Focus Area 1.1

Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.

Focus Area 1.2

Understand and acknowledge the histories, heritages, languages, and cultures of partners to Te Tiriti o Waitangi.

How EP supports this:

The Primary core text library brings diverse Aotearoa voices to the classroom — Samoan legends from Tusiata Avia, poetry from Serie Barford, Apirana Taylor and Hone Tūwhare, and junior fiction from Steph Matuku and Fraser Smith. The 8-lesson "Being a Historian" skills series introduces critical thinking, working with sources, sequencing, and considering Te Ao Māori.

Focus Area 1.3

Design teaching and learning experiences that reflect Te Tiriti o Waitangi partnership in New Zealand including affirming for all learners the knowledge, identity, language and culture of te ao Māori and tangata whenuatanga.

How EP supports this:

EP's content is curriculum-aligned and includes diverse representation in examples, question contexts and illustrations. EP Studio lets teachers design and customise lessons that reflect their local hapū, iwi and community.

Focus Area 1.4

Practise and develop the use of te reo and tikanga Māori, including in support of positive engagement with Māori learners and their whānau and communities.

How EP supports this:

Mō ā tātou tamariki — Te Ao Māori for Students develops ākonga's working knowledge of te reo Māori through lessons, assessments, vocab lists and authentic language tasks. The Te Ao Māori for Educators course supports kaiako with kete kōrero modules covering Te Whakahuatanga, He Mihi, Pōwhiri/Mihi Whakatau, Te Reo o te Akomanga, Aotearoa Histories, Wetereo, Te Reo o te Tari, and intermediate / NCEA practice material.

Focus Area 2.1

Understand the content.

Demonstrate developed understanding of the knowledge relevant to the content being taught.

How EP supports this:

EP's curriculum-aligned Smart Lessons include model answers and explanations — useful both for student feedback and for teachers extending their own content knowledge. EP Studio allows teachers to author and customise their own questions.

Focus Area 2.2

Understand how to enact the curriculum.

Know how to teach the mandated curriculum and its progressions in learning.

How EP supports this:

EP makes it easy to comply with curriculum and assessment requirements, including NCEA senior external exams with past exam papers in the fully NZ-curriculum-aligned Content Library. Curriculum maps (Science)(Maths)(All) link syllabus descriptors to EP lessons to assist with planning, organisation and sequencing. Course planning allows sequencing of EP topics to Unit overviews

Focus Area 2.3

Understand evidence-informed teaching strategies and practices.

Know how to apply research, evidence, and innovations related to pedagogy, inclusive teaching, and the teaching of particular content.

How EP supports this:

EP's platform is supported by research-based innovations (research base linked here). Teachers can review resources on different pedagogical approaches and select EP features that fit each one.

Focus Area 2.4

Understand how to foster literacy and numeracy as foundational capabilities.

Demonstrate understanding of oral language, literacy, and numeracy as foundational capabilities integrated throughout all learning areas and levels.

How EP supports this:

See How EP supports literacy and How EP supports numeracy. Both the CAA areas have dedicated spaces within EP [Literacy][Numeracy] and there are foundational skills and lessons spread across each subject area. The Text Types Library spans factual and fiction texts; spelling lists and glossaries run across subjects; the Maths Contextual Activities folder connects content with numeracy skills, graphs, tables, and analytical processes used across subjects.

Focus Area 3.1

Understand how learning happens.

Demonstrate developed knowledge of cognitive, emotional, and social factors that affect how learners learn, informed by the science of learning.

How EP supports this:

EP's Insights show student accuracy and time-on-task patterns to help teachers understand how each learner is engaging with content. Teachers can also review resources on different pedagogical approaches.

Focus Area 3.2

Understand how diverse needs can be met — including neurodivergence, disabilities, and trauma.

How EP supports this:

EP's Accessibility options cater for varied learning needs. ESOL/EAL support helps multilingual learners. Teachers can assign to specific students, vary time on tasks, and provide enrichment or scaffolded alternatives.

Focus Area 3.3

Understand culturally responsive teaching.

Richly contextualise teaching and learning to learners' culture, backgrounds, and interests.

