Pub Date : 2021-07-01DOI: 10.26686/NZAROE.V26.6856
M. Thrupp
The Labour-led government elected in 2017 quickly decided to get rid of National Standards and set up a Curriculum, Progress, and Achievement Ministerial Advisory Group in 2018. That group reported in 2019 and a related Ministry of Education work programme has begun. This provocation from May 2020 provides some background to the MAG, considers its organisation and membership, and briefly mentions some features of the report and the early response of government. The use of data and the struggle for researchers to keep up with multiple reviews are also discussed.
{"title":"After National Standards","authors":"M. Thrupp","doi":"10.26686/NZAROE.V26.6856","DOIUrl":"https://doi.org/10.26686/NZAROE.V26.6856","url":null,"abstract":"The Labour-led government elected in 2017 quickly decided to get rid of National Standards and set up a Curriculum, Progress, and Achievement Ministerial Advisory Group in 2018. That group reported in 2019 and a related Ministry of Education work programme has begun. This provocation from May 2020 provides some background to the MAG, considers its organisation and membership, and briefly mentions some features of the report and the early response of government. The use of data and the struggle for researchers to keep up with multiple reviews are also discussed.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129902062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.6895
N. Daly, D. Kleker, Kathy Short
Dual language picturebooks use more than one language in the text of the book. There is increasing literature showing the potential of such books to support language learning, and recent studies explore their use in classrooms to raise awareness of multilingualism. This article describes the ways in which dual language picturebooks were used in an after school club of 8-11 year olds in a Latinx neighbourhood in Arizona. Over a six week period an inquiry cycle was used as a curricular framework for exploring dual language picturebooks featuring both familiar and unfamiliar languages for the children. Findings showed the importance of providing time for connection with the books, followed by demonstrations or readings of the picturebooks, and the importance of invitations for the children to explore ideas from the picturebooks. The article provides guidelines for using dual language picturebooks in classrooms, and ends with a provocation suggesting that bilingual picturebooks are not necessarily only for bilingual children.
{"title":"Using dual language picturebooks with children in an after school club","authors":"N. Daly, D. Kleker, Kathy Short","doi":"10.26686/nzaroe.v26.6895","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6895","url":null,"abstract":"Dual language picturebooks use more than one language in the text of the book. There is increasing literature showing the potential of such books to support language learning, and recent studies explore their use in classrooms to raise awareness of multilingualism. This article describes the ways in which dual language picturebooks were used in an after school club of 8-11 year olds in a Latinx neighbourhood in Arizona. Over a six week period an inquiry cycle was used as a curricular framework for exploring dual language picturebooks featuring both familiar and unfamiliar languages for the children. Findings showed the importance of providing time for connection with the books, followed by demonstrations or readings of the picturebooks, and the importance of invitations for the children to explore ideas from the picturebooks. The article provides guidelines for using dual language picturebooks in classrooms, and ends with a provocation suggesting that bilingual picturebooks are not necessarily only for bilingual children.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125389452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.6960
J. Higgins
List of peer reviewers for this issue
此问题的同行审稿人列表
{"title":"List of peer reviewers for this issue","authors":"J. Higgins","doi":"10.26686/nzaroe.v26.6960","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6960","url":null,"abstract":"List of peer reviewers for this issue","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"257 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122664206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.6928
J. Clarke, D. Munro
Background: Five weeks into the start of a new academic year, the University of Canterbury (UC) in Christchurch, New Zealand experienced a rapid transition from traditional on-campus education to online distance learning. On-campus lectures were replaced by a combination of interactive live-streamed Zoom sessions, pre-recorded classes, compiled videos and laboratory sessions, and other activities. It was unknown how students’ learning was impacted by this sudden change to an online environment. Purpose: Our research sought to explore the main challenges perceived by students in the transition to an online learning environment in order to gain an understanding of how teaching staff can best address student needs in future emergency situations. Methods: A two part survey was electronically distributed to students enrolled in a 4-year engineering programme and a 3-year sport coaching programme at the University of Canterbury. Results: Student responses indicated a clear desire for structured, in-person delivery of tertiary education. The ability to gain rapid feedback from lecturers was missed, as was social interaction and informal learning among peers. The use of timetabled tutorials and small-stakes assessment items helped facilitate regular contact with the course material and interaction among students and between students and teaching staff. Assessment practices which constrained time to respond to questions, although useful in limiting opportunities for cheating, was unpopular with students and was associated with increased anxiety. Students preferred untimed assessments, such as written assignments and take-home tests. In addition, it was found to be important to provide practise opportunities for modified-for-online assessments prior to formal testing to help reduce stress in an already stressful environment.
