You have 32 results for your search terms
Published: 04 Sep 2017
Clarity of expectations within a supportive environment are key to scaffolding children into the behaviours of effective learners. Those expectations are realised through structures and processes that ensure everyone knows what to do to achieve success.
Published: 04 Sep 2017
A learning community characterised by whanaungatanga and manaakitanga creates the challenge and support needed to develop learning to learn capabilities and achieve successful learning outcomes.
This video was filmed at McAuley High School.
Published: 04 Sep 2017
The Modern Learning Environment requires practices and behaviours of both teachers and learners to that optimise the potential of the flexible learning spaces and digital tools.
Published: 04 Sep 2017
In responding to its unique context Invercargill Middle School adopted a range of approaches to accelerate learning. Teachers share a collective commitment to making the most of every learning opportunity.
Published: 30 May 2018
This evaluation studies effective practice in schools’ senior curriculum. It contributes to the review being undertaken by the Ministry of Education (the Ministry) of the National Certificate of Educational Achievement (NCEA). The Ministry-led review focuses on the implementation of NCEA as the national assessment system for the senior years of secondary schooling.
Published: 27 May 2013
This national report is one of two reports that present the findings of a 2012 national evaluation about curriculum priorities.
Published: 22 Jul 2011
In November 2007, a revised curriculum was launched for use in New Zealand schools. The New Zealand Curriculum is a statement of official policy related to teaching and learning in English-medium schools in New Zealand. The requirement for schools to implement The New Zealand Curriculum came into effect on 1 February 2010.
Published: 05 Oct 2010
In late 2015, the Cabinet Social Policy Committee asked ERO to assess ‘the current status of food, nutrition and physical activity in schools and early childhood services’ and to report on Health Promoting Schools that were included in the sample. We visited 202 early learning services, 46 primary schools and 29 secondary schools in the first half of 2016.
We asked: How well does the service/school promote positive attitudes to physical activity, and food and nutrition to benefit children?
Published: 10 Dec 2020
The ongoing coronavirus pandemic has caused significant disruption for students across New Zealand, due to lockdowns, social distancing and ongoing uncertainty. The Education Review Office interviewed 750 schools and surveyed over 2500 principals and teachers across the country, from May through to September 2020, to understand how they have responded. This summary highlights how schools have supported students and their whānau in the face of Covid-19.
Published: 11 Apr 2017
This document is a separate report from the effective practice report, Food, nutrition and physical activity in New Zealand schools and early learning services intended to provide an overview of ERO's findings.
Published: 10 May 2021
ERO was approached by principals from Kahukura to document and evaluate their community of practice in Christchurch. This report identifies what is working well for this community of practice, areas where they might consider further enhancements, and lessons and insights into practices which could be shared with others.
Published: 19 Jan 2021
Suite of reports outlines the impacts of Covid-19 on the education sector and provides lessons for how the sector can support children, whānau, principals and teachers with the ongoing challenges of Covid-19.
Published: 22 Nov 2019
This is a companion report to Developing Key Competencies in Students Years 1 to 8. It explores current thinking about the importance of building the capabilities of young people. It outlines what the Key Competencies (KCs) are, why they are important, New Zealand’s journey with thinking about the nature and potential uses of KCs, and where this development fits in the international context.
Published: 12 Sep 2018
This report provides findings from ERO's evaluation of how well schools were promoting and supporting student wellbeing through sexuality education.
It includes high-level findings, examples of good practice and recommendations for schools and policy audiences. It is accompanied by a series of short publications for whānau, students, and trustees.
Brochures aimed at students, whānau and Boards of Trustees are also available.
Published: 25 Aug 2021
A new report from the Education Review Office (ERO) has found that tailored programmes were successful in supporting Auckland NCEA students learning after lockdown last year.
Published: 25 Aug 2021
In 2020, Auckland students were particularly affected by Covid-19 and extra support was provided to them. Following this, ERO undertook an evaluation of three Te Kura programmes aimed at supporting Auckland NCEA students. This report outlines the findings of this evaluation - including the reach and impact of the programmes, and lessons for future responses.
Published: 10 May 2021
This short report accompanies our report Exploring Collaboration in Action: Kahukura Community of Practice. It looks at the lessons that can be learnt from the Kahukura community of practice, drawing out key lessons on collaboration and providing seven key implications for schools who are interested in collaborating to consider.
Published: 10 May 2021
The Education Review Office (ERO) has today launched a report showing how seven Christchurch schools improved outcomes for learners through innovation and working together.
The group of schools, forming a community of practice called Kahukura, identified a need in their community to better support their students’ wellbeing and learning.
Published: 13 May 2019
This report presents our findings from a student survey about how well their schools prevent and respond to bullying.
Published: 04 Sep 2017
Culturally responsive relationships and practices support and promote the development of learners’ confidence in their identity, language and culture. These relationships are explicitly acknowledged and understood by teachers and learners and contribute to an inclusive learning environment in which there are equitable opportunities to learn. This video was filmed at Invercargill Middle School.
