Spirituality has quietly featured in the secular school curriculum for decades but little attention was given to it until "spiritual well-being" was defined and briefly discussed in the 1999 Health and Physical Education in the New Zealand Curriculum document (Ministry of Education, 1999). The definition provided in this statement, however ...

The integration of curriculum has been of interest to educators since before the start of the 20th century. Today, an increasing number of New Zealand schools are embracing a variety of approaches to curriculum integration. At the same time, educational discourse continues concerning the constructivist approaches developed during the 1980s ...

The Curriculum/Marautanga Project was launched in 2003 to build on the recommendations of the Curriculum Stocktake Report (Ministry of Education, 2002) in reframing the national curriculum. A key change to the curriculum is the proposed replacement of the essential skills with key competency groups. The process of co-construction, through various ...

Curriculum Matters is, for me, a long overdue publication. Its genesis is due to the thinking of our colleagues in the Ministry of Education who wanted to encourage debate about curriculum, in particular with the current review of curriculum, and those at the New Zealand Council for Educational Research who ...

This article explores social aspects of information and communications technology (ICT) in primary classrooms, focusing on pupils’ attitudes, academic progress, teachers’ and pupils’ roles, and relationships between pupils, teachers, and parents.

This article is not intended to be a series of handy hints on choosing between specific brands of microcomputers or different word processing programs. That sort of information is best obtained from teachers already using word processors, or from advisory staff in education departments. Instead, I hope to show just ...

A research project looking at Māori student participation and achievement in science and mathematics education examined four junior secondary school programmes that targeted Māori in these subject areas. Students and parents were found to prefer activity-based programmes, provided they dealt with contemporary activities and topics of interest to the students.

Many students in an Auckland primary school were able to decode adequately, but still had difficulty in understanding what they read. A modified reciprocal reading programme was shown to improve students’ comprehension.

A critical stocktake of practice identifies key factors for environmental education programmes as being resource provision, professional development, time for planning and action, funding, overcrowded school curricula, and the non-mandatory status of environmental education.

This New Zealand study proposes that the ethos and culture of schools can be a major protective factor in helping children to cope with violent and traumatic events. Implications for teachers are discussed.