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
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.
Bring your own device - such as laptops, tablets and smart phones to support, research, and to record and present learning.
All New Zealand schools are expected to be teaching new digital technologies content from 2020. The technology learning area has been revised to strengthen the positioning of digital technologies in The New Zealand Curriculum and Te Marautanga o Aotearoa.
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.
Education for Sustainability - learning to think and act in ways that will safeguard the future wellbeing of people and our planet.
Electronic Learning - learning that is facilitated and supported through the use of digital technologies.
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.
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.
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.
Key competencies are the capabilities people have, and need to develop, to live and learn today and in the future. The New Zealand Curriculum identifies five key competencies: Thinking; relating to others; using language, symbols and texts; managing self; 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.
A local curriculum is the way in which a school bring the principles, values and vision of the New Zealand Curriculum to life by focusing on areas of priority for their learners, and the school’s vision in their local context.
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.
Ministry of Education
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.
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.
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