scholarly journals The Dinosaurs Died a Long Time Ago: A Story from English in the New Zealand Curriculum

2000 ◽  
Author(s):  
Christina Thornley ◽  
Karon Read ◽  
Vivienne Eason
Keyword(s):  
New Zealand ◽  
Language Learning ◽  
National Curriculum ◽  
Literacy Learning ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Long Time ◽  
Children’S Work ◽  
Achievement Levels

It is now six years since English in the New Zealand Curriculum (Ministry of Education, 1994) was mandated as curriculum policy for New Zealand classrooms. While the debate that surrounded the introduction of achievement levels for language learning in this national curriculum statement appears to have abated, it is essential that teachers continue to discuss the implications of the levels for literacy programmes. This paper describes a research case study undertaken in two Year One classrooms where the children's work in exploring language is analysed against the achievement levels, raising concerns related to the possible underestimation of their abilities in literacy learning.

scholarly journals Relationships and sexuality education: Key research informing New Zealand curriculum policy

2021 ◽  
pp. 001789692110537
Author(s):  
Katie Fitzpatrick ◽  
Hayley McGlashan ◽  
Vibha Tirumalai ◽  
John Fenaughty ◽  
Analosa Veukiso-Ulugia
Keyword(s):  
New Zealand ◽  
Sexuality Education ◽  
National Curriculum ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Compulsory Schooling ◽  
Sexual Diversity ◽  
Policy Context ◽  
Whole School ◽  
Whole School Approach

Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools. The resulting guides detail how schools might take a ‘whole school approach’ to this area, including dedicated curriculum time at all levels of compulsory schooling. Methods and conclusions: This article summarises the key thinking and research that informs the latest curriculum policy update and provides justification for the content in the policy. Significant aspects include a framework based on Te Tiriti o Waitangi (The Treaty of Waitangi), Indigenous knowledges and human rights; attention to issues of bullying and inclusion; and the responsibility of schools to address gender and sexual diversity in programmes and the whole school. This background paper discusses the evidence that informs the curriculum policy update, as well as aspects of the policy context in New Zealand that precede these changes.

scholarly journals Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada

2017 ◽  
Vol 19 (1) ◽  
pp. 4 ◽  
Author(s):  
Xiaoxiao Du
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Heritage Language ◽  
Literacy Learning ◽  
Daily Basis ◽  
Knowledge Mobilization ◽  
Heritage Language Learning ◽  
Children's Literacy ◽  
And Migration

On-going knowledge mobilization and migration take place on a daily basis in the globalized world. Canada is a multilingual and multicultural country with a large number of visitors and immigrants. One in five Canadian speaks a foreign language other than English and French (Postmedia News, 2012). This case study examined six-year-old Chinese children’s heritage language learning in a community school from multiliteracies perspective using observations, interviews, and artefacts to understand children’s literacy learning. The findings indicated that Chinese children’s literacy learning was not in the traditional repetitive way but involved multimodal communication at school. Useful implications are made for heritage language educators regarding ways to support meaningful heritage language teaching and learning.  

scholarly journals Language Learning at Natural Disaster Area in Elementary Schools

2019 ◽  
Vol 6 (2) ◽  
pp. 39
Author(s):  
Ferril Irham Muzaki
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Standardized Tests ◽  
Natural Disaster ◽  
21St Century ◽  
Teaching Method ◽  
National Curriculum ◽  
Complex Case ◽  
Ministry Of Education ◽  
Disaster Area

Abstract One of the challenges in designing language learning in elementary schools is the ability to predict the skills of learners. To meet this need the Ministry of Education and Culture in designing the national exam which is one of the standardized tests in Indonesia. The use of multiple choice in national exams has an efficient basis for the correction of results after the exam is over. You can imagine homework from ministry of Education and culture on the national curriculum. The complex case faced by Indonesia today is the location of Indonesia. Geographically, the Eurosasia and pacific plates are surrounded by active volcanoes. For this reason language learning is preferably related to the literature of children with the teaching method of copy by master creative writing.   Keywords: Elementary School, Natural Disaster, Copy By Master, 21st Century Challenge

The role of senior management in developing and achieving a successful enterprise education programme?

