Official site of the New Zealand Ministry of Education, in association with the Tertiary Education Commission (TEC) on education renewal in greater Christchurch in the wake of the earthquakes of 2010 and 2011.
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A video of Principal Toni Simpson telling the students and teachers of Phillipstown School about the plan to merge their school with Woolston School. Phillipstown is one of twelve schools which is set to merge in the Education Renewal Recovery Programme. The programme was created by the Minister of Education in the wake of the 2010 and 2011 Canterbury earthquakes.
A video of a protest against the Ministry of Education's proposed school closures and mergers in Christchurch. More than a thousand people marched from the CBS Arena to the Ministry of Education office on Princess Street as part of the protest.
A video of Principal Tony Simpson announcing to staff and parents at Phillipstown School that the Ministry of Education has decided to merge the school with Woolston School. The video also includes an interview with Tony Simpson about the merger, and his hopes for education in Christchurch in the future.
More now on the Minister of Education sticking with her proposals in February to close or merge earthquake-hit Christchurch schools, with the exception of some New Brighton schools.
Our education correspondent, John Gerritsen, has been covering the reorganisation of schools in Christchurch since the earthquakes.
A video about the Ministry of Education's decision to close Avondale Primary School. The video includes interviews with Principal Mark Scown and Julie Begg, the parent of a student at the school.
A video of an interview with Phillipstown Principal Toni Simpson about the Ministry of Education's plans to merge his school with Woolston Intermediate. The video was recorded hours before Education Minister Hekia Parata made her announcement about the Ministry's decisions. Simpson talks about his belief in the school, his frustration over the Ministry's decision process, and the loss to the community if the merge takes place.
A video of Principal Richard Patton announcing to staff and students that Chisnallwood Intermediate is to remain open. Chisnallwood is one of thirteen schools which the Ministry of Education planned to close after the 22 February 2011 earthquake.
A video of a press conference with Minister of Education Hekia Parata about the Ministry's decisions for secondary schools in Christchurch. Earlier in the day Parata announced that all secondary schools will stay open, and that Avonside Girls' High School and Shirley Boys' High School will share a new site.
A video of three Chisnallwood Intermediate students reading their stories about the Christchurch school closures. The students are Sophie Yeoman, Breana Riordan, and Phoebe Thompson.
Science education research shows that a traditional, stand-and-deliver lecture format is less effective than teaching strategies that are learner-centred and that promote active engagement. The Carl Wieman Science Education Initiative (CWSEI) has used this research to develop resources to improve learning in university science courses. We report on a successful adaptation and implementation of CWSEI in the New Zealand university context. This two-year project at Massey University and the University of Canterbury began by using perception and concept surveys before and after undergraduate science courses to measure students’ attitudes towards science as well as their knowledge. Using these data, and classroom observations of student engagement and corroborating focus groups, the research team worked with lecturers to create interventions to enhance student engagement and learning in those courses. Results show several positive changes related to these interventions and they suggest several recommendations for lecturers and course coordinators. The recommendations include:1. Make learning outcomes clear, both for the lecturer and the students; this helps to cull extraneous material and scaffold student learning. 2. Use interactive activities to improve engagement, develop deeper levels of thinking, and improve learning. 3. Intentionally foster “expert-like thinking” amongst students in the first few semesters of the degree programme. 4. Be flexible because one size does not fit all and contextual events are beyond anyone’s control.In addition to these recommendations, data collected at the Canterbury site during the 2010 and 2011 earthquakes reinforced the understanding that the most carefully designed teaching innovations are subject to contextual conditions beyond the control of academics.
One landscape colour digital photograph taken on 26 May 2013 of Lyttelton Main School. The photograph is taken from St Davids Street looking northwest. One of the broader consequences of the 2010-2011 Canterbury earthquakes has been the Ministry of Education’s Shaping Education – Future Direction Review of Schools in the Greater Christchurch Ar...
A video of a presentation by Andrew King of GNS Science on "The Natural Hazards Research Platform and National Science Challenge". The presentation was delivered at the Learning from Lifeline Week and Planning Collaborations forum as part of the University of Canterbury's Lifeline Week.
The Minister of Education has stuck with her proposals in February to close or merge earthquake-hit Christchurch schools, with the exception of some New Brighton schools.
A video of an interview with Tanja Grzeta and Alastair Wells, the Co-Directors of Unlimited School, about the news that they will be merging with Discovery One. Grzeta and Wells talk about their excitement about the merge, their pursuit of a location for the school within the Christchurch central city, and their hopes that the school can be open 24/7.
A video about the ten most influential people in The Press 2013 Power List. The top ten are Prime Minister John Key, Canterbury Earthquake Recovery Minister Gerry Brownlee, Kaiwhakahaere of Te Runanaga o Ngai Tahu Mark Soloman, EQC Chief Executive Ian Simpson, Environment Canterbury Chairperson Dame Margaret Bazley, CERA Chief Executive Roger Sutton, The Press Editor Joanna Norris, IAG Chief Executive Jacki Johnson, Tertiary Education Minister Steven Joyce, and Minister of Education Hekia Parata.
A video of a protest against the merging of Phillipstown and Woolston Schools. Staff and students from Phillipstown School lead a march down Ferry Road to highlight the dangers children will face walking to school if Phillipstown is closed. The video also includes interviews with Phillipstown Principal Tony Simpson and Christchurch City Councillors Peter Beck and Makere Hubbard, about the protest and the merger.
A PDF copy of pages 282-283 of the book Christchurch: The Transitional City Pt IV. The pages document the transitional project 'Co-Location of Secondary Schools in Christchurch Post 22 February 2011 Earthquake'. Photo: Phil Arvidson. With permission: St Bede's, Marian College and the Ministry of Education.
Transcript of Grant Simpson's earthquake story, captured by the UC QuakeBox project.
A video of an interview with Tony Simpson, Principal of Phillipstown School, about the High Court's ruling on the merger of Woolston School and Phillipstown School. The Ministry of Education planned to merge the schools after the 22 February 2011 earthquake. However, Justice John Fogarty declared that the Ministry's consultation process failed to meet the requirements of the Education Act in two respects and that the merger was unlawful. Simpson talks about the joy he felt on hearing the news, his disappointment that it came down to a High Court decision, and his plans for the school's future.
A PDF copy of The Star newspaper, published on Wednesday 4 December 2013.
Page 3 of Section A of the Christchurch Press, published on Friday 22 February 2013.
A PDF copy of The Star newspaper, published on Wednesday 6 November 2013.
It's been revealed earthquake damage was only one factor considered by the Ministry of Education when it decided to close schools in Christchurch and that it was just as much to do with reducing the overall number of schools in the city.
The New Zealand public contemplate a dead drought stricken landscape. As well as lack of water, there is a lack of moderate pay scales for CEOs, satisfaction with EQC, quality TV, generous insurance companies, brilliant Solid Energy management, the integrity of John Banks (and by implication that of other MPs), quality education ministers, worthwhile overseas trips by the Prime Minister, 'clever' NZ First MPs and a boost for the West Coast among others. Considered from a Canterbury perspective, the drought of early 2013 becomes a symbol for many of the recent political and social ailments afflicting the land. Quantity: 1 digital cartoon(s).
During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.
A PDF copy of pages 358-359 of the book Christchurch: The Transitional City Pt IV. The pages document the transitional project 'Redcliffs Kidsfirst Kindergarten'. Photos: CMA+U
Transcript of Laurie Hill's earthquake story, captured by the UC QuakeBox project.