Teachers teach out of who they are (Palmer, 1998), and teaching, or enacting curriculum, is what all teachers do, whether working in teacher education or at some other level of education. When the whole teacher is drawn into a relationship with their students, when connections are established, teaching is then ...

When education forsakes the middle for the ends or the beginnings, it is deadly. (Grumet, 1995, p. 17)

In her response to the question of “what is basic” to education, Madeleine Grumet argues that most schooling practices have forgotten that learning that matters to anyone is rooted in history, context ...

The literary curriculum is not the literacy curriculum. The literary curriculum encompasses aspects of the taught curriculum, the assessed curriculum, and the processes of curriculum development and adjustment. The literary curriculum is named as such because it results from the systematic drive to make curriculum space legible, readable, and enumerable ...

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.

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 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 ...

This article looks at the current organisation of senior secondary curriculum in New Zealand, and raises some key questions that will need to be considered as we seek to develop a senior secondary curriculum designed for life in the twenty-first century. It asks: Do our current structures, for senior secondary ...

This article argues the view that curriculum policy is an educative resource for teachers, and that this view imposes certain design considerations on policy. Foremost among these is the need to signal shifts in meaning, in ways that enable teachers to better understand what the reform is requiring of them ...

This paper challenges the belief that methods of teaching reading are the answer to raising age cohort standards of achievement, and that literacy, in the form of reading and writing, is based on spoken language. It is argued that documents, advising how to raise standards of literacy, have overlooked the ...

This article explores and critiques the different ways in which the concept of “key competencies” has been understood and represented in the curriculum. It is argued that if competencies are to go beyond simply reinforcing the curriculum status quo, the role they play in the curriculum needs to be better ...