combines and builds on the now considerable body of NZCER work on language and literacy, key competencies and TheNew Zealand Curriculum document, and 21st century learning.
In this project we aim to identify the range and variety of ways in which teachers and students interact with people and groups from the science community to support students’ learning and engagement with science. Te Wāhanga is involved in exploring the types of connections/partnerships that exist between Māori students in English Medium schools and the science community.
This report discusses the impact of NCEA on schools' and teachers' thinking about curriculum. It was funded from NZCER's purchase agreement with the Ministry of Education and is intended to draw on and contribute to NZCER's ongoing NCEA-related research. It explores how innovative teachers and schools think about and enact curriculum change enabled by NCEA.
This report analyses findings from the International Civic and Citizenship Education Study (ICCS), which was undertaken in New Zealand in 2008, around the time of the general election. It explores how students perceive responsible adult citizenship and looks at their current interests and abilities. The students were also asked to look to their futures and say which of a range of social and political activities they will be most likely to do, or not do when they are adults.
NZC at primary and intermediate level: Findings from the NZCER National Survey of Primary Schools 2010
This report is part of our national survey series, which is funded through NZCER's purchase agreement with the Ministry of Education. It focuses on the implementation of the New Zealand Curriculum (NZC) in primary and intermediate schools. The NZC was published in 2007 and by 2010, implementation was expected to have been well underway.
This paper provides more detail and practical examples of what is meant by a "junior version of the whole game of science" in the paper by the same author, Primary science education for the 21st century: How, what, why?
Rosemary Hipkins, Bronwen Cowie, Sally Boyd, Paul Keown, and Clive McGee
2011
Ministry of Education
Research report
This is the final report from the Curriculum Implementation Exploratory Studies (CIES) project. It reports on ways in which innovative schools and teachers have been working to implement The New Zealand Curriculum across all three years of the project.
Schools in the Curriculum Implementation Exploratory Studies (CIES) project evolved effective ways for teachers to learn together as they gave effect to The New Zealand Curriculum. Some common patterns were found in the ways learning networks formed within schools and evolved over time as curriculum understanding deepened and learning needs shifted.
This paper provides more detail and practical examples of what is meant by a "library of experiences" in the paper by the same author, Primary science education for the 21st century: How, what, why?
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.
