Please see below for news related to our 2nd of May, 2026 Conference.
Ballarat Clarendon College has constructed a carefully mapped curriculum that enhances student learning outcomes by integrating short-cycle formative assessment in each lesson.
In this session, Greg Ashman will explain why Ballarat Clarendon College in Victoria came to focus on a set of ideas often collective known as the ‘science of learning’.
We’re delighted (and a little humbled) to share that researchED New Zealand has sold over 500 tickets and is now sold out! If you missed out, the waitlist is now open.
Rozanne will share how CCPS leadership methodology was used to improve literacy outcomes through vocabulary, writing, and explicit instruction at Rutherford College.
This session explores how high stakes assessment shapes teaching behaviour and why qualification design should align assessment incentives with knowledge rich curriculum goals and human cognition.
- Published:
I have been asked a few times recently “What makes researchED New Zealand different?”.
It is a fair question, especially in a crowded education landscape where conferences, summits, and PLD opportunities blur into one another. I’m also mindful that I publish this with the event effectively on the verge of selling out, three months before it happens. This is not an attempt to sell a ticket to anyone, rather to frame the day and to build on the network of teachers and researchers that is taking shape right now.
This session provides an overview of structured literacy, outlining its core principles and the rationale behind the New Zealand Minister of Education’s decision to mandate its use in primary schools.
Long Bay College deputy principal Lauren Wing will speak at researchED NZ 2026, discussing how Tino Akoranga supports teacher learning and classroom practice.
What is mathematics, and why should we teach it ? And perhaps as we consider these questions, we could begin to understand how we should teach it.
This session explores how schools can better prepare students for independent study by explicitly teaching study habits and self-regulation, rather than assuming these skills develop naturally.