Resources
Rauemi
After checking that your team is eligible to enter, you’ll need to use the resources below to tell your story clearly in a way that is compelling, using evidence and data to support your entry. Make use of the resources to write your case study and refer to the Inquiry and Knowledge-Building Cycle section when filling out questions 4-6 in the entry form.
I muri i te tirotiro mēnā ka taea e koe te tono, me mātua whai koutou ki te taki o tā kōrero kia mārama tonu, kia manawarū ai te ia o te kōrero me te whakauru i ngā taunakitanga me ngā raraunga e tika ana hei tautoko i tō tono. Whakamahia ngā rauemi māu hei tuhi i tō take wānanga, ā, tirohia te wāhanga Rauru Wānanga hei whakakī i ngā pātai 4-6 o te puka tono.
THE EDUCATION EXCELLENCE FRAMEWORK
The Education Excellence Framework underpins the Awards. The diagram below illustrates how certain elements overlap to improve and sustain outcomes for children and young people. These include:
- NZ curricula (Te Whāriki, The New Zealand Curriculum, Te Marautanga o Aotearoa)
- Practice in learning context
- Best Evidence Synthesis.
The judges will look for evidence that your team’s entry has integrated the three elements of this framework.
TE PAPA KAIRANGI
Ka noho te Papa Kairangi hei pou here mō ngā Tohu. E whakaatu nei te hoahoa i te āhua e inaki ai ētahi huanga hei whakapai ake me te toko i ngā huānga mō ngā tamariki me ngā taiohi. Kei roto i ēnei ko:Ka noho te Papa Kairangi hei pou here mō ngā Tohu. E whakaatu nei te hoahoa i te āhua e inaki ai ētahi huanga hei whakapai ake me te toko i ngā huānga mō ngā tamariki me ngā taiohi. Kei roto i ēnei ko:
- Ngā marautanga o Aotearoa
- Ngā mahi i te horopaki ako
- Te Ariā Kete Raukura.
Mā ngā mātanga me ngā kaiwhakawā o te ao mātauranga e kimi taunakitanga kua kōmitimitia ngā huānga e toru o tēnei papa ki roto i tō tono.
NEW ZEALAND CURRICULA & RELATED DOCUMENTS
Your case study should include clear links to your curriculum and education strategies.
Te Marautanga o Aotearoa
Te Whāriki (Early Childhood Curriculum)
The New Zealand Curriculum for English-medium teaching and learning in years 1–13
Ka Hikitia – Accelerating Success 2013–2017
Kiwi Leadership for Principals
Whakapūmautia, Papakōwhaitia, Tau ana – Grasp, Embrace and Realise (PDF)
Tū Rangatira Māori Medium Educational Leadership
Action Plan for Pacific Education 2020–2030
Tapasā — Cultural Competencies Framework for Teachers of Pacific Learners
Teu le Va: Relationships across research and policy in Pasifika education
Practice/Methodology of Talanoa (PDF)
Education for Sustainability
NGĀ MARAUTANGA O AOTEAROA ME NGĀ TUHINGA E PĀ ANA
Me whai hononga tauwhāiti tō take wānanga ki ō rautaki marautanga, rautaki mātauranga anō hoki.
Te Marautanga o Aotearoa
Te Whāriki (Early Childhood Curriculum)
The New Zealand Curriculum for English-medium teaching and learning in years 1–13
Ka Hikitia – Accelerating Success 2013–2017
Kiwi Leadership for Principals
Whakapūmautia, Papakōwhaitia, Tau ana – Grasp, Embrace and Realise (PDF)
Tū Rangatira Māori Medium Educational Leadership
Action Plan for Pacific Education 2020–2030
Tapasā — Cultural Competencies Framework for Teachers of Pacific Learners
Teu le Va: Relationships across research and policy in Pasifika education
Practice/Methodology of Talanoa (PDF)
Education for Sustainability
TOOL FOR ASSESSING VALUED OUTCOMES FOR ALL LEARNERS
This tool allows you to assess the extent to which your team is improving achievement and progress, and you are providing contexts for learning that support children and young people to feel socially and culturally located — secure in their identity, language and culture.
The guide will help you answer Question 6 in your entry.
The Tool for Assessing Valued Outcomes for All Learners is a two-dimensional framework comprising two value axes that represent important outcomes for New Zealand children and young people.
These axes are:
- achievement and progress
- social and cultural location.
Example:
This example illustrates how the tool has been used to demonstrate an improvement in outcomes for children and young people from year 2012 to 2016. It captures a range of education outcomes: academic achievement, social and cultural outcomes. Learners are achieving and progressing at a higher level. Also, learners are more socially and culturally located.
