Miles Barker analyses the development of The New Zealand Curriculum from the point of view of preservice teacher education. He presents 20 challenges that he believes the new curriculum poses for teacher educators.

In this article Martin East reviews the provision for learning additional languages in New Zealand schools and in British schools. How do they compare and is either adequate to address entrenched monolingual attitudes?

Gregor Fountain analyses how, since the 1990s, changes to the curriculum and the development of NCEA have impacted on the teaching of history in New Zealand schools. He argues that the inclusion of history achievement objectives in the new curriculum is an opportunity to reclaim lost ground.

Jane McChesney and Bronwen Cowie explore the key competencies of thinking and using language, symbols, and text in terms of Mathematics and Statistics, Science, and Technology. What do these competencies mean in this context, and how do they relate to each other?

The implementation of the National Certificate of Educational Achievement (NCEA) has posed a challenge for curriculum leaders and teachers in all learning areas. These challenges have been particularly acute for technology departments because of the need for teachers from a range of subject areas to develop coherent, schoolwide technology programmes ...

As we know, a pessimist is someone who sees the glass of wine as half empty while the optimist is someone who sees it as half full. The pessimistic perspective with its emphasis on problems, often gets more attention, and this would be understandable when a new policy such as ...

This article provides a brief review of the entry of technology education into New Zealand schools. It outlines the nature of technological literacy underpinning the 1995 technology curriculum and indicates how this has manifested itself in student achievement after 10 years of implementation. The article then discusses how the technology ...

Many Māori are rethinking curriculum development, delivery, and assessment as part of an agenda of ethnovisioning, and a resistance to educational philosophies that legitimate dominant paradigms for knowing and, as a consequence, subjugate Māori epistemologies. This new agenda advances Māori ways of knowing as legitimate and as a positive contribution ...

This article uses a specific curriculum innovation—a focus on the nature of science—to illustrate the complex dynamics of curriculum change.

Snapshots from the professional learning of two teachers, one primary and one secondary, are used to discuss why teachers’ personal learning may not translate into changes in their taught curriculum ...

If one were to name one year as the year that assessment was invented, that year would be 1980.  This proposition is not fully proven here, but a plausible argument is presented in its defence.