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New Zealand has had a National Curriculum since 1877 requiring each school to meet curriculum objectives prescribed by the Government. The Government recently developed a new National Curriculum. The MOE issued a draft document for discussion in May 1991. The purpose was to create a framework for the overall school programme which includes all the learning experiences in a coherent, systematic, and balanced approach. The National Curriculum is designed to set national directions and explicitly inform parents, students, teachers, and the community as to what is being taught and learned. The goal is to meet the educational needs of every child, giving each the opportunity to excel and access to the knowledge, skills, and understanding needed to participate effectively in New Zealand society.
The MOE determines the scope of the curriculum, sets the objectives, and produces syllabuses. The National Curriculum is required in both public and private schools. Each school operates under its own charter. Schools use the National Curriculum as a basic for their charter which also include provision for local needs and concerns or the special character of integrated and private schools. The charter must include all syllabuses or National Curriculum statements. Board of trustees, principals, and staff must develop detailed work programs based on the school charter.
The constantly changing needs of society abd the economy which prompted the reform of New Zealand's education administration also created a need to change the nature and direction of what was being taught in the classroom. Never hassocial and economic changes ocurred so rapidly. While the process of review and development of curriculum is always part of a school's activity, the philosophical basis of education and the outcomes desired also need regular review.
It has become increasingly important that schools prepare students to cope with a wide variety of complex information and to be flexible enough to adapt to ongoing
change. Students also need to be willing to continue learning throughout their lifetimes.
The New Zealand Curriculum was developed to take New Zealand education into the future. It provides guidelines covering teaching, learning and assessment for all students in all New Zealand schools.
Many New Zealand schools have thoroughly reviewed their curriculum in recent years. One headmaster explains that, "The pattern of education in the last few years has been one, not so much of modernisation, but of liberalisation. There has been a serious effort to
bring teaching closer to the needs of the world." Many schools havde followed suit. Many schools, for example, no longer regard English as a separate subject, but the basis of all true understanding, because it is the parent language. Mathematics is fundamental to the existence of a social being. It is absurd not to have a good understanding of Science in a world governed by scientific discoveries. Language is the basis of all communication. History is no longer merely a record of past achievements, but a study of truths about human behaviour. Geography becomes the effect of physical surroundings on Man's struggle to exist and his determination to improve his standards of living. Social
Studies combines basic concepts from both with an emphasis on cultural differences and interaction Music, Arts and Crafts are generally arranged so that students, through discovering for themselves, can find enjoyment and a useful means of expression as
well as the technique to produce pleasing results for others. We consider that Education through the Arts is education for emotional maturity. Schools seek to show students how to express their feelings creatively and responsibly and encouraged to share them with others.
The main principles of the curriculum are based on the belief that the individual student is at the centre of all teaching and learning. The curriculum outlines the need
for education to be both relevant and responsive to the needs and abilities of all students so they are able to play a full part in the world in which they will live and
work. To achieve that, the curriculum must: 1) reflect the multi-cultural nature of New Zealand society and, in particular, the significance of the Treaty of Waitangi; 2) be consistent and linked across all levels of schooling; and 3) provide a clear understanding of how measuring a student's progress can help teaching and learning to be more effective.
Teacher development programmes at national and local levels support the introduction of new curriculum statements. The Ministry of Education has also produced a
series of curriculum information pamphlets for parents and trustees called What's New. These pamphlets are available from the Learning Media Customer Services.
Maori language national curriculum statements for te reo Maori (Maori language), pangarau (mathematics), and putaiao (science) have also been developed and are
planned across all learning areas. For each essential learning area, a national curriculum statement spells out the programme achievement objectives that all students should aim for. These objectives form the basis of teachers' assessment plans and records of student progress. Each school then uses the national curriculum statements to develop its own school
curriculum and plan its classroom programmes.
The New Zealand Curriculum identifies seven essential learning areas that form a broad and balanced curriculum in which students can develop the necessary skills,
attitudes and values. The curriculum encourages a positive attitude towards learning and is designed to help students to develop and clarify their own attitudes, values and beliefs while respecting those of others.
Commercial: While usually not called clerical, most schools in fact offer clerical course like typing (now called "key boarding") and shorthand. Often they are grouped with other courses. Schools combined clerical courses with economics for a "commercial" program. The term clerical is avoided, presumably because boys are not interested and most modern girls are shooting their sights higher.
Fine arts: The fine arts make up an important part of the curriculum in many New Zealand schools, although this varies greatly from school to school. It is affected by the academic level, educational philosophy, funding, competency of the staff, and interests of the students. New Zealand secondary schools offer a wide range of fine arts courses. The major focus is on art and music and some of the course offers are much more sophisticated ans specialized than would havd been the case only a few years earlier.
