When teachers provide helpful feedback to let students know what they are doing right, and what and how they need to improve, students start to assess their own work more honestly, seek guidance from teachers, and begin to set goals for themselves.
What the research says
- Students enjoy lessons organised around real life concepts and which involve a range of instructional approaches and materials.
- They enjoy learning in both formal and informal settings.
- Students who are given opportunities to collaborate in class are more likely to focus on learning, be more interested in the subject matter, and feel less anxious.
- It is important to build on students’ prior learning. The degree to which teachers build on prior achievement varies from school to school and subject to subject, which may result in unrealistic limits being set on what they can achieve in the early years of secondary school.
Read more from this research:
Student Engagement in the Middle Years of Schooling (years 7 to 10): A Literature Review (PDF, 2 MB)
Read more about improving communication and exchanging across sectors:
The primary school curriculum: Assimilation, adaptation, transformation
NZC at primary and intermediate level: Findings from the NZCER National Survey of Primary Schools 2010. This report is part of a national survey series, funded by the Ministry of Education, and focuses on the implementation of the New Zealand Curriculum (NZC) in primary and intermediate schools.
Project on learning (1997–2004)
A long-term research project looking at how students, during middle school years (9–11), learn from their classroom experiences. The focus of the project was on how students’ knowledge and thinking are progressively shaped by classroom activities, and how teachers influence this development.
Literacy teaching and learning in e-learning contexts
This MOE research paper focuses on how e-learning contexts can be used effectively to support the literacy learning needed for the 21st century.
Science in Years 5 to 8: Capable and Competent Teaching
This ERO report provides examples of good practice in science teaching for years 5–8 in 13 New Zealand state schools. The evaluation includes intermediate schools, contributing schools, full primary schools, and a year 7–15 secondary school.
Enhancing Learning in the Middle Years: An Examination of Key Elements of Effective Structures and Approaches
In this research paper, Dr Julia Atkin identifies the principles of effective learning that underpin and enhance learning in the middle years of schooling. She describes the implementation for development and potential, identifying the positives and negatives.
Chapter 5 - Communication and exchange across the sector (PDF, 67 KB)
Teaching and Learning in Middle Schooling: A Review of the Literature is a summary of a review of literature carried out in 2007 for the Ministry of Education by Dinham and Rowe of the Australian Council for Educational Research. Their review, and the summary presented here, are components of a Ministry research programme focused on teaching and learning in the middle schooling years.
A Study of Students’ Transition from Primary to Secondary Schooling is the new wording for the 'Transitions summary brochure'.
The transition from primary to secondary schooling can be one of considerable change for students and international research suggests there is often a decline in students’ academic achievement following the move to secondary schooling. Also, in many countries there are concerns about the impacts upon students of changing schools and New Zealand is no exception. This brochure provides an outline of a New Zealand study, which followed a diverse group of just over 100 students for 18 months as they made the transition from primary to secondary schooling, progressed through year 9, and on into year 10; and details some of the key findings and implications from the study.
Published on: 19 Jan 2012
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