Pathways.Most of these schools were aware of the programme, although the level of familiarity within schools was variable across school leaders, teachers, students and whanau. Careers staff, or those in an equivalent position, were most often the champions of Vocational Pathways in schools. They were using Vocational Pathways with students when they were selecting courses or seeking careers advice.The extent to...

    https://www.ero.govt.nz/publications/vocational-pathways-authentic-and-relevant-learning/findings/