Too soon to declare qualifications dead

ROGER SMYTH tempers suggestions that qualifications are dead with some compelling evidence.

Te Reo’s doubtful future and the prospect of compulsion

Professor PAUL MOON says making Te Reo compulsory in schools is not the answer.

Is our main goal really to produce a generation of good spellers?

JAMES THOMLINSON, aka 'Mr T' discusses how the way writing is assessed forces teachers to put too much emphasis on aspects like spelling and punctuation.

Play misunderstood: the divide between primary classroom

SARAH AIONO of Longworth Education suggests that a successful play-based learning environment requires a level of skill by teachers not easily understood by school management.

What will national standards look like post-election

This year’s election is about to hove into view and it’s time once more to consider everybody’s pitch. National Standards is a flagship government policy that’s very much on the line, with the controversy and opposition to its introduction nearly a decade ago refusing to go away. JAYLAN BOYLE considers again some of the main objections and invites Labour’s Chris Hipkins to discuss his version of a post-National Standards world.

The big debate: should Te reo be compulsory in our schools?

JUDE BARBACK looks at the arguments for and against making te reo Māori compulsory in New Zealand schools.

NCEA pass rate targets: a wolf in sheep’s clothing?

DR JOHN BOEREBOOM says the increasing pass rates are masking concerns around the quality of the mix of achievement standards taken by different students to achieve NCEA.

Building digital technology into the curriculum: master stroke or missed opportunity?

While the news that digital technologies is to be included in The New Zealand Curriculum has been broadly welcomed, many believe the announcement falls short in a number of ways. By JUDE BARBACK.

Making learning visible: putting Hattie into practice

Professor John Hattie’s meta-analyses have helped to unveil effective teaching and learning practices. Here, LYNDA SHANKS shares how this research is being made accessible to schools and teachers through the popular Visible Learningplus programme.

A quiet but noisy revolution in the language classroom

DR ROSEMARY ERLAM discusses the shift in teaching languages to the internationally recognised, task-based language teaching approach and how New Zealand language teachers can use this approach effectively.
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