Introduced in 2021, the Statement of National Education and Learning Priorities (NELP) is a statutory document for New Zealand schools and Kura. The team at Hero has put together this resource to help schools use Hero to support their implementation of NELP.
Click on the boxes below to see specific actions.
Learners with their whānau are at the centre of education
1 - Ensure places of learning are safe, inclusive and free from racism, discrimination and bullying.
2 - Have high aspirations for every learner/ākonga, and support these by partnering with their whānau and communities to design and deliver education that responds to their needs, and sustains their identities, languages and cultures.
Great education opportunities and outcomes are within reach for every learner
1 - Reduce barriers to education for all, including for Māori and Pacific learners/ākonga, disabled learners/ākonga and those with learning support needs.
2 - Ensure every learner/ ākonga gains sound foundation skills, including language*, literacy and numeracy.
Quality teaching and leadership make the difference for learners and their whānau
1 - Meaningfully incorporate Te Reo Māori and tikanga Māori into the everyday life of the place of learning.
2 - Develop staff to strengthen teaching, leadership and learner support capability across the education workforce.
Learning that is relevant to the lives of New Zealanders today and throughout their lives
1 - Collaborate with industries and employers to ensure learners/ ākonga have the skills, knowledge and pathways to succeed in work.
Hero Tools by Linc Technologies is licensed under Attribution-ShareAlike 4.0 International
Ask learners/ākonga, whānau and staff about their experience of racism, discrimination and bullying, and use that information to reduce these behaviours
Have processes in place to promptly address and resolve any complaints or concerns about racism, discrimination and bullying
Create a safe and inclusive culture where diversity is valued and all learners/ākonga and staff, including those who identify as LGBTQIA+, are disabled, have learning support needs, are neurodiverse, or from diverse ethnic communities, feel they belong.
Partner with family and whānau to equip every learner/ākonga to build and realise their aspirations
Help staff to build their awareness of bias and low expectations, and of how these impact learners/ākonga, staff and whānau
Identify and respond to learner/ ākonga strengths, progress and needs, and learner/ākonga and whānau aspirations
Build relationships with Māori, involve them in decision making, and partner with them to support rangatiratanga, and Māori educational success as Māori
Collaborate with Māori communities to invest in, develop and deliver Māori- medium learning
Work with whānau and Pacific families to identify and understand barriers that may prevent learners/ākonga from accessing, participating or
remaining engaged in schooling, and work to address them
Ensure disabled learners/ākonga and staff, those with learning support needs, gifted learners/ ākonga, and neurodiverse learners/ākonga are safe
and included in their school or kura, their needs are supported, and that learning support programmes are robust
Where possible, reduce non-fee costs, including costs associated with BYOD policies, and take advantage of policies to reduce financial dependence on families and whānau.
Ensure all learners/ākonga have ongoing opportunities to develop key capabilities, including communication, problem solving, critical
thinking and interpersonal skills
Identify learners/ākonga who are not making sufficient progress in key foundation skills, and adjust learning opportunities, teaching approaches and supports, including seeking additional support from specialists
Value the heritage languages spoken by Pacific learners/ ākonga, and provide opportunities to use and to build on them
Seek advice from Māori on how best to include tikanga Māori in values, practices and organisational culture
Use development opportunities for teachers/kaiako and leaders to build their teaching capability, knowledge and skills in te reo Māori and tikanga Māori
Talk with learners/ākonga and staff about why correct pronunciation of te reo Māori is important, and provide them with opportunities to learn and practice without judgement
Identify gaps in teaching capability and invest in opportunities for teachers/ kaiako and staff to strengthen teaching, leadership and learning support
Develop teacher/kaiako confidence and competence to teach diverse learners/ākonga with varying needs, and to appropriately modify teaching approaches
Expect and support teachers/ kaiako to build their understanding of learners’/ ākonga contexts, including languages spoken at home, histories, stories and cultural values, to provide culturally responsive teaching
Support learners/ākonga to see the connection between what they’re learning and the world of work
Break down ethnic, gender and socioeconomic stereotypes around education and career pathways, including for girls and young women
Collaborate with industries, employers and tertiary education providers to plan for successful transitions to enable all learners/ākonga to succeed in education
1 Ensure places of learning are safe, inclusive and free from racism, discrimination and bullying
2 Have high aspirations for every learner/ākonga, and support these by partnering with their whānau and communities to design and deliver education that responds to their needs, and sustains their identities, languages and cultures
1 Reduce barriers to education for all, including for Māori and Pacific learners/ākonga, disabled learners/ākonga and those with learning support needs
2 Ensure every learner/ ākonga gains sound foundation skills, including language*, literacy and numeracy
1 Meaningfully incorporate Te Reo Māori and tikanga Māori into the everyday life of the place of learning
2 Develop staff to strengthen teaching, leadership and learner support capability across the education workforce
1 Collaborate with industries and employers to ensure learners/ ākonga have the skills, knowledge and pathways to succeed in work