In order for you to participate, and share what gold you have, you need to know what that gold is, and so you bring your identity, who you are, and that innate worth you have as a human being to your learning. As you do that you are benefiting everyone else in the school.
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.
Evaluation indicators
Evaluation indicator
Evaluation indicator
Food, nutrition and physical activity
Vocational Pathways: authentic and relevant learning
Raising student achievement through targeted actions
Accelerating student achievement : a resource for schools
Secondary-Tertiary Programmes (Trade Academies)
Careers education and guidance: good practice
Inclusive practices for students with special education needs in schools
Raising achievement in secondary schools
Raising achievement in primary schools
Towards equitable outcomes in secondary schools: good practice
Making connections for Pacific learners’ success
Increasing educational achievement in secondary schools
Mathematics in years 4 to 8 developing a responsive curriculum
Educationally Powerful Connections with parents and whānau
Continuity of Learning transitions from ecs to schools
Effective teaching – what’s happening in my child’s classroom?
CoL: Collaboration to improve learner outcomes
Wellbeing for success: effective practice
Wellbeing for children’s success at primary school
Wellbeing for children’s success at secondary school
Supporting school improvements through effective teacher appraisal