A group of Waikato University researchers watched as a Year 6 class experimented with Scratch, a child-oriented programming language. The software is designed for children to explore programming—it is easy to “tinker” with but also allows sophisticated programs to be created. Set the task of creating a maths addition game ...

NZCER is committed to developing new assessment tools for use by New Zealand schools. Here we describe three of the development projects that are currently underway that may be of interest to teachers and school managers.

We’ve taken a longer time than usual to prepare this issue of set: Research Information for Teachers because we have been working on updating its look so that the articles are more accessible and readable. We hope you think it has been worth the effort. Key information now appears at ...

Student-centred curriculum positions students firmly at the centre of their learning. The democratic teaching pedagogy underpinning this approach involves co-constructed learning with students and teachers planning together. Here, planning for camp provides a practical example of student-centred integration in action.

A series in which we ask a leading researcher to distil three key ideas from their work over the years.

Awatapu College's new Te Pikinga programme supports senior Māori students to realise their potential for tertiary studies. It aims to broaden students' options, encourage their engagement with learning, and increase their presence in senior academic classes. Promising results are emerging.

Contemporary understandings about health education underpin one school's response to student and community need by ensuring consistency across the school system and using external providers to enhance this synergy. Supporting student action to improve health and wellbeing can assist schools to meet the intent of the new curriculum.

Memorising a large repertoire of basic facts takes a significant cognitive load off the brain, allowing greater focus on the mathematics being explored. Neill outlines the benefits of having automated basic facts and advises on progressive memorisation of several key number facts.

Feedback is a key component of assessment for learning. This study explored whether a sample of students in Years 3–6 understood their teachers' feedback. The results showed some mismatch between teacher intention and student understanding.

Interviews with primary teachers revealed questions of control of operational curricula. Schools hold significant power over curricula through their organisation, planning, and assessment requirements which sometimes have little educational purpose or benefit. Implications for schools and for teacher agency are discussed.