2015 ◽  
Vol 57 (7) ◽  
pp. 791-811 ◽  
Author(s):  
Kerry Lee ◽  
Ghada Hebaishi ◽  
John Hope
Keyword(s):  
New Zealand ◽  
Education Programme ◽  
Management Team ◽  
Senior Management ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Content Type ◽  
Interpretive Case Study ◽  
Enterprise Education

Purpose – The New Zealand Ministry of Education identified that teachers need to be confident they have the support of their school management team before they embrace twenty-first century teaching and learning in enterprise education (Ministry of Education, 2013b). The purpose of this paper is to outline an interpretive case study which investigated the views held by the management of a New Zealand secondary school, well known for enterprise education. Design/methodology/approach – The study used semi-structured interviews to investigate what aspects were deemed important by senior management and whether they saw themselves as pivotal in the success of enterprise education. Findings – The management team believed their role to be pivotal and that nine aspects were necessary for a successful enterprise programme. Originality/value – It is anticipated that the results from this interpretive case study will assist others in their planning, development and success of future quality enterprise education programmes.

scholarly journals L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai

2021 ◽  
Author(s):  
Giuseppe Maugeri ◽  
Graziano Serragiotto
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
Action Research Project ◽  
Italian Language ◽  
Methodological Choices ◽  
Methodological Improvement

This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to trace new methodological development trajectories to increase the quality of the Italian teaching process in Kansai.Part 1 This part focuses on the situation of foreign language teaching in Japan. It also describes the strategies to promote the teaching of the Italian language in Japan from 1980 to now. 1 Modern Language Policy in Japan Between Past and Present This first chapter describes linguistic policy for the promotion of foreign languages in Japan by the Ministry of Education (MEXT). 2 Japanese Educational System Focus of this chapter are the cultural, pedagogical and linguistic education characteristics of the context under investigation. 3 Teaching Italian Language in Japan The purpose of this chapter is to outline the general frame of the spreading of the Italian cultural model in a traditional Japanese context. Part 2In the second part the action research and the training project design are described. 4 The Action-Research Project This chapter describes the overall design of the research and the research questions that inspired an investigation in the context under study. The aim is to understand whether there is a link between the methodological choices of the teachers and the difficulties in learning Italian for Japanese students. Part 3 In this third part, the situation of teaching Italian in relation to different learning contexts in Japanese Kansai will be examined. 5 A Case Study at Italian Culture Institute in Osaka The goals of this chapter are to analyse the problems of teaching Italian at the IIC and suggest methodological improvement paths for teachers of Italian language at IIC. 6 A Case Study at Osaka University The data obtained by the informants will be used to analyse the situation of the teaching of Italian at Department of Italian language of this university and suggest curricular and methodological improvements to increase the quality of teaching and learning Italian. 7 A Case Study at Kyoto Sangyo University The chapter outlines the methodological and technical characteristics used to teach Italian at Kyoto Sangyo University and suggests strategies aimed at enhancing students’ language learning.

scholarly journals Freire’s Pedagogy of Freedom: Its Contribution to the Development of Ethical Teacher Professionality through the Implementation of the New Zealand Curriculum

Paideusis ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 5-15
Author(s):  
Leon Benadé
Keyword(s):  
New Zealand ◽  
Critical Pedagogy ◽  
Education Reform ◽  
National Curriculum ◽  
Effective Teacher ◽  
Ministry Of Education ◽  
New Approach ◽  
Early 21St Century ◽  
School Based

This paper takes lessons and directions from Paulo Freire’s Pedagogy of Freedom (1998) that both inform the theme of Dialogue and Difference and a particular conception of ethical teacher professionality. Freire’s vision of teachers and teaching challenges managerialist notions of teachers as dispassionate, data-driven objects of bureaucratic policy, aligned to a sanitised list of features that make up ‘the effective teacher’. This representation of teachers is unlikely to motivate or prepare teachers in the future to be critical thinking ethical professionals. An alternative conception of the teaching professional is required, and one is presented here which has strong links to Pedagogy of Freedom in particular, and critical pedagogy more generally. Expressed as ‘ethical teacher professionality’, this account suggests a broader approach to the role of teacher than provided by notions such as ‘satisfactory teacher dimensions’ or ‘characteristics of quality teaching’. The New Zealand Curriculum (Ministry of Education, 2007) is a policy text whose understanding of teachers is informed by such notions. New Zealand schools engaged in a process of preparation in 2008 and 2009 for full implementation of this revised national curriculum in 2010. The scope of these revisions, expectations of teachers, and the requirement that this implementation be school-based (rather than centrally prescribed) mean that in essence this curriculum goes well beyond a mere revision. Further, as a product of early-21st century education reform which seemingly gives schools, teachers and communities greater flexibility, there are lessons that could be relevant internationally. As a fundamentally new approach to policy, implementation of the New Zealand Curriculum could significantly alter how teachers see and approach their work.

scholarly journals Ethical Education for Grades 1 and 2 in Finland from the Values Perspective