How EP supports this:

EP recognises the importance of learners seeing themselves in resources, and promotes diversity and inclusion through diverse representation in examples, question contexts, illustrations, and instructional resources on diverse communities [Principles and their implementation here]. EP supports schools to create and deliver content that represents their community especially via customisability.

Focus Area 3.4

Understand own assumptions and beliefs.

Critically examine how one's own assumptions and beliefs, including cultural beliefs, impact practice and the achievement of learners with different abilities, needs, backgrounds, genders, identities, languages, and cultures.

How EP supports this:

EP's student feedback and rating features allow teachers to surface where their assumptions about engagement may not match the learner experience. Compare Results can be used to test whether teaching changes are landing equitably across groups. Students receive feedback instantly in their writing and teachers can respond to and review this feedback alongside students answers, see their improvements and layer their own feedback, plus understand how students respond.

Focus Area 4.1

Set high expectations for the learning outcomes of every learner.

How EP supports this:

Clearly stated lesson objectives and success criteria at the start of lessons help teachers articulate the bar for success. Lesson reflections allow students to review their success. Estimated completion times support effective pacing. Students are expected to re-do questions as much as needed for mastery and to reach expectations. Writing questions come with a star rating out of 5 to rate quality of writing against expectations and model answers for the lesson. Minimum expectations can be set by teacher and encourage students to continuously approve.

Focus Area 4.2

Prepare learning experiences that are coherent and well organised.

Use a mixture of forward planning and planning in action.

How EP supports this:

Curriculum maps assist sequencing; Direct instruction and Full screen mode lets teachers model new concepts; estimated completion times help teachers plan lesson length.

Focus Area 4.3

Advance the progress and achievement of all learners.

Provide additional support or extension when needed.

How EP supports this:

Assign specific sections and Assign to specific students enable differentiation. Vertical access to level-appropriate content from Years 7–13 supports both extension and consolidation.

Focus Area 4.4

Use and adapt teaching strategies.

Use a range of evidence-informed strategies adaptively in response to individuals and groups.

How EP supports this:

EP supports a wide range of teaching strategies including direct instruction, small group work, and gamification. EP Studio allows customisation, localisation, and adjustments.

Focus Area 4.5

Enable learning-focused capabilities.

Enable learners to be active participants — developing self-regulation, agency, collaboration, self-reflection and critical thinking.

How EP supports this:

Responses, voice and video recording, and student-created resources give learners voice. Peer Review supports collaboration and self-reflection (with anonymity for students). The Learning Record gives students ownership of their progress. Allowing multiple attempts on Assessments lets students see growth over time.

Focus Area 4.6

Māori succeeding as Māori.

Specifically support the educational aspirations for Māori learners, taking shared responsibility for their educational success as Māori.

How EP supports this:

Aotearoa Histories Lessons, Mō ā tātou tamariki Te Ao Māori for Students, and the Primary core text library — combined with EP Studio's customisation — let teachers ground Māori learners' progress in te ao Māori and local context. The ability for teachers to use Create to easily create additional questions bilingually or entirely in te reo Māori.

Focus Area 5.1

Support learners to feel safe to participate in learning.

How EP supports this:

Cheers and in-platform messaging let teachers reinforce contribution. Peer Review creates a safe, anonymous-to-peers (de-anonymised to teacher) space for students to share their thoughts, opinions and writing. AI feedback provides instant feedback tailored to students and where they are at in that moment, the feedback also allows a judgement-free and anonymous space for students to receive feedback without it being 'seen'.

Focus Area 5.2

Ensure the learning setting meets diverse needs.

Establish workable routines and environments that support different physical, social, emotional, and intellectual development needs.

How EP supports this:

Accessibility options, ESOL/EAL support, varied time on tasks, and the ability to lock or pause and end assessments give teachers control over the learning environment, including in unforeseen disruptions. Create allows a way for teachers to quickly create activities tailored to a diverse range of languages, level and interests all centered around the needs to the students at that moment - aligned to curriculum outcomes.

Focus Area 5.3

Manage the learning setting and promote positive behaviour.

Develop a shared understanding of positive behaviour, with clear boundaries — including preventative and restorative approaches.

