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While many schools and centres were damaged by Cyclone Gabrielle, a few were forced into long-term closure with staff and children having to re-establish elsewhere. Ako talked to kaiako from three different institutions that found new premises, or were taken in by a neighbouring school or centre.
During the recent weather events schools have emerged as first responders to crisis in many close-knit communities. Where local authorities failed, groups of educators joined together as hubs of help. Ako spoke with one group of schools in Tāmaki Makaurau about their joint efforts in the face of crisis.
In times of tragedy and crisis, schools are often the glue that holds communities together. At the close of term one 2023, Ako visited one small school in Hawke’s Bay to learn how it became a regional hub after Cyclone Gabrielle.
Initial teacher education plays a crucial role in our education system. But is it up to scratch? Ako talks to education professionals who are reimagining how we grow new teachers.
COVID-19 forced schools and early childhood centres to rethink the way they delivered learning. Ako talks to educators who have found the silver linings and are looking to 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.
Reviews of thirteen excellent new books for kaiako and ākonga.
A new teacher gives some advice to others starting work in a new community.
School principals from around the country explain how strong communities of staff bring crucial benefits for children and whānau, from South Auckland to Southland.
The importance of whānau and community doesn’t lessen just because a child starts school, but it can be hard for educators to maintain these strong connections once a child leaves early childhood education. Jane Blaikie and Jane Arthur talk to educators across the country about the challenges they face when trying to build bridges between the child and their community.
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.