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From 2023 the decades old decile system will be replaced with the equity index (EQI), with support increasing by $75m per annum. Daryl Aim, the tumuaki at Natone Park School in Waitangirua in east Porirua, spoke to Ako about the impact of the old system and what the new system means for the future.
What is streaming and is it helping or harming our tamariki? Auckland University professor Christine Rubie-Davies gives her view on the problems with ability grouping in Aotearoa.
As she steps down from her role as Kaihautū Rangahau Chief Researcher at NZCER Cathy Wylie shares some of her wisdom on how we can learn from each other.
The Covid-19 crisis has tested everyone involved in our education system. But for scores of new principals, the challenge has been particularly fraught.
AKO talks with three beginning principals in the Auckland region about how they have managed through a crisis, while still coming to terms with their new role.
AKO chats with Liam Rutherford, NZEI Te Riu Roa president, about what it’s been like for him working from home, how he’s looked after his own wellbeing and what he sees the future holding for our members.
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.
Oral language learning in early childhood is critical to success in later life. But how well do we do it in New Zealand?
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.
More than a quarter of New Zealand schools have fewer than 100 students. How can their students gain meaningful connections with the wider world and overcome their isolation?
School principals from around the country explain how strong communities of staff bring crucial benefits for children and whānau, from South Auckland to Southland.
One of the most important things for children with additional needs to be able to access the curricula and to thrive at school is having huge support behind them. That includes from the school and whānau communities and from school leaders, support staff, teachers and itinerant staff.
Kura in the Manawatū and Horowhenua are shining examples of inclusivity, in a context of some hope that more resources are coming to support culturally competent practices everywhere.
Across the country, teachers report that there are more children with high learning needs and the resources and funding to help these children are over-stretched. Education professionals talk here about how they deliver the curriculum to children with learning needs.
Janice Jones, deputy principal at Karori West Normal School, says the most important thing about being a truly inclusive school, in which every child thrives, is that the whole school is in the waka together.
Developing Mathematical Inquiry Communities (DMIC) aims to build a sense of safety in both cultural identity and group problem solving. It is showing extraordinary progress in students.
A long-forgotten and disused gully behind a high school in Hamilton has turned into a science project for schools in the area.
Before the changeover to Tomorrow’s Schools, the Department of Education had a curriculum development unit (CDU) that represented all areas of the curriculum.