How EP supports this:

Live monitoring and in-platform messaging help teachers proactively address issues before they escalate. Immediate feedback through Tasks and Assessments keeps students engaged. Health & PE resources support topics including Harm Minimisation, Mental Health, and Relationship Building.

Focus Area 5.4

Use equipment and technologies appropriately and effectively to support learning — including digital devices and artificial intelligence.

How EP supports this:

EP is built to be used safely, ethically, and educationally. The File Uploader lets students combine EP with other tools through a controlled portal. Every Science investigation is linked to a RiskAssess proforma for safe lab practice.

Focus Area 6.1

Monitor the extent and pace of learning.

Make effective and regular use of high-quality assessment and/or aromatawai practices.

How EP supports this:

Comprehensive Insights and reporting let teachers track progress across a class, cohort or whole-school. Formative, diagnostic, and pre- and post-testing support continuous, varied assessment.

Focus Area 6.2

Identify progress and respond to learners' needs.

Use information on learner progress to design clear next steps and identify additional support, extension, or adaptations.

How EP supports this:

Individual student assessment reports indicate level of achievement and how to improve, with automatically recommended next steps. Analysis tags let teachers assess against marking criteria such as NZC Levels.

Focus Area 6.3

Provide constructive and understandable feedback.

Ensure learners (and/or whānau) receive and understand ongoing feedback about their progress.

How EP supports this:

Automatic marking ensures prompt feedback. In-platform feedback options support marks, comments, verbal feedback, peer feedback and self-reflection. Lessons include model answers and explanations for AI powered immediate student feedback + teacher reporting.

Focus Area 6.4

Communicate assessment information.

Communicate clear and accurate information to parents/caregivers and whānau that identifies progress, strengths, and areas for development.

How EP supports this:

Parents and caregivers can be kept informed of assigned work and Assessment results. Detailed student reports support whānau interviews; Compare Results provides quantitative evidence of improvement. Teachers can export Assessment data for school-reporting.

Focus Area 7.1

Participate in a continuous cycle of professional growth.

Reflect on the effectiveness of practice in an ongoing way, informed by evidence from a range of sources including learner perspectives.

How EP supports this:

Insights data, Compare Results, and student feedback on lessons give kaiako evidence — including learner perspectives — to feed reflection at every element.

Focus Area 7.2

Undertake professional learning to improve practice.

Participate in professional learning targeted to identified needs and adaptively apply this learning in practice.

How EP supports this:

EP runs regular webinars, thought leadership articles, conferences, online and in-school visits and PDs. Alongside maintaining a full resource centre. The Te Ao Māori for Educators course supports teachers building te reo and tikanga capability.

Focus Area 7.3

Engage with colleagues to improve practice.

Invite and respond to feedback, collaborate to address challenges, and engage in learning-focused collegial discussions or networks.

How EP supports this:

EP social media groups let teachers share new knowledge, establish rapport, and report back on PD. Moderation between teaching colleagues is supported in-platform. Share Lessons, Assessments, Activities and Courses/course plans

Focus Area 8.1

Relate effectively with parents/caregivers and whānau.

Build positive, respectful, and culturally appropriate relationships focussed on learner wellbeing.

How EP supports this:

Parent/caregiver updates notify whānau of assigned work, due dates, late submissions, and final Assessment results. Detailed student reports support parent–teacher interviews; Compare Results evidences improvement.

Focus Area 8.2

Cooperate in the interests of learners.

Collaborate reciprocally with leaders, teachers, and other colleagues, and engage professionally with external agencies and the wider community.

How EP supports this:

Moderation between colleagues, shared classes, and shared Insights support reciprocal collaboration on each learner's progress. Participating in wider-networked and connected events between educators such as webinars and conferences

Focus Area 8.3

Actively contribute to the wider educational setting.

Work collegially to support ongoing improvement, showing leadership particularly in areas of responsibility or expertise.

How EP supports this:

Teachers can present at EP events, contribute to thought leadership, and lead PD inside their school using EP data and reporting. They can become certified in their EP knowledge as Gurus and Champions

Focus Area 8.4

Communicate effectively.

Use clear, open, and professional oral and written communication.

How EP supports this:

In-platform messaging, parent/caregiver updates, and Assessment exports to SMS systems give teachers consistent, professional channels to communicate with learners and whānau.