[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642321-105":59,"doc-detail-642321-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","new-zealand-schools-survey-2020","New Zealand Schools Survey 2020","","Survey results from the Cambridge International schools survey in New Zealand (conducted online between August and October 2020) capture learners, parents, and caregivers’ views on programmes, qualifications, and curriculum priorities. Responses highlight strengths including breadth and depth of learning, well-suited programmes, valued qualifications, and support for future success. The report emphasizes critical thinking development, perseverance, and the role of online learning as an enabler for in-class discussion, tutorials, forums, and assessment practice. Student feedback centers on preferred subjects and satisfaction with coursework and classwork.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/new-zealand-schools-survey-2020/642321/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/new-zealand-schools-survey-2020/642321.png","ImageObject",300,407,{"name":92,"@type":93},"Eliana","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"When was the New Zealand schools survey 2020 conducted, and who completed it?","Question",{"text":112,"@type":113},"The survey was completed online by students, parents, and caregivers between August and October 2020. It included Cambridge International students as well as students studying NCEA.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What curriculum strengths did respondents emphasize?",{"text":117,"@type":113},"Respondents highlighted excellent coverage and depth, programmes being well-suited to educational needs, and the recognition of highly valued qualifications. They also noted perseverance and critical thinking as strong taught attributes.",{"name":119,"@type":110,"acceptedAnswer":120},"How did respondents view the role of online learning?",{"text":121,"@type":113},"Most views positioned face-to-face learning as advantageous when supported by online or virtual learning. 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At Cambridge International we endeavour to continuously review and improve our educational offerings to ensure they match the curricular expectations and qualification needs of today’s learners.  \nOur recent survey of Cambridge learners, parents and caregivers returned positive affirmation of these endeavours while proving insightful perspectives on a variety of educational issues facing all New Zealand schools and students.  \nResponses from survey participants expressed common views about Cambridge International programmes and qualifications. These included‘excellent coverage and depth’ in learning, programmes being ‘well-suited to educational needs’, recognition of‘highly valued qualifications, and being 'well-positioned for future success’.  \nSeveral important themes emerged from the survey which highlight how learners and parents identify with current and emerging developments.  \nWhy Cambridge?  \nBoth Cambridge learners and their parents acknowledged that studying Cambridge International programmes is challenging and requires perseverance.  \nA focus on progressing critical thinking skills in conjunction with developing a greater understanding of essential knowledge, ideas and perspectives is ‘worth the investment!’  \nIntroduction  \nGreat subject choice  \nCambridge learners and parents collectively endorsed the wide range of syllabuses available within Cambridge International programmes. The ability to draw on a large number of syllabuses to construct personalised programmes of learning that are relevant and of interest to learners is highly motivating.  \nIn addition, the availability of unique Cambridge International syllabuses, such as Marine Science, Sociology and Media Studies, is regarded as a curriculum strength which appeals.  \nThe role of online learning  \nSurvey participants expressed firm views on the role of on-line learning opportunities. The expanding use of digital technologies is well published and incorporated into programmes of learning and assessment.  \nCambridge International is continually working on appropriate ways to support learning and assessment – while retaining the necessity of contemporary and progressive pedagogy or learning modes. Both learners and parents voiced the importance of in-class learning enabling face-to-face discussion and collaboration.  \nOn-line opportunities were largely seen as supporting in-class learning with activities such as tutorials, forumsand assessment practice.  \nThis overview provides further detail of survey outcomes as expressed by Cambridge International learners, parents and caregivers.  \nDr Ben Schmidt  \nRegional Director, Southeast Asia & Pacific Cambridge Assessment International Education  \nAbout the survey  \nThe Cambridge International schools survey New Zealand was carried out online for students, parents and caregivers to individually complete. The survey was conducted between August and October 2020. Respondents included Cambridge International students, but also students studying NCEA.  \n2 New Zealand Schools Survey 2020  \nWhat students think  \nGreat subject choice  \nStudents' favourite subjects:  \nMATHEMATICS  \nAlmost 90% said that having a broad range of subjects to choose from was important.  \nThis case study showcases one of our more unique subjects,  \nMarine Science: [https://www.youtube.com/watch?v=Um37co47GOs](https://www.youtube.com/watch?v=Um37co47GOs)  \nThe role of online learning  \n53%  \nMore than half of respondents (53%) said face-face learning, supported by online or virtual learning is advantageous.  \n8% said online or virtual learning made no difference to their overall learning experience and 31% said there were no advantages.  \nThe most enjoyable aspects of the curriculum are coursework (39%) and classwork (32%) .  \nWhen asked what areas of the curriculum they would value online, 38% said assessments ","cbCaio3DtfrjlDTt","https://ap.wps.com/l/cbCaio3DtfrjlDTt","pdf",1484699,"English","# INTRODUCTION\n## Great subject choice\n## The role of online learning\n## Why Cambridge?\n# About the survey\n## What students think\n## What works well in the curriculum","[{\"question\":\"When was the New Zealand schools survey 2020 conducted, and who completed it?\",\"answer\":\"The survey was completed online by students, parents, and caregivers between August and October 2020. It included Cambridge International students as well as students studying NCEA.\"},{\"question\":\"What curriculum strengths did respondents emphasize?\",\"answer\":\"Respondents highlighted excellent coverage and depth, programmes being well-suited to educational needs, and the recognition of highly valued qualifications. They also noted perseverance and critical thinking as strong taught attributes.\"},{\"question\":\"How did respondents view the role of online learning?\",\"answer\":\"Most views positioned face-to-face learning as advantageous when supported by online or virtual learning. Online opportunities were mainly seen as supporting in-class learning through tutorials, forums, and assessment practice, with many valuing online assessments and tutorials.\"}]","New Zealand Schools Survey 2020 | PDF",1792721830]