Social studies is the learning area which deals most directly with the lives of all students; it is contemporary and historical and underpins the freedom, representation and participation people have in a society now and in the future. But before this can happen across the board in classrooms, we must be clear what “civic and ...

With the ever-increasing rate of social change, we need more than ever to provide a variety of opportunities for New Zealand students to ask questions about current social issues and consider the ways in which people respond to and make decisions about such issues.

The Electoral Commission’s vision is that young people become active and engaged citizens who understand and value what it means to live in a democracy, who have confidence in their voice, and who value and use their vote.

To contribute to this goal the Electoral Commission provides resources and support for schools and teachers to ...

Teachers involved in New Zealand research conducted to develop forward-looking literacy pedagogy explained they needed ongoing support to make their new practices sustainable. This article responds to that request. We begin with a whistle-stop tour of the rapidly evolving literacy landscape, briefly reviewing key concepts of critical multiliteracies and the ...

Awareness of mindfulness in New Zealand school communities is growing, and many teachers are becoming aware of its significance to support health and wellbeing in the classroom. This article discusses qualitative research on a 6-week mindfulness programme for teachers and students which showed that teachers perceived specific mindfulness activities reduced ...

In November 2015, 469 submissions posted to a select committee inquiry into identification and support for students with the significant challenges of dyslexia, dyspraxia and autism spectrum disorders in primary and secondary schools were downloaded. This article includes comments selected from a group of submissions from 141 direct family members ...

The term assessment capable was introduced in New Zealand to distinguish between the more formulaic use of assessment-for-learning practices, and those that empower students to become self-regulated learners. This article explores the concept of assessment capability. It considers what it means to be an assessment-capable teacher in New Zealand, the ...

Victoria University Associate Professor Liz Jones is passionate about helping a range of professionals harness the potential of portfolios to improve their practice. Teacher portfolios are especially dear to her heart given Liz’s long career in education as a primary school teacher, principal, educational psychologist, teacher educator, and university academic ...

This article supports teachers to think about their students’ acts of learning, as well as their own as teachers. It draws on research about young adults’ most profound learning during their apprenticeships, cadetships, and vocational immersion programmes. The experiences of GP registrars, carpentry apprentices, and engineering technician cadets, and the ...