Review reports and research for Schools

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.

An analysis of achievement data and a desire to introduce more culturally responsive pedagogies into the classroom were triggers for introducing an inquiry -based approach to the teaching of mathematics at Manurewa Central School.

At Manurewa Central School, the relationship between the principal and trustees is described in terms of how trust and confidence is built through effective listening and transparent reporting, interrogation and discussion of information.

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.

Senior leaders at Invercargill Middle School have put processes in place to ensure that all teachers participate in and contribute to the co-construction of decisions about how best to move forward. The principal describes the approach as ‘change coming from the classroom, not the principals office’.

This school seeks every opportunity to connect with the groups within its multicultural community to support those groups to connect to one another as well as engage with the school and their children’s learning.

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.

The setting of academic goals that build toward purposeful educational pathways and career options begins early at McAuley High School and supports student choices throughout their schooling.

Students and teachers at Stonefields School describe how they use ‘learning progressions’ to build students assessment capabilities and teachers opportunities to be responsive to learner needs.