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State Highway 43, Stratford, Taranaki
|State co-ed full primary (Years 1-8)
|Quality Learning for all in a Caring Community
|Ministry of Education Institution no.
Toko School is a full co-educational primary school located in Stratford, New Zealand which was established in 1893. Toko School was opened in 1893 and was little more than a room above a milking shed. The school was soon properly established on its current site 2 kilometres past the township of Toko.
Toko School is a traditional country school, with a roll of approximately 100 children. At one time the school was a district high school. In its history it has twice burnt down and been rebuilt.
In 1953 Kota Road School amalgamated with Toko. In 1993 neighbouring Huinga School closed and the children started attending Toko. In 2006 neighbouring Douglas School also closed with fourteen children enrolling at Toko School. At the end of 2006 another Education Development Initiative occurred with the closure of Matau School and 2 additional children were enrolled.
Toko School is governed by a Board of Trustees, as with all New Zealand Schools. There are 5.8 teachers. The school is organised around six Learning Stars. These are: Partnership, Personal Best, Learning to Learn, Challenging Curriculum, Foundation Skills Learning Environment. Children are awarded Stars of Learning, which are collected are awarded at school assemblies. In classrooms an ongoing record is kept of these in the form of a classroom display.
The children are also members of one of four houses: Kauri, Rimu, Totara and kahikatea (These are all NZ native trees.) This system was introduced in 1997. Each year a shield is awarded to the winning house.
A photo highlighting the architecture of the school is available at the PukeAriki Museum in New Plymouth. It exemplifies a model of educational architecture of the 1930s and 1940s.
There is a strong emphasis on the development of oral language as the essential literacy. New Zealand Speech Board exams have been a part of the curriculum since 2003.
Since 2006 there have been talent initiatives with effort going into promoting children's own inherent abilities and strengths through talent and interest programs.
As part of a long-standing tradition, Toko School students are encouraged to raise and care for either a calf or lamb during Spring. An event known as "Calf and Lamb Day" is generally a morning event which takes place each year after Labour Day.
Another significant traditional event that occurs at Toko School is the annual Jones Cup. This has been held since 1932. It is a day of netball and rugby. The cup was presented by a member of the Jones family and is still awarded today. In 2006 and 2007 the "Jones Cup" was won by Toko School. In 2006 Ngaere School attended the Jones Cup for the first time. However, schools which amalgamated with Ngaere, including Bird Road and Pukengahu, were part of the "old" competition.
Although the school maintains strong traditional roots it is also proactive in looking to the future. The development of information communication technology is an important backbone of the schools curriculum. Late 2006 Toko Schools' IT infrastructure was upgraded, paid for primarily by the Ministry of Education.
Progressive education, or educational progressivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term progressive was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the early-industrial university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern, post-industrial experience. Most progressive education programs have these qualities in common:
Homeschooling or home schooling, also known as home education or elective home education (EHE), is the education of school-aged children at home or a variety of places other than a school. Usually conducted by a parent, tutor, or online teacher, many homeschool families use less formal, more personalized and individualized methods of learning that are not always found in schools. The actual practice of homeschooling varies considerably. The spectrum ranges from highly structured forms based on traditional school lessons to more open, free forms such as unschooling, which is a lesson- and curriculum-free implementation of homeschooling. Some families who initially attended a school go through a deschool phase to break away from school habits and prepare for homeschooling. While "homeschooling" is the term commonly used in North America, "home education" is primarily used in Europe and many Commonwealth countries. Homeschooling should not be confused with distance education, which generally refers to the arrangement where the student is educated by and conforms to the requirements of an online school, rather than being educated independently and unrestrictedly by their parents or by themselves.
The education system in New Zealand implements a three-tier model which includes primary and intermediate schools, followed by secondary schools and by tertiary education at universities and polytechnics. The academic year in New Zealand varies between institutions, but generally runs from early February until mid-December for primary schools, late January to late November or early December for secondary schools and polytechnics, and from late February until mid-November for universities.
Alternative education encompasses many pedagogical approaches differing from mainstream pedagogy. Such alternative learning environments may be found within state, charter, and independent schools as well as home-based learning environments. Many educational alternatives emphasize small class sizes, close relationships between students and teachers and a sense of community.
Gifted education is a sort of education used for children who have been identified as gifted and talented.
