You have 43 results for your search terms
Published: 17 Nov 2021
Central to this report is the common reflection of participating kura kaupapa Māori, that their journeys, both as individuals and as kura whānau, are stories of collective aspirations held within the narrative of establishment, building and subsequent maintenance of their respective kura and kaupapa.
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: 19 Nov 2021
This report is the reflection of Kura ā-Iwi on their developmental journeys, both as individuals, whānau and as kura. Their collective aspirations are captured within the summary of conditions outlined as Ako: Teaching & Learning, Whānau & Connectedness, Tikanga Māori (Māori process and protocol), and Tuakiri: Identity.
Published: 23 May 2022
The Education Review Office | Te Tari Arotake Mātauranga (ERO) welcomes the announcement of targeted investment aimed at supporting the revitalisation of te reo Māori.
Published: 31 Mar 2021
Te Ara Poutama is the core of Ngā Ara Whai Hui: Quality Framework for Evaluation and Improvement in Early Childhood Services. This is the framework for ERO’s approaches to reviewing early childhood services. The indicators, for outcomes and processes, are a central resource for use by ERO and the services themselves in evaluating quality in early childhood education and identifying where improvement is needed.
Published: 08 Jul 2021
Te Kura Huanui: The treasures of successful pathways and supporting documentaries explore the Māori-medium education pathway, through a rich collection of interviews and research conducted in partnership with early founders, whānau, leaders, graduates, kaiako, kaimahi and kaumatua.
Published: 12 Jul 2018
In this evaluation, ERO wanted to find out how aware and confident leaders and kaiako in early learning services were as they began to work with the updated curriculum, Te Whāriki (2017).
Published: 30 May 2016
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.
Published: 08 Jul 2021
I roto i Te Kura Huanui: Ko ngā kura o ngā ara angitu, ko ngā uiui me ngā whānau Māori, kaiārahi, kaiako, kaimahi, kaumātua hoki e tūhura ana i te ngākau titikaha o ngā hapori ki te whakarauora, ki te whakapakari hoki i te reo Māori me ngā tikanga Māori mō ā rātou mokopuna, tamariki, uri whakatupu anō hoki.
Published: 29 Nov 2021
This report is the reflection of Kōhanga Reo on their particular educational approach. Their collective aspirations are captured within the summary of conditions outlined as Whanaungatanga, Strategy, Tikanga Māori, Te Reo Resurgence, Kaumātua, Ako: Teaching and Learning, and Leadership.
Published: 16 Aug 2019
Based on surveys and interviews of 25 schools, this report describes the current state of Pacific bilingual units in New Zealand: their philosophy, curriculum, teaching, assessment and transition practices, tracking of learners’ pathways and outcomes, and the support they receive.
Published: 11 Sep 2012
This ERO report is part of a series of reports being published over three years about aspects of the implementation of the National Standards in English-medium schools, with students in Years 1 to 8. The report focuses on schools’ progress with reporting to parents in relation to the National Standards.
Published: 04 Sep 2017
Inquiry is at the heart of what drives improvement and innovation at McAuley High School.
Published: 04 Sep 2017
The team structure in this school supports the professional learning and development of leaders and teachers. Team members discuss their roles, responsibilities and the reciprocal nature of their interactions.
Published: 04 Sep 2017
At McAuley High School, classroom teacher observations are a frequent occurrence and students report how they regard this as teachers actively modelling learning behaviour.
Published: 04 Sep 2017
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.
Published: 04 Sep 2017
Professional learning reflects the approach that has been established for students. Learning is differentiated with multiple opportunities for engagement and structure in manageable steps.
This video was filmed at McAuley High School.
Published: 04 Sep 2017
Working together to determine what the collaboration and teamwork looks like on a day-to-day basis has been a critical and continued focus of professional learning and team dialogue at Stonefields School.
Published: 12 Dec 2019
ERO’s final report in the Te Whāriki series summarises the findings of previous reports and includes the last two focus areas for the curriculum – how services decide ‘what learning matters here’ and how well they were developing learning-focused partnerships with parents and whānau.
Published: 19 Jan 2021
Te Pou Mataaho, ERO’s evaluation and research group, and Te Uepū ā Motu, ERO’s national evaluation and review team, pursued this evaluation to provide an evidence base about the initial impacts of Covid-19 on Māori-medium education and how the sector responded.