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Health and physical well-being: New Zealanders are an energetic, sports oriented people. The schools have excellent health and physical education program designed to benefit children of a wide variety of athletic abilities
Home economics: Home ecomomics dealing with household skills like cooking and sewing, now often called textiles, have traditionally been the preserve of girls, just as boys have taken shop courses. In recent years increasing numbers of boys, taking a practical approach to modern life, have signed up for cooking classes--although the sewing classes are with few exceptions still all girl classes.
Language and languages
Mathematics
Religion: While not a part of the national curriculum, religious education is an important part of the curriculum at Catholic and other private and integrated Christian schools.
Science: One of the most poorly taught subjects in school is science. Potenially one of the most interesting subjects is often reported by students as being boring. This is of course quite starting in an age in which science has so affected modern life.
Social sciences: The principal social sciences offered in New Zealand secondary schools are economicvs, geography, and history.
Technology: New Zealand schools have highly regarded technology programs. All students are required to take introductory technology courses in intermediate school. Secondary schools have excellent work shops in which students can take specialized courses to pursue interests or for vocational education. Normally the technical courses include mechanical drawing, wood working, metal working, and electronics. Therecare of course different levels of these basic subjects. The larger schools may have more specialized courses, depending on the facilities and the specialties of the instructors.
Other: While the formal curriculum is central to all student's learning at school, New Zealand schools have many other programs and activities available which both assist and extend students' abilities. A New Zealand school might have some or all of the following: coordinators for individual and group subject help, computer laboratories often open for student use at lunch and after school, English for speakers of other languages, extension work for able students in particular subject areas (especially Year 13 students preparing for bursary examinations) maths tgutoring, music tuition, outdoor education, reading assistance, school-industry links, student's-learning support unit, transition/links, and work experience/explpration.
Communication skills
Numeracy skills
Information skills: Many schools are putting an increasing emphasis on information technology.
Problem solving skills
Self-management and competitive skills
Social and cooperative skills
Physical skills: One of the destinctive features of New Zealand education is the emphasis placed on physical skills and sport.
Work and study skills
The curriculummat New Zealand schools is bascically dependent on the academic level.
Syllabuses: The MOE prepares syllabuses for primary and intermediate schools. The curriculum for primary (junior 1-3, standard 1-4, and forms 1-2) and intermediate schools (forms 1-2) includes: English (oral and written language, reading, spelling, and handwriting), math, social studies, science, arts and craft, physical education, music, and health education. The intermediate curriculum also includes workshop crafts and home economics. The schools commonly enrich the curriculum with Maori language and culture.
English: English is probably the most important subject. Reading skills and use of language in a large part determine ones ability to do well in other topics. English instruction is not as formal as previously. Grammar is not taught, for example, as a separate subject. John McGlashan for its form 1 and 2 students have introduce a program called Social English which combines both English and Social Studies which involves using the same materials for these two subjects. The students seem rather interested in some of the topics studied (ancient Egypt, kites, mapping skills, New Zealand's settlement, and Roman armies and roads). Conversation Circles seem particularly popular.
Reading recovery: Reading Recovery challenges beliefs about children who are failing. As an early intervention program directed towards providing intensive, individual help for children having difficulty in reading and writing after one year at school, it achieves a seemingly impos-sible task. Children with very low achievement are helped in a surprisingly short time to make rapid progress. This means that those children who have not responded to the classroom instructional program and so have not got started on efficient patterns of learning can catch up with their classmates and be-come independent learners.
Most secondary schools divide the school into a junior school (forms 3-5) and senior school (forms 6 and 7). The curriculum in the junior school, especially forms 3 and 4, is relatively standard. The common core curriculum for the first 2 years of secondary schools (forms 3-4) include: English, social studies, math, general science, health and physical education, music, arts and craft, and home economics. The senior school curriculum is much more diverse with many options for the students to choose from. Senior students (forms 6-7) are given increasing opportunity to choose optional course offerings. New Zealand secondary schools, even relatively small ones, offer an amazing diversity of course offerings.
Form 6 students have to take English. The less academically oriented may take extension studies. All students can choose from a variety of optional subjects which can vary from accounting, biotechnology, equine studies, performance music, transition education, and many other choices. Form 7 students have no required subjects, although the less academically oriented may take extension studies.
Many new Zealand schools have developed a unique curriculum within the basic MOE guidelines. Some representative schools provide the following discriptions of their curriculum.
