Recently, AKO spoke with two school principals about their efforts to bridge the digital divide in the lockdown. We caught up with them again to find out how their schools are managing the transition to Level 3 and beyond. They reminded us that behind the digital divide is a greater inequity.
AKO chats with Linda Jordan, a teacher aide and team leader at James Cook High School in Manurewa, about the challenges of lockdown and technology and the profound importance of being supportive and understanding.
A mother-daughter pair of NZEI Te Riu Roa members talk about what it’s been like in lockdown – with one of them being an essential worker and the other high-risk.
AKO talks to Ripeka Lessels, tumuaki of Te Whata Tau o Putauaki in Kawerau, about how the kura was well prepared for online learning and teaching.
AKO talks to Te Kura Kaupapa Maori o Tuia te Matangi at Whakatū about how they readied their students for online learning.
AKO talks to Evelyn Henare, tumuaki of Te Kura Kaupapa Māori o Te Rawhiti Roa in Tikipunga, Whangārei.
AKO talks to two school principals about how they’re addressing the inequities of access to technology and internet as they prepare for online teaching.
Located in the grounds of Nelson Hospital, Healthkids Kindergarten has many families that are essential workers. AKO talked to head teacher Stephanie Smith about how the kindergarten has been supporting families during the lockdown.
Karanga Mai Early Learning Centre in Kaiapoi, north of Christchurch, is located on the grounds of Kaiapoi High School. A suspected case at the high school meant they had to go into lockdown two days before the rest of the country. Tumuaki of the centre, Jacinta McInerney, talks to Sara Shirazi about how they’re supporting the specific needs of their community.
In these unprecedented times, AKO asked New Zealand children to share their thoughts about the first few days of the Covid-19 lockdown.
Oral language learning in early childhood is critical to success in later life. But how well do we do it in New Zealand?
Strong written language skills not only help students to cement and present their learning – some teachers are using creative writing to strengthen children’s sense of identity and build resilience.
A leai se gagana, ua leai se aganuu … A leai se aganuu ua po le nu‘u.
When you lose your language you lose your culture, and when there is no longer a living culture, darkness descends on the village.
– Samoan proverb
Over the past 30 years, the demand for Māori immersion learning has increased, being a pivotal way to strengthen te reo Māori. What effect do immersion units have on mainstream schools and their communities?
The landscape of Deaf education in New Zealand has changed a lot over the last 20 years. We look at the options now available to deaf children who are starting primary school.
School librarians talk about how they serve the varied needs of their communities.
In a school with dozens of cultures and languages, equipping and empowering students to coach, guide and befriend their ESOL peers has huge benefits for all involved.
At Christchurch’s Ilam School, 12 children in Year 6 are appointed as Cultural Leaders.
Two student leaders of kapa haka at Kapanui School, Waikanae explain why they like it.
A new teacher gives some advice to others starting work in a new community.
From her tiny school on the appropriately named Forgotten Highway, Anna Fourie teaches students across the country, using the internet.