2021 ◽  
Vol 10 (2 (20)) ◽  
pp. 153-170
Author(s):  
Arleta Suwalska
Keyword(s):  
Core Curriculum ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Ethical Education ◽  
Secular Ethics ◽  
Recent Developments ◽  
The Subject ◽  
The Right ◽  
Different Cultures

The article addresses a key issue in curriculum policy, ethical education in Grades 1 and 2. The article uses the Finnish 2014 basic curriculum as the basis for a case study rooted in the humanities, philosophy, and the cultural sciences. The article explores what is embodied in this policy, especially the objectives of the subject of ethics in the curriculum. The article draws attention to the development of values through the curriculum in primary education in Finland and presents an overview of recent developments in values education in schools, taking curriculum research into account. The key part of the study is an analysis of the Finnish National Core Curriculum, principally those parts which involve secular ethics, as formulated by the Ministry of Education, and which emphasize the right of children to a good education and “to understand themselves, other people, the society, the environment, and different cultures” (National Core Curriculum, 2016, p. 15).

scholarly journals Using scaffolding resources to facilitate international students’ autonomous online Chinese as a Second Language learning A case study during the COVID-19 pandemic

2020 ◽  
Author(s):  
Chen Chen
Keyword(s):  
Second Language ◽  
International Students ◽  
Language Learning ◽  
Chinese Language ◽  
Study Data ◽  
Linear Process ◽  
Skill Learning ◽  
Individual Interviews ◽  
Long Time

Abstract: This case study explores international Chinese as a Second Language (CSL) students’ use of embedded scaffolding resources to facilitate their Chinese language learning in an autonomous online context during the COVID-19 pandemic. A total of 60 international students enrolled in a Chinese university participated in study. Data were collected via participants’ reflective reports, teacher-led tutorials and individual interviews. This study found that scaffolding resources could be a good facilitator to enhance international CSL students’ autonomy in online Chinese language skill learning, which was not a linear process but a recursive one. In terms of intercultural learning, scaffolding resources were not effective on promoting students’ online learning autonomy. They preferred teachers’ support to their learning. These findings could be instructive for online CSL education during the COVID-19 pandemic, when Learn From Home policy of Chinese universities will last for a long time. Recommendations for future studies are provided on the base of these findings as well.

The Stories We Share: Using Narrative Assessment to Build Communities of Literacy Participants in early Childhood Centres

2006 ◽  
Vol 31 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Ann Hatherly
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Literacy Learning ◽  
Assessment For Learning ◽  
Assessment Practices ◽  
Ministry Of Education ◽  
Learning And Teaching ◽  
Narrative Assessment ◽  
Literacy Learners ◽  
Te Whāriki

As the documented assessment of children becomes a taken-for-granted function of ‘what teachers do’, concerns are rightly raised about the time involved and the usefulness of this to enhance learning and teaching. This article draws on data collected as part of the development of Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars (Ministry of Education, 2004), a New Zealand resource designed to engage teachers in reflection about assessment practices within the framework of Te Whāriki. It tells the story—the author's story—of the ways in which documented assessment using techniques more associated with storytelling than with observation, invites participation of children, families and teachers and thereby becomes the means through which a community of literacy-learners and participants is developed. It is argued that, given the increasing pressure on centres to provide for literacy, documented assessments offer many possibilities for not just describing but also constructing literacy learning in meaningful contexts.

scholarly journals Using Online Computer Games in the ELT Classroom: A Case Study

2017 ◽  
Vol 10 (12) ◽  
pp. 134 ◽  
Author(s):  
Ioanna Vasileiadou ◽  
Zafiri Makrina
Keyword(s):  
Language Learning ◽  
Computer Games ◽  
English Language ◽  
New Technologies ◽  
National Curriculum ◽  
Practical Implementation ◽  
Young Students ◽  
Everyday Classroom ◽  
First Time

The purpose of this research was to investigate the effectiveness of computer games in learning English as a foreign language and the extent to which they increase motivation in young students. More particularly, this research investigated the validity of the hypothesis that computer games are a particularly motivating means for young students to learn English vocabulary effectively in comparison to other approaches suggested by the Greek National Curriculum. The grade, in which this research was conducted, was the 4th grade of Primary school as it is a borderline grade in which greater demands are imposed on the students of this age group and language level regarding, mainly, their reading and writing skills as in this class, for the first time, it is explicitly stated by the national curriculum that literacy is one of the three basic axons upon which English language learning should be developed. All in all, the results of this research shed light on the effects which new technologies have on language learning as well as their ability to motivate students to learn English. The results of this research will also be used as a basis upon which specific suggestions for the practical implementation of computer games in the everyday classroom can be made.

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