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  1. Appendix 7: References

    Carmen, B., Waycott, L. & Smith, K. (2011). Rock Up: An initiative supporting students' wellbeing in their transition to secondary school. Melbourne: MacKillop Family Services.Education Review Office, (2012). Evaluation at a Glance: Transitions from primary to secondary school. Wellington: Education Review Office.Education Review Office, (2015). Raising Student Achievement through Targeted Actions. Wellington: Education Review Office.Education Review Office (2016a). Effective School Evaluati...

    https://www.ero.govt.nz/publications/year-9-plus-2016-the-first-year-year-9/appendix-7-references/

  2. 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/

  3. Examples of good practice

    The above are six examples of good practice in literacy teaching and learning. In all of these literacy is embedded through leadership, relationships, the environment, assessment, and children’s engagement in learning through play.Bear Park Infant and Toddler CentreBackgroundBear Park Infant and Toddler Centre is one of 10 Bear Park centres operating under the same management structure in Auckland. This centre is located in Parnell and caters for 29 children aged from three months to three yea...

    https://www.ero.govt.nz/publications/literacy-in-early-childhood-services-good-practice/examples-of-good-practice/

  4. 03 Using a structured process to teach non-fiction writing

    ERO’s report Reading and writing in Years 1 and 2 (2009) found effective teachers gave children a purpose for writing and encouraged them to write about things and experiences they were likely to be familiar with. Their teaching was evidence based, deliberate and gave children opportunities to practise new skills and knowledge during the instructional classroom programme.Leaders and teachers at EAST TAIERI SCHOOL had worked on giving children a purpose for writing as part of the considerable e...

    https://www.ero.govt.nz/publications/keeping-children-engaged-and-achieving-in-writing/03-using-a-structured-process-to-teach-non-fiction-writing/

  5. Findings

    The schools in this evaluation had a range of strengths in how they managed science teaching and learning. Similarly each of the schools faced its own challenges in developing improved science education for students in Years 5 to 8. It should be noted that most of the schools were at the beginning stages in the development of their science programmes. Many staff reported that science had, in recent years, been less of a school priority. They pointed to the emphasis placed on numeracy, literacy,...

    https://www.ero.govt.nz/publications/science-in-years-5-to-8-capable-and-competent-teaching/findings/

  6. Findings

    ERO's overall findingsERO found variability between services in how well each service’s curriculum supported infants and toddlers to become competent and confident communicators and explorers. 1 This is similar to findings from previous research. Figure 1 shows that over half of the services in this evaluation had a ‘highly responsive’ or ‘somewhat responsive’ curriculum 2 that supported positive learning outcomes for infants and toddlers. The aspects of practice for the four categor...

    https://www.ero.govt.nz/publications/infants-and-toddlers-competent-and-confident-communicators-and-explorers/findings/