This qualitative study looked at Wilhelm Schmid's concept of the Art of Living (AoL) in relation to the current New Zealand Curriculum (NZC) and Te Whariki. The methodology included a brief content analysis of both Te Whariki and the NZC in relation to relevant knowledge areas and skills for the development of an AoL, as well as interviews of…

The ITEEA's Council for Technology and Engineering Teacher Education (CTETE) Curriculum Committee solicited, collected, and analyzed several examples of international lesson plans to find out how various countries understand and/or apply the "Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM…

The concept of physical literacy (PL) has increasingly drawn global interest from practitioners, academics and policymakers within the fields of sport, health and physical education. Its value and appeal appear to lie in its potential to help refocus attention on the importance of human physicality and movement in enabling individuals to flourish…

This article presents an illustrative and instrumental case study of participatory design and co-production as used in curriculum renewal for a bachelor's degree in library and information studies (LIS). It outlines the process of constant review and reflection to improve the next round of development. The authors use the lenses of participatory…

In this article, we consider how assessment might reinforce New Zealand curriculum goals of knowing and doing in science for active and informed participation in societies that rely on scientific knowledge to guide decision making. This focus constitutes an orientation towards "sustainable assessment". Sustainable assessment encompasses…

A standards-based assessment system provides opportunities to join curriculum intentions to demonstrations of complex learning. In this article we use New Zealand's senior secondary qualifications system--the National Certificates of Educational Achievement (NCEA)--to illustrate how adaptations of existing structures might help to better reflect…

The EU Working Group on Learning for Sustainability (LfS) is currently exploring how policy action can assist in the development and introduction of school curricula and appropriate pedagogies to improve opportunities for learning for sustainability in Europe's schools. This paper brings forward input on how learning for environmental…

Mathematics curriculum documentation currently presents important information and messages for New Zealand teachers. Mathematical processes are not explicitly set out but embedded in different locations and there are multiple sources of proxy official curriculum information for the primary school. This article identifies and discusses examples of…

When gifted Maori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and…

Technology education has been a part of the New Zealand curriculum in many forms since its inception as a craft subject. With a global push towards technological innovation and an increased awareness of the impact of technology on society, it is reasonable to assume that technology education has an established role in student learning around the…

Following the Tomorrow's Schools administrative restructuring, a second wave of educational change installed globalised discourses as governmentality policies in Aotearoa New Zealand. Drawing on Foucault's "toolkit", this genealogical policy chronology traces the transformation of curriculum and assessment into a specific political…

The development, since 2000, of new national curricula across the Anglophone world signals a number of policy trends, including: a move from the explicit specification of content towards a more generic, skill-based approach; a greater emphasis on the centrality of the learner; and [ostensibly] greater autonomy for teachers in developing the…

Technology education, as mandated in the "New Zealand Curriculum" (Ministry of Education, 2007) provides an opportunity for schools and teachers to offer contextually relevant and innovative curriculum responses. Recent governmental initiatives appear to offer additional transitional pathways for "at risk" students but signpost…

In this article we describe the processes and outcomes of the development of the "New Zealand Curriculum Exemplars for Students with Special Education Needs". The project focused on teachers working with students described as working long term at Level 1 in the "New Zealand Curriculum". Earlier research had shown that teachers…

Gifted students have different learning, social and emotional needs to their peers. The needs of some gifted students can be met within their mainstream school. Other gifted students need learning, social and emotional support beyond the school gates. The New Zealand Ministry of Education (2000) advocates for a continuum of provisions for gifted…