Implementing New Zealand Curriculum

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Journal articles about Implementing New Zealand Curriculum

The latest ten articles from our journals on this subject.

Are we there yet? Stagnation in entrepreneurship teaching practice 10 years on

Andrew Cardow and William W. Kirkley

Curriculum Matters 7: 2011

138

In November 2007, changes to the New Zealand curriculum were published, with an expectation that schools would fully implement these changes by February 2010 (Schagen, 2011, p. 1). Among the changes were aspects that encouraged greater recognition of an entrepreneurial orientation. We set out to gauge the understanding preservice teachers have of entrepreneurship. We found divergent perspectives on whether entrepreneurship is more closely associated with economic processes and commercial activity, or can be more broadly applied to subject areas such as the arts, languages and music.

Exploring games of chase in the early childhood curriculum

Hanin Hussain

Early Childhood Folio Vol. 15 No. 1 (2011)

22

This article explores teaching games of chase in the early childhood curriculum. It identifies three areas of teacher involvement: (1) developing a framework for playing games, which prompts the teacher to create teaching strategies that consider both the value of and issues with games in early childhood; (2) engaging with children to explore the games together; and (3) reflecting on and discussing the teaching strategies used.

Historical significance and sites of memory

Michael Harcourt, Gregor Fountain and Mark Sheehan

set 2011: no. 2

26

This article critiques a recent professional development course for history teachers that explored how students could use memorials and heritage sites to engage with the concept of significance and how this could contribute to them developing expertise in historical thinking. The course challenged teachers to consider historical significance in terms of disciplinary characteristics (as opposed to memory-history), to move away from the teacher transmission/storytelling model and to incorporate the key competencies in their teaching.

Mathematics and The New Zealand Curriculum in the primary classroom

Merilyn Taylor and Judy Bailey

Curriculum Matters 7: 2011

87

The aim of this article is to comment on the ways in which beliefs and theories of learning affect the teaching and learning of mathematics. When mathematics is viewed as a static body of knowledge, a transmission style of teaching is often employed. In contrast, a radical constructivist view of learning suggests that mathematics could be a constructive and creative endeavour. We suggest that this perspective of mathematics aligns with the principles, values and key competencies in The New Zealand Curriculum (Ministry of Education, 2007).

The recursive elaboration of key competencies as agents of curriculum change

Rosemary Hipkins and Sally Boyd

Curriculum Matters 7: 2011

70

This paper views key competencies through a sociocultural lens to discuss the role they have played as agents of change in The New Zealand Curriculum and their as yet unrealised potential to stimulate further change. It draws on several exploratory studies to describe broad types of action and change which the key competencies have afforded, tracing several recursive cycles of professional learning during which understanding of the role key competencies might play in curriculum change became elaborated in deeper and more nuanced ways.

Grammar in the New Zealand English curriculum: Implications for primary school teachers and teacher educators

Maree Jeurissen

Curriculum Matters 6 : 2010

66

In this review of the English area of the New Zealand curriculum, the spotlight is focused on the grammar teachers in primary schools are expected to know and understand in order to effectively teach and assess literacy. It is suggested that, despite some professional development in the 1990s during the Exploring Language project, teachers currently fronting New Zealand primary school classrooms lack sufficient declarative knowledge of grammar to teach and assess the grammatical components of literacy in the English curriculum.

Making a difference: Agents of change through curriculum integration

Deborah Fraser and Penny Deane

set 2010: no. 3

10

When one student was personally touched by the 2009 Samoan tsunami, Omanu School in the Bay of Plenty launched an aid project that galvanised students into learning that was integrated across many curriculum areas. The students researched, negotiated and problem solved as they sought to make a difference to an event that mattered to them.

The case for empathy in the history classroom

Martyn Davison

Curriculum Matters 6 : 2010

82

This article argues that empathy has an important place in the history classroom and can contribute to the aims of The New Zealand Curriculum (Ministry of Education, 2007). The article examines the concept of empathy from both an affective and cognitive angle. It proposes that empathy is linked to The New Zealand Curriculum in the affective domain through the key competency relating to others and cognitively through the Social Sciences learning area’s focus on understanding people’s perspectives.

Changing the assessment focus in science

Chris Joyce

set 2009: no. 3

60

One of the hot topics at a small science education conference I recently attended was the Nature of Science strand of the new curriculum. There was considerable discussion about the kind of support that would assist teachers both to understand what Nature of Science is about and to change their teaching of science to incorporate the intentions of this strand. Teachers may (legitimately) ask: Why would we want to change the way science is taught?