TE AROHUANGANUI, HEI WHAKAATU I NGĀ TAUNAKITANGA ME TŌ TONO
He papa tikanga rua Te Arohuanganui e noho mai ai ngā tau tikanga e rua hei tohu i ngā huanga nui mō ngā tamariki me ngā taiohi o Aotearoa.He papa tikanga rua Te Arohuanganui e noho mai ai ngā tau tikanga e rua hei tohu i ngā huanga nui mō ngā tamariki me ngā taiohi o Aotearoa.
Mā Te Arohuanganui koe e āwhina ki te whakautu i te Pātai 6 i tō tono.
Ka whiriwhiria Te Arohuanganui e ngā kura me ngā kaiwhakarato kaupapa hei tikanga whakamātautau i te āhua o tā rātou mahi whakapai i ngā whakatutukitanga me ngā nekehanga, ā, e whakamātautau ana hoki i te kaha whāriki i te ako hei tautoko i ngā tamariki me ngā taiohi kia tau ai, kia tangata whenua ai te noho — e mana ai te whakapapa, te reo me ngā tikanga.
Ko aua tikanga ko ēnei:
- te whakatutukitanga me te nekehanga
- te nohoanga ā-iwi, te nohoanga ā-ahurea.
He tauira:
Kei te whakaatu tēnei tauira i pēhea te arohuanganui i whakamahia ai ki te whakaatu i te painga ake o ngā huanga mō ngā tamariki me ngā taiohi mai i te 2012 ki te 2016. Ka kitea i roto te whānuitanga o ngā huanga mātauranga: ngā paetae mātauranga, ngā putanga pāpori me te ahurea. Kei te taumata teitei ake ngā paetae me ngā nekenga whakamua a ngā ākonga. I tua atu anō hoki, ka ū ake te nohoanga ā-pāpori, ā-ahurea hoki o ngā ākonga.
ITERATIVE BEST EVIDENCE SYNTHESIS (BES) PROGRAMME
The BES describes what works, when and why for children and young people. It includes three tools:
- the overview of BES findings
- four levers of educational improvement
- the Inquiry and Knowledge-Building Cycle.
Overview of the BES findings
Refer to this PDF overview for an A3 summary of three key BES publications:
- School Leadership and Student Outcomes
- Teacher Professional Learning and Development
- Quality Teaching for Diverse (All) Learners.
Four key levers for educational improvement
The overview of BES includes the four levers of educational improvement. When used together, these levers support improved outcomes for all learners.
The Inquiry and Knowledge-Building Cycle
The Inquiry and Knowledge-Building Cycle is a diagram presented in the A3 overview of BES findings. This tool has been designed to help implement a collaborative approach to ongoing school improvement that is responsive to all children and young people.
You should refer to this diagram to help you write your case study. When answering each question, use the Inquiry and Knowledge Building cycle shown above.
Question 4: What did your team set out to achieve, and why? Refer to part A.
Question 5: What practices did you need to change to make this happen? Refer to parts B, C, D and E.
Question 6: What difference did the changes make? Refer to part F.
For more information on BES, go to: Best Evidence Synthesis (BES) Iterative Programme.
TE AUAUTANGA O TE ARIĀ KETE RAUKURA (BES)
Whakaahua ai Te Ariā Kete Raukura i ngā mahi whaihua me te take i whaihua ai mō ngā tamariki me ngā taiohi. E toru ōna taputapu, arā:Whakaahua ai Te Ariā Kete Raukura i ngā mahi whaihua me te take i whaihua ai mō ngā tamariki me ngā taiohi. E toru ōna taputapu, arā:
- ko te tirohanga whānui o ngā kitenga o Te Ariā Kete Raukura,
- ko ngā pou matua e whā o ngā huanga pai o te mātauranga,
- He Ako Reikura He Akonga Rerekura (Katoa).
Whakarāpopototanga o ngā kitenga o Te Ariā Kete Raukura Whakarāpopototanga o ngā kitenga o Te Ariā Kete Raukura.
He whakarāpopototanga PDF A3 Te Ariā Kete Raukura i ngā kete matua e toru nei:
- He Kura Rangatira, He Kura Ākonga
- Te Kaupapa Whakaako, Whakapakari Kaiako
- Te Putanga o Te Kete Raukura mō Te Kounga o Te Whakaako i Ngā Momo Ākonga i Te Kura.
Ko ngā pou matua e whā o ngā huanga pai o te mātauranga
Kei roto i te tirohanga whānui ko ngā pou matua e whā o te whakapakaritanga mātauranga. Kia mahia ngātahitia, ka tautokona ngā huanga pai ake mō ngā momo (katoa) ākonga.
