This article explores the effect of high-stakes assessment on the representation of epistemic knowledge in the enacted curriculum—that is, the curriculum experienced by students in the classroom. Epistemic knowledge concerns the processes for constructing and evaluating theories that explain phenomena in the natural and social worlds. Knowledge-building disciplines such as ...

Learning about controversial historical issues is an essential feature of citizenship education in democratic societies, but in New Zealand, the high-autonomy national curriculum leaves it up to teachers to choose whether they engage their students with difficult questions about the past. This can place teachers in an awkward position. They ...

Mathematics curriculum documentation currently presents important information and messages for New Zealand teachers. Mathematical processes are not explicitly set out but embedded in different locations and there are multiple sources of proxy official curriculum information for the primary school. This article identifies and discusses examples of curriculum tensions for teachers ...

Ko tā tēnei tuhinga he whakaahua i te whanaketanga o Te Marautanga o Aotearoa, te marautanga ā-motu i hangaia hei ārahi i ngā kura reo Māori. Ko mātou ngā kaituhi he kaiako i te kura tuatahi, i te kura tuarua, me te whare wänanga hoki. Whakatakotoria ai i roto i tēnei tuhinga ō mātou ...

This article explores the history of curriculum relating to Pasifika early childhood education (ECE) in Aotearoa New Zealand. Specific contributions of Pasifika peoples to the developments of Te Whāriki are considered. The aspirations of Pasifika peoples and academics that are presented in the body of scholarship developed over the past ...

Understanding the policy directed education environment in which health education as a subject sits in The New Zealand Curriculum (NZC) is akin to attempting a complex jigsaw puzzle without a picture to show how the pieces fit together. This article will provide an overview of the multiple education ...

This article describes and discusses a self-inquiry into curriculum practice on the part of a New Zealand-based social studies educator. The approach used was adapted from Barber’s Gestalt approach to holistic inquiry. It is a qualitative approach in which the self-aware practitioner-researcher and his (or her) interactions with others is at the centre of ...

It is 10 years since the introduction of the revised New Zealand Curriculum (NZC) (Ministry of Education, 2007), for teaching and learning in years 1–13 in English-medium schools. It is also 20 years since the introduction of Te Whāriki (Ministry of Education, 1996) and a curriculum review of the ...

Expressions of interest are sought for proposals to guest edit a special section of Curriculum Matters.