363 research outputs found
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The dangers of minimalism: Health and physical education in the draft New Zealand curriculum
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Que sera sera—What will be doesn’t have to be?: Transition from primary to secondary school
No full textThe transition from primary to secondary school can be a different experience for each child. Parents can sometimes feel isolated and the primary school equally powerless to assist. The type, quality and quantity of information sent can be used in different ways. Some teachers and parents question whether the secondary school uses the information efficiently or effectively. The study focused onthe type of information provided on transition and how it was used. In addition, information showed how parents were included in the transition process. And finally, an examination of how the pastoral care of children was dealt with on transition to secondary school. Findings indicate that some parents feel excluded while there appears to be a disparity in pastoral care of children. Finally, the information exchange between both school sectors showed that some secondary schools rely on quantifiable test results rather than using a range of information
Framing a social sciences learning area in the New Zealand Curriculum Draft for Consultation 2006
No full textThe New Zealand Curriculum Stocktake, undertaken between 2000 and 2003, signalled a more coherent and fluid approach to curriculum processes, and support for school-based decisionmaking around curriculum design and implementation.The subsequent Curriculum Marautanga Project (Ministry of Education, 2004) promised a “reframing, refocus and revitalisation” that seemed positive for the social sciences learning area of the curriculum.I looked forward to a strengthening of the social sciences, a reduction and clarification of achievement objectives, and support for exciting opportunities opened up by the Years 1-13 Social Studies in the New Zealand Curriculum (Ministry of Education,1997a) for Years 11-13 social sciences options.This article argues that The New Zealand Curriculum Draft (Ministry of Education, 2006) frames a politically adjudicated and limiting conception of a social sciences learning area. It is my view that this framing rejects the dynamic and interrelated nature of social sciences, invalidates social studies, and suggests an unquestioning positioning of teachers and learners
New Zealand Curriculum Draft from a primary perspective
No full textThe recently released New Zealand Curriculum Draft for Consultation (Ministry of Education 2006a) sets out the Government’s expectations of what school students should be able toachieve by the time they leave school.The writers explore the vision and intentions of the New Zealand Curriculum Draft, to prepare students for the future, within the wider context of New Zealand’s transformation to a ‘knowledge’ society and global competitiveness. In order to understand the challenges to a national provision of curriculum that the changing environment brings, the writers reflect also on the international and national contexts within which this New Zealand Curriculum Draft has been developedand the forces which have shaped it.The writers’ purpose to draw teachers into the discussion is achieved by posing a number of questions. The implications of the need for additional support and resourcing, to ensure schools can meet the aims of the curriculum draft and government expectations, are also canvassed
Risk and resilience: A perspective from traditional tales and nursery rhymes
No full textThe risk and resilience framework (Stanley, 2003) views developmental outcomes as the consequences of young people’s responses to the risk and protective factors that are operating intheir social settings.Students in the School of Education at The University of Waikato at Tauranga can have the opportunity to apply the framework to models and situations of their own choice.The present paper describes the first author’s work, a risk and resilience analysis of traditional English fairy tales.The point is made that fairy tales are themselves a protective factor and they are typically communicated to children in circumstances that are conducive to the development of resilience
Mathematics for Māori—An investigative approach?
No full textCarrying out mathematics investigations in primary classrooms has become an expectation in NewZealand classrooms especially since the introduction of Mathematics in the New Zealand Curriculum (Ministry of Education, 1992).This has meant increased emphasis on investigations as a way of learning mathematics.This research reports on the impact of this approach for Māori preservice teachers and possible implications for Māori children learning mathematic