Ko te Rauru Wānanga
Ko te Rauru Wānanga he hoahoa kua takoto ki te A3 tirohanga whānui o ngā kitenga o te kaupapa Kete Raukura. I hoahoatia ai tēnei tikanga hei āwhina i te mahi tahi hei āhuatanga whakapakari i ngā mahi i te kura kia aronui atu ai ki ngā tamariki me ngā taiohi katoa.
Tirohia tēnei hoahoa hei āwhina i a koe ki te tuhi i tō take wānanga. Whakamahia te Rauru Wānanga i runga ake nei hei whakautu i ngā pātai.
Pātai 4: He aha tā koutou i whai ai, ā, he aha te take i whāia ai? Tirohia te wāhanga A.
Pātai 5: He aha ngā mahi i whāia kia rerekē ai ngā huanga? Tirohia ngā wāhanga B, C, D me E.
Pātai 6: He aha ngā rerekētanga i puta i ēnei mahi? Tirohia te wāhanga F.
Mō ētahi atu kōrero mō Te Kete Raukura (BES) haere ki te pā ipurangi: Te Auautanga o Te Ariā Kete Raukura (BES).
GLOSSARY OF TERMS
All children and young people includes:
• speakers of different languages
• high and low achievers
• students with multiple, fluid and complex ethnic, gendered, and social class cultures, heritages (including indigenous heritage) and identities
• students who bring varied disabilities and cultural resources to their learning.
Refer to the Education of Diverse Student Populations on making a bigger difference for diverse learners.
Education outcomes: All children and young people need to be well served by their education to develop their capabilities, sense of belonging, well-being, and abilities to succeed and contribute to wider communities.
Governance: Governance in schools includes Boards of Trustees. Governance in early childhood settings includes owners, directors, service providers, and trustees.
Transformative practice: This is about understanding the social conditions in which children and young people live and the role played by educators in working towards a more equitable society.
TE RĀRANGI WHAKAMĀRAMA
Ngā tamariki me ngā taiohi katoa arā:
• ko ngā ākonga o ngā momo reo,ko ngā ākonga o ngā momo reo,
• ko ērā e tino whakatutuki ana, ko ērā hoki kāore i te tino whakatutuki,
• ko ngā ākonga i heke mai i ngā tini karangatanga, tangatatanga, nohoanga, whakapapa (tae atu ki ngā whakapapa iwi taketake), tuakiritanga hoki,
• ko ngā ākonga whai momo hauātanga/pūkenga hoki, me ērā e whai tikanga ā-iwi anō hei kai mā te kete rauemi ako.
Me kōrero mō te Mātauranga o ngā Taupori Kanorau o ngā Ākonga mō te whakarite kia whiwhi hua kaha ake ngā momo ākonga rerekē.
Huanga mātauranga: Me tika te manaaki a te ao mātauranga i ngā ākonga katoa kia whai hua mai ō rātou māiatanga, ō rātou tuakiritanga, ō rātou hauora, ō rātou pūkenga hoki kia puta ai rātou ki te whai ao hei tohu oranga mō ō rātou iwi.
Kaitiakitanga: Ko ngā momo kaitiakitanga i ngā kura ko ngā Poari Kaitiaki tonu. Hei wāhi nō te Kaitiakitanga i te kaupapa kura kōhungahunga, ko te hunga nō rātou ngā kura kōhungahunga, ko ngā kaiārahi, ko ngā kaikawe kaupapa, ko ngā kaitiaki anō hoki.
Te kaupapa whakaumu: he āhuatanga e mōhiotia ai ngā tikanga noho o ngā tamariki me ngā taiohi, ā, me te wāhi hei kawe mā ngā kaiako ki te whakatauōrite i te noho i te ao nei.
Entry FAQs
Ngā Pātai Auau
Check out the eligibility criteria and get the answers to the most common questions about entering the Awards.
Tirohia ngā tikanga māraurau me ngā whakautu ki ngā pātai auau mō te whakauru ki ngā Tohu.
Evidence
Ngā Taunakitanga
Your evidence is a key part of your entry. Find out how to put it to best use in your entry.
Ko ngā taunakitanga tētahi wāhanga tino whaitake o tō tono. Tirohia ngā kōrero kia mōhio me pēhea te whakamahi kia whai hua ai ki tō tono.
Tips from Judges & Past Entrants
He Kōrero Āwhina mai i ngā Kaiwhakawā me Ngā Kaitono o ngā tau ki mua
We asked past judges, as well as previous finalists and winners, how to write a successful entry.
I pātaihia ngā kaiwhakawā me ngā toa o ngā tau ki mua, me pēhea e tuhi ai tētahi tono whakauru kia angitu ai.