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  1. 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/

  2. 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/

  3. 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/

  4. 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/

  5. Section Two: Evaluation processes and evaluative reasoning

    To achieve equity and promote excellence for all learners, internal evaluation must involve both good processes, and good evaluative discussion. In schools with effective internal evaluation, there were different points of view about what the data was saying, about issues and successes that affected students' learning and about what teachers might do next. Leaders, teachers and trustees did not simply go through the evaluation process as a series of discrete steps. They asked good questions, col...

    https://www.ero.govt.nz/publications/internal-evaluation-good-practice/section-two-evaluation-processes-and-evaluative-reasoning/

  6. Background

    The abovesection includes definitions of literacy and mathematics as they have been applied in this evaluation. These have been sourced from the Ministry of Education, research publications, and ERO’s previous evaluation findings. Also included is information about some of the professional development projects linked to this evaluation.What is literacy as it applies to adolescent learning?The International Reading Association position statement defines adolescent literacy in 21st century lear...

    https://www.ero.govt.nz/publications/literacy-and-mathematics-in-years-9-and-10-using-achievement-information-to-promote-success/background/