Since 2004 Alfriston College has experimented with ways to remodel curriculum and curriculum delivery to meet 21st century learning needs. John Locke reports on how the school developed its innovative programme and the effects for students.

Rebecca Luce-Kapler reflects on how two groups of students responded very differently to a hypertext story in school and out of school. What this reveals about the mindset of schooling has far-reaching implications for how digital literacy is taught.

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?

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.

Imagine school students developing confidence and connectedness, being actively involved in society and autonomous learning, and demonstrating abilities in thinking, using language, managing themselves, relating to others, and participating and contributing. Would society think that schools were achieving the major educational goals? Would they recognise the role of schools in ...

Judy Bailey shows how narrative inquiry can be a valuable tool by relating how she used a narrative inquiry methodology to expand her own understanding of mathematics curriculum.

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

Assessment and tracking progress in technology education can be a challenge in intermediate schools. The authors show how a rubric may be a possible solution.

The findings reported here suggest that while teacher research can be worthwhile professional development, if it is to be a realistic option robust support systems need to be put in place for teachers.