Outdoor education is organized learning that takes place in the outdoors, typically during school camping trips. Outdoor education programs sometimes involve residential or journey wilderness-based experiences in which students participate in a variety of adventurous challenges and outdoor activities such as hiking, climbing, canoeing, ropes courses and group games. Outdoor education draws upon the philosophy, theory, and practices of experiential education and environmental education.
Forest school is an outdoor education delivery model in which students visit natural spaces to learn personal, social and technical skills. It has been defined as "an inspirational process that offers children, young people and adults regular opportunities to achieve and develop confidence through hands-on learning in a woodland environment". Forest school is both a pedagogy and a physical entity, with the use often being interchanged. The plural "schools" is often used when referring to a number of groups or sessions.
Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences.
Bridges Academy, Los Angeles, is a college prep school serving twice-exceptional learners—students who are gifted but who also have learning differences such as Autism, AD/HD, executive functioning challenges, processing deficits, and mild dyslexia. The students are driven by creativity and intellectual curiosity. The Bridges educational model is strength-based and talent-development driven. Each student has an individual learning plan created to meet their diverse learning style, academic, creative and social/emotional needs. Stimulating core classes, abundant enrichment, small class size, extensive academic supports and a vital advisory and mentoring program are all part of the Bridges approach. The school is located in Studio City, Los Angeles, California.
Education in Colombia includes nursery school, elementary school, high school, technical instruction and university education.
Public education—from primary education through college—is open to every Saudi citizen. Education is the second-largest sector of government spending in Saudi Arabia. Saudi Arabia spends 8.8% of its gross domestic product on education, which is nearly double the global average of 4.6%. Islamic studies are part of the education system alongside scientific and social studies that vary from educational institution to another.
Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
Education in Tanzania is provided by both the public and private sectors, starting with pre-primary education, followed by primary, secondary ordinary, secondary advanced, and ideally, university level education. Free and accessible education is a human right in Tanzania. The Tanzanian government began to emphasize the importance of education shortly after its independence in 1961. Curriculum is standardized by level, and it is the basis for the national examinations. Achievement levels are important, yet there are various causes of children not receiving the education that they need, including the need to help families with work, poor accessibility, and a variety of learning disabilities. While there is a lack of resources for special needs education, Tanzania has committed to inclusive education and attention on disadvantaged learners, as pointed out in the 2006 Education Sector Review AIDE-MEMORE. The government's National Strategy for Growth and Reduction of Poverty in 2005 heavily emphasized on education and literacy.
Connected Mathematics is a comprehensive mathematics program intended for U.S. students in grades 6–8. The curriculum design, text materials for students, and supporting resources for teachers were created and have been progressively refined by the Connected Mathematics Project (CMP) at Michigan State University with advice and contributions from many mathematics teachers, curriculum developers, mathematicians, and mathematics education researchers.
Futurekids, Inc. is a privately held internationally franchised K–12 educational software company headquartered in El Segundo, California, which focuses on technological literacy and computer literacy.
The Nazareth Catholic College is an independent Roman Catholic co-educational primary and secondary day school located across three campuses in suburban Adelaide: a primary school campus in Findon, a high school campus in Flinders Park, and a Year 12 campus also in Underdale, in South Australia, Australia.
Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity.
Children's rights education is the teaching and practice of children's rights in schools, educational programmes or institutions, as informed by and consistent with the United Nations Convention on the Rights of the Child. When fully implemented, a children's rights education program consists of both a curriculum to teach children their human rights, and framework to operate the school in a manner that respects children's rights. Articles 29 and 42 of the Convention on the Rights of the Child require children to be educated about their rights.
Into Film is a charity supported principally by the British Film Institute, Cinema First and Northern Ireland Screen. Into Film aims to put film at the heart of children and young people’s educational, cultural and personal development.
Educational management refers to the administration of the education system in which a group combines human and material resources to supervise, plan, strategise, and implement structures to execute an education system. Education is the equipping of knowledge, skills, values, beliefs, habits, and attitudes with learning experiences. The education system is an ecosystem of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political heads, principals, teaching staff, non-teaching staff, administrative personnel and other educational professionals working together to enrich and enhance. At all levels of the educational ecosystem, management is required; management involves the planning, organising, implementation, review, evaluation, and integration of an institution.