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Direct linkGraham McPhail; Barbara Ormond; Alexis Siteine – Journal of Curriculum Studies, 2023
This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new "Understand, Know, Do" structure for the curriculum has the potential to facilitate coherent design of teaching programmes and "deep learning." Using…
Descriptors: Foreign Countries, Curriculum Design, Intellectual Disciplines, Knowledge Base for Teaching
