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All students deserve opportunities to achieve. The move to end streaming is a way of challenging socio-economic inequalities and the institutionalised racism that continues to persist in our teaching practices.
While eight tangata whenua iwi in the top of the South Island came together recently to improve outcomes for tamariki in education; another initiative has provided support for a growing number of principals and schools throughout several regions to connect with hapū and iwi since 2013.
Liana MacDonald discusses how mainstream New Zealand society resists difficult knowledge about the past both at sites of historical colonial violence and through mundane interactions between teachers.
What has climate change got to do with teaching our past? NZEI Te Riu Roa Communities Organiser Conor Twyford discusses how, in order to navigate well into our collective future, we need to clearly understand our past.
I’m excited to be sharing this histories issue of Ako with you, focussing on the challenges, impact and importance of studying our past.
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.
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?
It is great to have the opportunity to contribute to Ako. I am really pleased that this issue is focussed on language, as it is top of mind for me.
School principals from around the country explain how strong communities of staff bring crucial benefits for children and whānau, from South Auckland to Southland.
Children do not exist in isolation; their lives are embedded in families, communities and societies. Nested within these communities are the schools and early childhood education (ECE) services children attend.
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.
We focus on the curricula in this first issue of our new professional journal.
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.
Before the changeover to Tomorrow’s Schools, the Department of Education had a curriculum development unit (CDU) that represented all areas of the curriculum.
We live in exciting times. This adage is often used when nobody really seems to know what is going to happen next.
Te Whāriki is being used more in the first years of school with positive results and schools forming networks to implement ideas. Some early childhood teachers are moving to primary to take advantage of the change.
With just 18 months until schools need to implement the new Digital Technologies and Hangarau Matihiko curricula, how do educators make that transition?
Collins is a teacher at Corinna School in Porirua. She is passionate about inclusive teaching and learning practices., and is a practitioner of the Developing Mathematical Inquiry Communities (DMIC) pedagogy.