This paper examines the implications of using large-scale assessment results (a) to make judgements about student achievement of educational goals and (b) to provide educators with directions for improving teaching and learning. First, an exploration of the goals of education and how they are developed is outlined, followed by a ...

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.

This article focuses on planning as a strategy for enhancing teacher pedagogical content knowledge.

Here, the focus is on ways to build continuity, coherence, and connections in learning over time.