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ERO conducted case studies of six schools’ implementation of the digital technologies curriculum content in Term 1, 2019. Schools that had successfully integrated the curriculum had leaders who promoted a growth mindset for teachers and looked to integrate digital technologies into existing curriculum. Timely professional development for teachers and positive community connections also enhanced schools’ ability to integrate the digital technologies curriculum.

ERO evaluated how well 35 secondary schools were using Vocational Pathways. While most schools knew about and were using the pathways, they were not fully realising the initiative’s potential. Vocational Pathways can be a valued part of a school’s curriculum for all students when used as more than just an add-on to careers education or course selection processes.  

The deputy principal at Kerikeri High School describes the process the school leaders went through to develop electronic systems and processes to track student academic success. The principal describes how the tracking tool alerted school leaders when students were at risk of not achieving and led them to consider ways to ensure students had further opportunities to succeed.

ERO examined what barriers and enablers have influenced schools’ preparation for implementation of the new Digital Technologies and Hangarau Maihiko curriculum. The report also alerts school leaders to the need to engage with the curriculum content with the urgency required to meet the January 2020 deadline for implementation.