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This article explores the shift from “essential skills” to “key competencies” in the school curriculum. Drawing on information gathered from teacher interviews and observations at a New Zealand...
| Year published: 2011 | Publication type: Journal article | Publisher: NZCER Press | Content type: Early Childhood Folio article
Children are constantly trying to make sense of their world. Working theories—one of the key learning outcomes of Te Whāriki—are constructed, adapted, and enriched in children’s lives as...
| Year published: 2014 | Publication type: Journal article | Publisher: NZCER Press | Content type: Early Childhood Folio article
This article considers the potential of the recently “refreshed” Aotearoa New Zealand early childhood curriculum Te Whāriki, focusing on how the document responds to three serious concerns: the...
| Year published: 2018 | Publication type: Journal article | Publisher: NZCER Press | Content type: Early Childhood Folio article
Early childhood curricula are designed to provide young children with a range of experiences and interactions in order to grow their knowledge, skills, and dispositions for learning. New Zealand...
| Year published: 2018 | Publication type: Journal article | Publisher: NZCER Press | Content type: Early Childhood Folio article
The “literary curriculum” seeks to make curriculum space legible. This requires denying that knowledge has backgrounds that cannot be made legible. Worse still, the attempt to make knowledge legible...
| Year published: 2006 | Publication type: Journal article | Publisher: NZCER Press | Content type: Curriculum Matters article
Though they are geographically close, England and France’s underlying philosophies regarding education and, for the focus of this paper, mathematics education, exhibit differences worth considering....
| Year published: 2006 | Publication type: Journal article | Publisher: NZCER Press | Content type: Curriculum Matters article
Instrumentalism is a growing disposition of thought in authorised curriculum theory. It is detrimental to education because it enfeebles the curriculum's ethical orientation. Instrumentalism reflects...
| Year published: 2005 | Publication type: Journal article | Publisher: NZCER Press | Content type: Curriculum Matters article
My aim in this article is to encourage educators to deeply consider the values of justice and care in curriculum design and delivery. To support this argument I describe interviews with 12 women who...
| Year published: 2005 | Publication type: Journal article | Publisher: NZCER Press | Content type: Curriculum Matters article
The introduction of a revised national curriculum for New Zealand has precipitated a subject-wide project to align requirements for high-stakes secondary school assessments (the National Certificate...
| Year published: 2011 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article
Science capabilities were introduced within the New Zealand context following the revised New Zealand Curriculum (NZC). These capabilities are a small set of things that NZC intends students to be...
| Year published: 2022 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article