Education is a specialised sector that comes with a language all of its own...
Here are a few explanations of commonly used terms of phrases from the Education Review Office (ERO) that you may come across during the consultation process for Marlborough’s new co-located campus.
See more on ero.govt.nz
Ministry of Education
Education Review Office. A government department whose purpose is to evaluate and report publicly on the education and care of students in schools and early childhood education services.
Modern New Zealand Learning Practice is current best practice.
Board of Trustees
School Education Brief
A detailed overview of how each school will operate, including details of what learning facilities and resources are required for the school to achieve the aspirations of its community.
Co-location Education Brief
A detailed overview of how the two schools will operate on a shared campus, including details of what learning facilities and resources are required across the site for the co-located colleges to achieve the aspirations of their community.
Many schools divide their students into groups called “houses”, each of which include all ages within the school. Houses compete against each other at events such as sports days.
MLE and ILE
Modern Learning Environment and Innovative Learning Environment. These terms entail learning spaces, furniture and equipment where teaching and learning can be done differently. They have been designed to support modern learning practices, where student agency is enacted. However, they may not necessarily be used effectively to achieve this.
Flexible Learning Environment is a term that combines the MLE and ILE concepts, and will be used for the purpose of Marlborough’s co-location process.
Flexible Learning Space - spaces designed to be multidisciplinary and communal spaces. They can be reconfigured in a number of ways for different learning experiences. This means they provide opportunities for people to work together in a variety of ways.
National Certificate of Education Achievement. A qualification on the National Qualification Framework based on credits from all unit and achievement standards . NCEAs are registered between levels 1 and 3, and are open to anyone assessed through an accredited provider.
Bring your own device/technology - such as laptops, tablets and smart phones to support, research, and to record and present learning.
Information Communications Technologies - all the technology-related devices used to communicate. You will often hear more up-to- date terms like digital devices or LwDT (learning with digital technology.) In some schools this is used to refer to the subject area of computer science.
Digital Learning Objects - digital resources used with an educational purpose in mind. Students might use DLOs in class, face-to-face, online or in blended learning.
Electronic Learning - learning that is facilitated and supported through the use of digital technologies.
Education for Sustainability - learning to think and act in ways that will safeguard the future wellbeing of people and our planet.
The competencies, as per the New Zealand Curriculum, are thinking, using language symbols and text, managing self, relating to others, and participating and contributing.
Learning Management System, e.g. Ultranet or Knowledgenet are locally-based (ie. not in the Cloud) systems where teachers and students can upload and access information. Parents may also have access.
Modern Learning Practice - incorporates responsive teaching practice, student ownership of learning, high levels of engagement, authentic contexts, the development of competencies and the strategic use of digital technologies to connect, collaborate, create and share learning.
The government-created Network for Learning (N4L) is a managed network for New Zealand’s schools and provides an environment to encourage the seamless uptake of digital learning. The N4L managed network provides a safe, predictable and fast internet with uncapped data, online content filtering and network security services.
A curriculum that teachers constantly refine in reaction to the interests, strengths and needs of students. This is necessary to ensure that a student’s journey through school ‘connects well with the individual and lays a foundation for living and for further learning’.
In the learning context, this is a focus on the quality of teaching-learning relationships and interactions and the agency of the teacher in establishing a whānau-like context that supports engagement and learning.
Photo: Josh Thomas, Marlborough Boys' College