The big picture vision of The New Zealand Curriculum says it is important to foster students' dispositions to learn and contribute as active members of society. The key competencies directly support this vision.  This paper looks at what happens when teachers design rich tasks to draw on all aspects of the key competencies.

Ka whānau mai te reo: Kei tua o te kura—Understanding how tertiary education organisations are supporting the transitions of reo Māori learners and speakers completes the series of research reports looking at the transitions between education organisations, from pre-school to tertiary.

Ka whānau mai te reo: Kei tua o te kura focuses on whānau experiences of reo Māori education in tertiary settings, with a specific focus on wānanga. The report ...

This report looks at the work of teachers in primary and intermediate schools.

The report draws on data from the NZCER National Survey of Primary and Intermediate Schools 2016 that was conducted from August to September 2016.

The survey asked teachers about what they are doing in classes; their school culture and support for their work; their achievements; their issues; and their workload and morale.

The 2016 survey continued our ...

This report looks at principals’ perceptions of how well primary and intermediate schools are resourced and supported, and their relationships with other schools.

The report draws on data from the NZCER National Survey of Primary and Intermediate Schools 2016 that was conducted from August to September 2016.

The survey asked principals how well they thought their schools were resourced through operational funding and staffing, and how well students are distributed ...

This report looks at the work of principals in primary and intermediate schools.

The report draws on data from the NZCER National Survey of Primary and Intermediate Schools 2016 that was conducted from August to September 2016.

The survey asked principals about their workload and morale, their leadership development; their professional learning, their achievements; their challenges; and their career path.

The NZCER survey got responses from a nationally representative sample ...

We know it is important to help students to critically engage with texts like books and movies. We want them to become skilled at questioning what’s in front of them, and understand how texts are constructed, and whose interests are served. We also need to develop their critical literacy as they interact with games. So, how can we help them do this? In this paper I draw on the experiences ...

Can the study of history help to prepare young people to navigate life in an increasingly complex, globalised, and hyperconnected world? What value can games add to secondary school history education when teachers have these goals in mind? What do teachers need to know about games—and about the nature of history as a discipline—to make effective use of games in their classroom programmes?

This case study tells the story of a ...

This report looks at how student wellbeing and positive behaviour are being fostered in primary and intermediate schools.

The report draws on data from the NZCER National Survey of Primary and Intermediate Schools, which was conducted in late August and early September 2016. The survey asked about schools’ proactive approaches aimed at fostering wellbeing and positive behaviour, as well as how schools intervene when students need more support.

The survey ...

He mea tuhi nā Nicola Bright, Maraea Hunia, Basil Keane me Kiwa Hammond, Hinerangi Edwards me Rachel Felgate, Cathy Wylie

Tuatahi, mā ngā tāngata o Te Wairoa tēnei pūrongo, ā, e whakaata ana i ngā kōrero i tukuna mai e ngā whānau me ngā pou reo (ngā kaiārahi, ngā kaihāpai i te reo Māori i te hapori) mō te ora o te reo Māori i roto i te hapori me ...

He mea tuhi nā Nicola Bright, Maraea Hunia, Basil Keane me Jennifer Martin, Stephanie Fong me Rachel Felgate, Cathy Wylie

Tuatahi, mā ngā tāngata o Te Uru o Tāmaki tēnei pūrongo, ā, e whakaata ana i ngā kōrero i homai e ngā whānau me ngā pou reo (ngā kaiārahi, ngā kaihāpai i te reo Māori i te hapori) mō te ora o te reo Māori iI roto i te hapori ...