Due to anthropogenic impacts generated by colonial and neocapitalist cultures, the world is now moving on accelerating trajectories toward dystopian futures. Education, traditionally engineered as an instrument of cultural reproduction, now urgently needs to adopt a leadership role for cultural transformation to generate a sustainable future. To fulfil this role ...

A standards-based assessment system provides opportunities to join curriculum intentions to demonstrations of complex learning. In this article we use New Zealand’s senior secondary qualifications system—the National Certificates of Educational Achievement (NCEA)—to illustrate how adaptations of existing structures might help to better reflect future-focused curriculum intentions in high-stakes, summative assessments ...

Designing an assessment that is fit for purpose in the initial teacher education (ITE) setting is complex. The assessment must meet the university and New Zealand Teaching Council regulations, mirror educational best practice, support ITE students to learn curricular and pedagogical content as well as be practicable to teach and ...

This article provides a snapshot of assessment for learning in action. It introduces the drawings made by children who had been studying “Planet Earth and Beyond”—Matariki as a context in science in a New Zealand primary school. The visual data are drawn from the Te Ao Hurihuri project (The Changing ...

Integrated STEAM education (science, technology, engineering, art, and mathematics) has been shown to effectively foster global competencies as well as school and societal engagement for 21st century learners of diverse backgrounds. However, facilitating quality STEAM teaching and learning can be challenging for teachers, particularly in the area of subject integration ...

School principals were required to engage in crisis leadership throughout New Zealand’s first COVID-19 Alert Level Four lockdown that began in March 2020. Eighteen school principals from a range of secondary schools were interviewed about their experiences and the findings of this study are discussed in relation to the leadership ...

This article presents the thoughts of six teachers asked to reflect on their experiences planning for and delivering school-led learning from home opportunities during Aotearoa New Zealand’s COVID-19 Alert Levels 3 and 4 lockdown at the end of the first term and beginning of the second term 2020. What comes ...

Pasifika students bring to school rich cultural resources that offer a strong foundation on which to build creative practice. Bringing cultural awareness to visual arts education provides a powerful platform for Pasifika students to embrace success as Pasifika. The recent introduction of Tapasā—Cultural Competencies Framework for Teachers of Pacific Learners ...

Positive Behaviour for Learning (PB4L) is a flexible framework that can be localised to ensure it is a culturally responsive approach to protect and promote student wellbeing and positive behaviour. One of the downsides is that it requires much paperwork. Teachers need to record behaviour, reward positive and report negative ...