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Implementing New Zealand Curriculum
Implementing New Zealand Curriculum
Reviewing the game plan: What can be learnt from the first year of Play.sport?
Digital technologies for learning: Findings from the NZCER national survey of primary and intermediate schools 2016
Secondary schools in 2015
What improves learning?
This blog post from our education adviser explores gathering data for teacher inquiry to improve learning.
Improving learning means improving teaching - how can you use the data you gather for a teaching inquiry to improve teaching? After all, even though you may have a lot of teaching going on in your school, education is about learning and if there is no learning going on then there is no education.
Over the past two months I’ve begun my workshops with schools by asking three questions.
1: What improves learning?
Everyone has a different list - principals, AP/DPs, teachers.
Environmental education in New Zealand schools: Research update 2015
set 2015: no 1
“Let’s all hold hands and cross the line together!”: Competition and gifted learners
Competition appears to have become increasingly discouraged in educational settings in New Zealand in recent years, with a push towards “protecting” our children from being constantly compared with others or experiencing failure. This article reports on a study that explored the lived experiences of gifted and talented young people from low socioeconomic backgrounds. These young people reflect on the role that competition and their competitive natures played in their talent development.
Curriculum integration in New Zealand secondary schools: Lessons learned from four “early adopter” schools
An integrated curriculum has not been a strong tradition within secondary schools. However, since the promotion of curriculum integration in the 2007 New Zealand curriculum, a growing number of secondary schools have begun to implement programmes to promote curriculum integration. This article outlines key findings from recent research into four “early adopter” secondary schools.
Investing in the pretend: A drama inquiry process to support learning about the nature of science
This article describes findings from a study concerning students’ experiences of being in-role as atmospheric scientists and discusses how these experiences facilitated learning about the Nature of Science. Twenty-seven Years 5 and 6 children, their teacher—recently returned to the classroom after a teacher fellowship experience in a local crown science research institute—and teacher educators participated in a drama inquiry process over 4 half days.
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