Integrating Number and Algebra in The New Zealand Curriculum: Implications for teaching

Chris Linsell

Curriculum Matters 5 : 2009

42

The integration of Number and Algebra into one strand in The New Zealand Curriculum (Ministry of Education, 2007) raises questions about the relationship between these two branches of mathematics and about suitable approaches to teaching. This article argues that arithmetic and algebra are intimately linked and should not be taught in isolation. There needs to be an emphasis on generalisation within the teaching of arithmetic and consideration of prerequisite arithmetic skills and knowledge in the teaching of algebra.

Books and CDs about Implementing New Zealand Curriculum

Kick-starting the Nature of Science

$20.24

Nature of Science is the core strand of science in The New Zealand Curriculum. This resource aims to support teachers to understand the different aspects of the Nature of Science and what this might mean in practice. All aspects of this strand are covered: Understanding about science; Investigating in science; Communicating in science; and Participating and contributing. The authors ask a key question, “what might Understanding about science look like in the classroom?” and then go on to suggest many practical activities.

Date published: 8 June 2010

The Collaborative Path to Implementation: Insights from the NZCER Curriculum Conference Series

$23.00

Making The New Zealand Curriculum a reality is a challenge all schools are tackling right now. This book captures the stories of 16 schools who participated in a week of conferences round the country earlier this year, as well as the contributions of the hundreds of school leaders and teachers who attended the conferences. Read about the different approaches primary, intermediate and secondary schools from Auckland to Wanaka have tried, what has worked and why, the challenges along the way and the plans for the future.

Date published: 10 June 2009

Teaching Secondary School Mathematics and Statistics: Evidence-based Practice. Volume 2

TEACHING SECONDARY SCHOOL MATHS - VOLUME 2

$40.84

“We can never be sure that there is not some wild, untamed piece of mathematics ready to spring out on us … This is what keeps mathematics enchanting.” This is how Jim Neyland, one of the contributing authors to this book, describes mathematics. His enthusiasm and energy are echoed throughout by many of the other writers.

Date published: 23 March 2009

Teaching Secondary School Mathematics and Statistics: Evidence-based Practice. Volume 1

TEACHING SECONDARY SCHOOL MATHEMATICS & STATISTICS

$40.48

“Mathematics is more than skills … it is also the excitement of discovery.” This is how Derek Holton, one of the contributing authors to this book, defines mathematics. His enthusiasm and energy are echoed throughout by many of the other writers.

Date published: 23 March 2009

Key Competencies: Exploring the Potential of Participating and Contributing

$46.00

This pack includes:

Date published: 8 June 2008

Key Competencies: The Water Cycle: A Science Journey

$46.00

“The most I have learnt about the new curriculum came from trialling this resource, because it incorporates everything and you can see it working in front of you. It is a resource that gets students thinking, working together, questioning.”
Lorraine Spiller, NZ Science Mathematics and Technology teaching fellow 2008 and teacher, Aotea College.

Date published: 8 June 2008

Enhancing Learning in the Arts: A Professional Development Resource

$64.40

What is happening in arts teaching and learning in our classrooms? Recent NEMP reports tell us that Year 4 students are not performing well but that there is an increase in scores at Year 8.

This new professional development resource builds on research into teacher practice in Years 0–6 classrooms in New Zealand primary schools. It offers new insights into teaching the arts, challenging teachers to confirm, interrogate, and disrupt established rituals of practice.

Date published: 2 June 2008

Key Competencies: The Journey Begins

$46.00

This is a discussion kit based on NZCER’s research with five “early adopter” schools. The seven pamphlets in this kit draw on the stories of these schools as they adapt their curriculum, teaching and learning to focus on lifelong learning. They are intended as a beginning point, or “kick start”, as schools work towards implementing the key competencies.

Date published: 8 June 2007

Developing Independent Learners: the Planning and Implementation of an Inquiry-Based Curriculum Integration Programme at Kuranui College

$46.00

Jedd Bartlett

Developing Independent Learners describes the planning and implementation of an inquiry-based curriculum integration programme, Base 6, at Kuranui College in Greytown.

The book chronicles the three-year journey undertaken by the Base 6 team of teachers as they explore the theory underpinning the programme, take part in professional development, plan the curriculum, and put the programme into practice.

Date published: 1 June 2005

School-Based Curriculum Development: Principles, Processes, and Practices