The introduction of the New Zealand Curriculum (Ministry of Education, 2007) provided both opportunities and challenges to schools. As teaching and learning has continued to evolve and develop in accordance with new research, technological innovations and changing school populations so too has curriculum. The curriculum was designed to initiate a transformation in values, principles, and key competencies that are needed for learners to successfully participate in schooling and society. The New Zealand government introduced a new curriculum in 2007 with the intention of it being implemented into schools by 2010. The content of curriculum was guided by pedagogical understandings supported by research. This included an emphasis on schools having ownership of their curriculum. The 2007 curriculum also had a larger focus on educating the whole child not just on learning objectives.
This research investigates how three schools have undertaken the implementation of the New Zealand Curriculum (2007), and the effects this implementation has had on teaching and learning. Using semi-structured interviews, the descriptive narratives of each teacher’s and school’s experience and understanding has been explored. The results indicated that the participating schools are embracing the new curriculum and that changes made due to professional development, teacher collaboration and curriculum implementation are directly affecting learning for children in a positive way.
| Identifer | oai:union.ndltd.org:canterbury.ac.nz/oai:ir.canterbury.ac.nz:10092/5657 |
| Date | January 2011 |
| Creators | Naysmith, Robert Bramwell |
| Publisher | University of Canterbury. School of Educational Studies and Human Development |
| Source Sets | University of Canterbury |
| Language | English |
| Detected Language | English |
| Type | Electronic thesis or dissertation, Text |
| Rights | Copyright Robert Bramwell Naysmith, http://library.canterbury.ac.nz/thesis/etheses_copyright.shtml |
| Relation | NZCU |
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