2016
DOI: 10.1111/nzg.12108
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Curriculum change, challenges and teacher responsibility

Abstract: The New Zealand Curriculum (NZC), Realigned Geography Achievement Standards and Social Science Teaching and Learning Guidelines-Geography combined are playing a key role in transforming senior school geography into a subject suited for 21st century learners. While they provide geography teachers with the permissiveness to plan coherent school-based geography programmes that are relevant and responsive to students' needs, the implementation process can prove challenging. Adjusting to the increased trust and res… Show more

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Cited by 3 publications
(3 citation statements)
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“…Fastier () recently listed 13 influences on teacher curriculum making, of which only two were knowledge based. Nevertheless, the BOGT survey suggests that knowledge has not entirely left the forefront of teacher's minds: 44% strongly agreed and 46% somewhat agreed that there is some knowledge that all year 11 geography students should be taught ( n = 97). 13% strongly agreed and 48% somewhat agreed that their choice of curriculum topics was influenced by what they considered essential geographic knowledge. 42% strongly or somewhat disagreed that geographical knowledge was less important than developing students' key competencies. …”
Section: Recent Assessment Trends In Geographymentioning
confidence: 99%
“…Fastier () recently listed 13 influences on teacher curriculum making, of which only two were knowledge based. Nevertheless, the BOGT survey suggests that knowledge has not entirely left the forefront of teacher's minds: 44% strongly agreed and 46% somewhat agreed that there is some knowledge that all year 11 geography students should be taught ( n = 97). 13% strongly agreed and 48% somewhat agreed that their choice of curriculum topics was influenced by what they considered essential geographic knowledge. 42% strongly or somewhat disagreed that geographical knowledge was less important than developing students' key competencies. …”
Section: Recent Assessment Trends In Geographymentioning
confidence: 99%
“…Schools and students are given flexibility to choose their selection of Achievement Standards, and each standard gives guidelines on the content to be assessed. The long shadow of assessment has impacted on senior secondary school teaching and learning for decades, but in the current context, modularised chunks of learning can be assembled in packages that are driven less by knowledge, and more by the interests and motivations of learners, employers, or accountability pressures 2 (Fastier, 2016). It may be the case that these discourses are outweighing the influence of knowledge, in the shaping of teacher curriculum making practices.…”
Section: The National Certificate Of Educational Achievementmentioning
confidence: 99%
“…Schools and students are given flexibility to choose their selection of Achievement Standards, and each standard gives guidelines on the content to be assessed. The long shadow of assessment has impacted on senior secondary school teaching and learning for decades, but in the current context, modularised chunks of learning can be assembled in packages that are driven less by knowledge, and more by the interests and motivations of learners, employers, or accountability pressures 2 (Fastier, 2016). It may be the case that these discourses are outweighing the influence of knowledge, in the shaping of teacher curriculum making practices.…”
Section: The National Certificate Of Educational Achievementmentioning
confidence: 99%