The Minister has asked ERO to look at how the implementation of the changes is going, and the impacts. We will explore if the revised NCEA Level 1 is now credible, high quality, inclusive and deliverable. The findings will inform future decisions about the NCEA qualification and supports for schools.
Attending school every day is really important, but in Term 3 last year, over 200,000 students missed more than two weeks of school, or were not enrolled at all. We want to know who the students are who are persistently absent from school and what their learning and life outcomes are. We want to know how effective the supports and interventions are at getting students back to school and staying there, and what needs to change, to improve student attendance.
Following on from EROâs 2018 evaluation on wellbeing and sexuality education in schools, ERO will be carrying out a mixed-methods evaluation in 2024 on teaching about relationships and sexuality education. ERO has heard from the sector that schools experience a range of challenges related to this area of the curriculum, and will be working with a range of experts, teachers, leaders, board members, students, and whÄnau to shine a light on what is working and what needs improvement in this key area of our health curriculum.
In 2020, Government funded a new programme to help primary school students access counselling. Over three years we looked at how this programme gets support to the students who are most in need and the impact it has on their outcomes.
Looking in ECE and the first year of school, this work looks at how we can improve early language and skills that are fundamental to later literacy skills. This work responds to concerns about the impact of Covid-19 disruptions on oral language development. Read this report here.Â
Newly qualified teachers are a key part of the education workforce. How well prepared they are and the support they receive to enable them to succeed is important for all schools and students. This report looks at what helps newly qualified teachers thrive. Read this report here.
This work provides insights on the implementation of Aotearoa New Zealand Histories and the broader Te Ao Tangata | Social Sciences curriculum and the impact on students and teachers learning areas to inform future curriculum changes. Read this report here.Â
The work provides a good practice guide for teaching numeracy skills in the first years of primary school, supporting the newly introduced hour a day with practical examples of teaching in action. Read this report here.
Responding to increased concerns about classroom behaviour after Covid-19, this work looks at how schools manage behaviours. It will highlight what the evidence shows are more effective practices and what these practices look like in schools in New Zealand. Read this report here.