Claire Amos

The last three school years have been like no other. 2022 has been particularly hard as teachers trudge their way out of two and half plus years of attempting to keep students engaged and learning through waves of COVID-19, rolling lockdowns, evolving hybrid teaching and learning practices, whilst also battling their own bouts of COVID-19, widespread winter illnesses and a rollercoaster of stress, anxiety, existential despair. It is no wonder we have a workforce who is fast running out of steam (and some even running out of the sector). Add to this the veritable tsunami of change on the educational horizon and you soon get the sense that we may very quickly be dealing with an educational zombie apocalypse.   The future of the teaching workforce? I have already written about my concerns regarding the waves of educational change that is about to wash through the educational landscape and until recently was convinced it was simply a matter of prioritising the NZC refresh before we...

A typical Year 11 Course at EGGS in 2020  A journey... Context  We support NCEA - credit for both internal and external Entry to competitive courses internationally Time for learning? Level One provides... 3 years of constant assessment 3 plus more at tertiary level at the majority Thoughts Gaining time for learning - 10 weeks Reduce the sense of having to rush to 'get through' the curriculum in Year 11 Opportunity to provide strong, deep learning in Year 9-11 Reducing burden of over-assessment Provide experience in NCEA Undertake Numeracy Why, How and What... Why change? How to embrace. How to effect the change. What was hard? What are we seeing and learning? Process Blue skies thinking Consultation More consultation Meetings with depts Individualised needs discussed Mathematics did a full year  Regular updates to board Community Process Student input Evening presentations  Ask a question doc shared before hand Emailed information to parents Newsletter Information t...