Te Ihuwaka: Questions we have recently answered

Supporting system performance

What were the experiences of teachers and students during the Covid-19 lockdown?

Covid-19: Learning in LockdownOur evaluation found that both students and teachers encountered challenges with remote teaching and learning. We were able to identify those groups of students whose learning was most impacted by the lockdown. Read the full report here: Covid-19: Learning in Lockdown

What does the provision of te reo Māori teaching in English-medium schools look like?

Te Tāmata HuaroaERO's evaluation found that leaders saw the value in teaching te reo Māori and wanted to improve their schools’ provision. This is encouraging, but it was also clear that substantial challenges remain. The number of fluent speakers of te reo Māori in the teaching workforce is low, and many schools struggle to implement the curriculum guidelines for English-medium schools. Read the full report here: Te Tāmata Huaroa: Te Reo Māori in English-medium Schooling

Are schools supporting students years 1–8 to use key competencies to enhance their learning and wellbeing?

Developing Key Competencies in Students Years 1-8Our evaluation found most schools with years 1 to 8 students (72 percent) had begun to support students to use key competencies to enhance their learning and wellbeing. More attention was needed to fully realise the expectations of this element of the New Zealand Curriculum. Read the full report here: Developing Key Competencies in Students Years 1-8

How can Pacific bilingual education effectively support Pacific learners’ educational achievement and success?

Current Provision of Pacific Bilingual EducationOur evaluation found Pacific bilingual education programmes tended to be developed locally and were resourced out of schools’ baseline funding. Schools were less likely to have developed an approach focused on bilingualism and informed by research literature and best practice, and often had difficulties procuring resources. Further support and greater national guidance could help to address some of these challenges and provide a more strategic and consistent approach across schools. Read the full report here: Current Provision of Pacific Bilingual Education

How does NCEA impact curriculum design, methods and practices of teaching (pedagogy), assessment strategies and student wellbeing in schools?

NCEA Observational StudiesOur evaluation found NCEA can be an effective tool to support, assess and formally verify student learning. It found the challenge was to find ways to refine NCEA so it can be implemented effectively and not compromise learning. Read the full report here: NCEA Observational Studies

Initiatives – building our understanding of what works

How have overseas trained teachers adjusted to living and working in NZ?

Overseas Trained TeachersOur evaluation found most teachers had adjusted well to the New Zealand context, but that both principals and teachers had challenges with the recruitment process and that more support was needed to help teachers adjust. The implications of the Treaty of Waitangi and tikanga Māori on teaching practice were identified as the most common challenge for overseas trained teachers. Read the full report here: Overseas Trained Teachers: Adjusting to living and working in New Zealand

What is the impact of having social workers in decile 1-3 primary and intermediate schools?

Social Workers in SchoolsOur evaluation found students who worked with a Social Worker in Schools (SWiS) saw an improvement both in school and in other aspects of their lives. SWiS engagement supported them with the tools, techniques and therapies to succeed. Read the full report here: Social Workers in Schools

What are the enablers and barriers to implementing the new Digital Technologies | Hangarau Matihiko curriculum content?

A Tale of Six Schools and the Digital Technologies Curriculum ContentThese case studies provide insights into the effectiveness of different strategies in supporting the adoption of change. Our evaluation found leaders’ involvement was critical for effective implementation. We also found that infrastructure, resources and professional learning and development needed to be carefully tailored to each school’s individual needs and contexts. Read the full report here: On Your Marks...Get Set...Go! A Tale of Six Schools and the Digital Technologies Curriculum Content

How are schools tracking regarding the implementation of the new Digital Technologies | Hangarau Matihiko curriculum?

It's Early Days for the New Digital Technologies Curriculum ContentOur evaluation found more support was needed to meet the expected timeframe, as few schools reported having the knowledge or skills they needed. The findings helped in refining the programme of support for schools. Read the full report here: It's Early Days for the New Digital Technologies Curriculum Content

How has the updated early childhood curriculum been implemented?

Te Whāriki: Awareness Towards ImplementationThis report was the final in a series of evaluations about early childhood services’ implementation of the updated early childhood curriculum. Our evaluation found staff at most services had engaged in professional learning and development (PLD) about the updated curriculum, but this had not yet led to shifts in practice. Read the full report here: Te Whāriki (2017): Awareness Towards Implementation

How well do school leaders determine PLD priorities and what has the impact of this PLD been?

Professional Learning and Development in SchoolsOur evaluation found leaders in nearly half of the schools studied determined PLD priorities well and considered the impact for teachers. Rural schools were less likely to be doing well. These were often full primary or composite, small or very small, with recent staff or leadership change, or first-time principals. Read the full report here: Professional Learning and Development in Schools

Promoting good practice

How can the potential of the New Zealand Curriculum be realised?

This is the companion report to Developing Key Competencies in Students Years 1-8. This report identifies opportunities to realise the potential of the NZ Curriculum through unpacking the key competencies and can be found here: The Key Competencies: Realising the Potential of the New Zealand Curriculum