Besides the usual subjects taught in most primary schools throughout the country, French is taught at the Years 7 and 8 levels. A balanced two year programme combines audio-visual methods and grammatical work with emphasis on usage and cultural studies. The Technicraft subjects of tech art, textile work and pottery are also taught at Years 7 & 8. Science has been largely based on Biology and Nature Study, and although this is still the basis of scientific study for the younger students, in the Upper School the students have two years of integrated science involving elements of Chemistry, Physics and Biology. The teaching of Mathematics seeks to engender the understanding and logical thought coupled with careful calculation. To this end we endeavour to combine what is of value from both "New Maths" and traditional Maths. We endeavour to relate Social Studies to modern life in which pupils are taught to look at themselves and their relationships with others. People are
important. Religious Education lessons are related to life, Bible based, and Christian. Students are helped to understand aspects of the Christian tradition and encouraged to explore and develop their own faith. Discussions, stories, art, creative writing, analysing, and questioning are all part of the fabric of Religious Education. Material is designed specifically for each different age group, but the broad headings remain the same in each
year: Belonging, Caring, Forgiving, Thanking, Serving, Remembering and Hoping. The majority of the subjects mentioned above will be taught in rooms specially equipped for the purpose. Libraries of reference books are selected for each subject and maps, charts and apparatus such as visual aids are all at hand. In addition, there are special rooms for Art, Music and
Science.The school also has a Computer Laboratory and Audio Visual Room.
A represenative intermediate school provides the following academic program. Academic Opportunities: Emphasis is placed on teaching the core curriculum subjects of Maths, reading, Science, Health, Social Sciences, Language and Physical Education. Through a balanced study of these subjects we seek to develop skills and knowledge appropriate to each students needs. Opportunities are also provided for remedial and extension studies in all curriculum areas in both home room and modules programmes. Technology/Art/Music: The Technology programme is divided into two areas in 1998. Both are practically based with a variety of project work being undertaken in each. Specialist teachers are
employed in this curriculum area. Materials Technology [Wood, Metal, Electronics] Fabric and Food Technology Students undertake a half year Art programme with a specialist teacher. Also, Music and extension Music is offered by a specialist teacher. Modules:
The school has a unique curriculum delivery programme through "modules". Our basic aim is that the construction of a learning pathway by each student in conjunction
with home and teacher, will encourage goal setting and achievement. This will also encourage motivational factors to be discovered by each student and will also foster the
exploration of personal capabilities. Teachers and tutors from outside the school will offer modules that extend or reinforce existing curriculum. Some modules are compulsory and are included in the classroom programme. The curriculum strands of Language, Science and the Environment, Social Science, Physical and Personal Development, Technology, Art and
Mathematics are all included in module choices. Maths: Cross class grouping allows for extension maths groups and support maths groups. Maths classes differ in size and are between 5 and 25 students. The school has fully implemented the New Maths curriculum statement. Teams participate each year in the Christchurch "CantaMath" competition. Extension students undertake the Otago University maths problem solving challenge and the
Australian Mathematics Competition. Students needing extra help with maths basics receive this. Science/Technology: This is an important curriculum area for both Year groups. The school has fully implemented the New Science curriculum statement. The Junior High organises and hosts the BP - West Coast technology challenge for Year 7 and 8 students. Students can enter the Australian Science competition. A Science evening is a focus for parents and students each year. Individual students will be encouraged to enter the Canterbury Science fair in 1998. Language: All traditional elements of English language are stressed for all students. This includes reading, spelling and written work. Homework is an important element in all classes. All students follow the Newspapers in education programme. A school newspaper is published as a module option. Speech competitions are held and culminate in the Rotary speech competition. A second language study is available and can either be a short term module study or a whole year study. Currently opportunities are available in Maori, Japanese, German and French. Library: Our library is computerised for borrowing and returns. A number of students take on Librarian responsibilities. Students have access to CD Rom and Internet facilities in the library. a fax machine is available for student use. the library has a audio-conferencing facility. Magazines and newspapers are subscribed to. Displays of student work are a feature of the library in the art gallery.
Students are able to use the library at interval, lunchtime and after school. Computers:
Each classroom has an Apple Macintosh computer and printer. Word processing using ClarisWorks is developed in years 7 and 8. Extra computers are available for
student use with a pod of laptops that students can access. All classes have an E-mail facility and monitored Internet access. Modules are available to extend computer usage and knowledge. Only educational games are available in classrooms.
Junior students study a compulsory core of: · English · Mathematics ·
Science · Social Studies · Physical Education-Technology. They also take a half-year (semester) of each of: · Music · Art . It is important that our students experience a Foreign Language. As students progress they are required to cintinue "core subjects," but take increasingly more advanced couses and have more options as to what subjects to pursue. By year 11 the only compulsory subjects are: · English · Mathematics · Physical
Education · Careers Education. Options include French · History · Graphics & Design · Japanese · Korean · Latin · Maori · Music · Science · Art · Economic Studies · Accounting · Physics (for selected students) · Samoan · Workshop Technology (wood) · Workshop Technology. In year 12 more options are available. Entry into Year 12 is on the basis of School Certificate results. Entry into Year 13 is based on the results in Sixth Form Certificate and the school Seventh Form entry examination.
