When researching a good kura for our older son, we sought a school with genuine commitment to biculturalism and the environment, a diverse roll with ngā ākonga from a variety of backgrounds, and modern systems for encouraging positive behaviour.
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The trouble with “inclusive education” is that it can become a slogan, a mantra, a label for government policy, that imposes extra burdens on teaching professionals.
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When we think about diversity, and who we mean when we talk about diverse people, depends a lot on who and what we think of as normal.
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This edition of Ako begins our year with a focus on inclusion and what this really means for our tamariki and the adults who work alongside them.
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We focus on the curricula in this first issue of our new professional journal.
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One of the most significant casualties of nine years of focusing on literacy and numeracy at the expense of everything else schools do, has been the arts.
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Before the changeover to Tomorrow’s Schools, the Department of Education had a curriculum development unit (CDU) that represented all areas of the curriculum.
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We live in exciting times. This adage is often used when nobody really seems to know what is going to happen next.
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