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Following the New Zealand government's introduction of a Curriculum Framework in 1990, they began developing an early childhood curriculum. A draft was released to early childhood centres in 1993, and Te Whāriki was published in 1996 as a bi-cultural curriculum following consultation with teachers. Schools were not sent copies of the 1996 ...
However, Graeme Ball, the chair of the New Zealand History Teachers' Association, said the new curriculum was "not pushing an agenda or a single narrative". [36] In a discussion on the webpage of the New Zealand Historical Association, historians expressed concerns about the draft as well as acknowledging strengths of the document.
In 2000, he completed a comparative analysis of the New Zealand National Certificate of Educational Achievement for the NZ Education Forum [15] and in 2002 and 2007 he carried out benchmarking work for the New Zealand school curriculum. In 2003 he consulted for the Commonwealth funded enquiry into boys’ education.
In March 2022, progress on the full refresh of the New Zealand curriculum was confirmed with a detailed timeline, [133] [134] and in March 2023, the draft document Te Mātaiaho, with reviewed purpose statements and overviews for the teaching of Social Sciences, English and mathematics, was released. [135]
The University of New Zealand system – where it was the only degree-granting university in New Zealand – lasted until 1961. [3] Now the colleges are independent universities in their own right, and since 1961 four new universities have been created: Auckland University of Technology, Lincoln University, Massey University and Waikato University.
Bullying is a widespread issue in New Zealand schools. In 2007, one in five New Zealand high school students reported being cyber-bullied. [65] In regard to physical bullying, an international study in 2009 found New Zealand had the second highest incidence of bullying out of the 40 countries surveyed. [66]
Unit and achievement standards represent the two kinds of standards used in NCEA. Both use criterion-based marking, which means students need to meet the specified criteria for each grade level to achieve at that level. However, unit standards are 'competency based' whereas achievement standards derive from the New Zealand Curriculum. [6]
The members of the task force were: Brian Picot, a businessman, Peter Ramsay, an associate professor of education at the University of Waikato, Margaret Rosemergy, a senior lecturer at the Wellington College of Education, Whetumarama Wereta, a social researcher at the Department of Maori Affairs and Colin Wise, another businessman. [2]