set 2008: no. 2

This issue brings you a diverse range of articles related to the new curriculum. We began this focus in issue No. 3 in 2007 with a number of commentaries. This time we can provide insights from emerging research on implementation.

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

At Westburn Primary School, Christchurch, the author worked with Years 1–4 children on a devised theatre work for a formal production. The fundamental principles of devising theatre inform discussion of the process (scaffold) of creation.

The water cycle is an important context for school science, but the uncritical use of diagrams to simplify ideas may lead to misconceptions. Incorporating learning about how representations such as water cycle diagrams function, helps students to explore and understand the complexities of such a system.

Student-centred curriculum integration is inclusive and future focused, enabling students to develop the competencies, values, knowledge, skills, and understandings espoused in The New Zealand Curriculum. To better align schools with curriculum principles, more innovative, student-centred forms of curriculum design are required.

New Zealand’s first secondary school nurture group, at Linwood College, is discussed with reference to Students First (a theme of the Secondary Futures project). Learning is organised around students’ needs rather than year level, drawing on principles that can be translated to a regular classroom environment.

Practical Research for Education, 38, October 2007, pp. 29–33 (reprinted with permission)

This piece demonstrates authentic research in practice.

Readers need to focus their attention on detail if they are to engage with big ideas. When a reader interprets details they produce knowledge; the production of knowledge allows them to gain insight; and a reader with insight is one who will be able to access and critique ideas.

A report on research which found that targeted writing instruction based on evidence from students’ writing brought substantial improvements in student achievement, while teachers deepened their understanding of both the writing process and teaching writing. Teacher confidence was greater where leadership supported professional discussion and peer support.

Years 7–8 Asian students identified preferred follow-up activities to guided reading and a preference for reading fiction. Barriers to their engagement and achievement included compulsory reading aloud, inappropriate choices for reading aloud, read-aloud techniques, worksheets, and buddy reading with younger students.