{"title":"Student experiences of online learning due to Covid-19","authors":"J. Clarke, D. Munro","doi":"10.26686/nzaroe.v26.6928","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6928","url":null,"abstract":"Background: Five weeks into the start of a new academic year, the University of Canterbury (UC) in Christchurch, New Zealand experienced a rapid transition from traditional on-campus education to online distance learning. On-campus lectures were replaced by a combination of interactive live-streamed Zoom sessions, pre-recorded classes, compiled videos and laboratory sessions, and other activities. It was unknown how students’ learning was impacted by this sudden change to an online environment. Purpose: Our research sought to explore the main challenges perceived by students in the transition to an online learning environment in order to gain an understanding of how teaching staff can best address student needs in future emergency situations. Methods: A two part survey was electronically distributed to students enrolled in a 4-year engineering programme and a 3-year sport coaching programme at the University of Canterbury. Results: Student responses indicated a clear desire for structured, in-person delivery of tertiary education. The ability to gain rapid feedback from lecturers was missed, as was social interaction and informal learning among peers. The use of timetabled tutorials and small-stakes assessment items helped facilitate regular contact with the course material and interaction among students and between students and teaching staff. Assessment practices which constrained time to respond to questions, although useful in limiting opportunities for cheating, was unpopular with students and was associated with increased anxiety. Students preferred untimed assessments, such as written assignments and take-home tests. In addition, it was found to be important to provide practise opportunities for modified-for-online assessments prior to formal testing to help reduce stress in an already stressful environment.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123100267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.6927
Megan Clune
Mathematical processes have long been considered an essential component of meaningful learning in mathematics, yet these processes can sometimes be invisible in the mathematics classroom or in learning experiences. This discussion uses the context of a purpose-designed, innovative ‘digital escape’ game to illustrate how digital experiences might bring mathematical processes to the fore of student learning while offering other affordances only seen in the online space. This article reports on a pilot study conducted with 12-15-year-old school students with the aim of determining if a digital escape game could promote the use of mathematical processes. During the digital escape game, it was found that students engaged with problem-solving, reasoning, communication and made connections within, across and beyond mathematics. The preliminary findings demonstrate how digital experiences may enrich the use and development of core mathematical processes, and it is argued that teachers could use their own expertise and knowledge of their learners to design such experiences, catering to student needs and interests.
{"title":"Understanding students' use of mathematical processes during a digital escape game","authors":"Megan Clune","doi":"10.26686/nzaroe.v26.6927","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6927","url":null,"abstract":"Mathematical processes have long been considered an essential component of meaningful learning in mathematics, yet these processes can sometimes be invisible in the mathematics classroom or in learning experiences. This discussion uses the context of a purpose-designed, innovative ‘digital escape’ game to illustrate how digital experiences might bring mathematical processes to the fore of student learning while offering other affordances only seen in the online space. This article reports on a pilot study conducted with 12-15-year-old school students with the aim of determining if a digital escape game could promote the use of mathematical processes. During the digital escape game, it was found that students engaged with problem-solving, reasoning, communication and made connections within, across and beyond mathematics. The preliminary findings demonstrate how digital experiences may enrich the use and development of core mathematical processes, and it is argued that teachers could use their own expertise and knowledge of their learners to design such experiences, catering to student needs and interests.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133912800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.6934
Aaron Wilson, R. Jesson
In this paper we describe a research-practice partnership between the Woolf Fisher Research Centre and the Digital Schools Partnership, a group of 84 schools in 11 geographically-based clusters that were implementing a ubiquitous digital teaching and learning platform within their face-to-face classes. The model of research-partnership employed is the Learning Schools Model (LSM), which is a design-based research approach that has been tested and replicated over 15 years and across diverse contexts and countries. We reflect on benefits and challenges of working in partnerships to achieve practice and research aims, which are to improve valued learning outcomes for students historically under-served in education and to advance research knowledge more generally (Lai, McNaughton, Jesson, & Wilson, 2020). We describe a recursive process of collective inquiry that involves researchers and teachers: working together to identify valued learning outcomes (VLOs) on which to focus our improvement efforts; developing a rich profile of students’ strengths and areas for improvement with respect to those VLOs; generating and testing a set of possible explanations for that profile of learning; co-designing and implementing targeted interventions, and; evaluating the extent and impact of changed practices. We reflect on the importance of building relational trust and approaches for doing so.
{"title":"Partnering with practitioners","authors":"Aaron Wilson, R. Jesson","doi":"10.26686/nzaroe.v26.6934","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6934","url":null,"abstract":"In this paper we describe a research-practice partnership between the Woolf Fisher Research Centre and the Digital Schools Partnership, a group of 84 schools in 11 geographically-based clusters that were implementing a ubiquitous digital teaching and learning platform within their face-to-face classes. The model of research-partnership employed is the Learning Schools Model (LSM), which is a design-based research approach that has been tested and replicated over 15 years and across diverse contexts and countries. We reflect on benefits and challenges of working in partnerships to achieve practice and research aims, which are to improve valued learning outcomes for students historically under-served in education and to advance research knowledge more generally (Lai, McNaughton, Jesson, & Wilson, 2020). We describe a recursive process of collective inquiry that involves researchers and teachers: working together to identify valued learning outcomes (VLOs) on which to focus our improvement efforts; developing a rich profile of students’ strengths and areas for improvement with respect to those VLOs; generating and testing a set of possible explanations for that profile of learning; co-designing and implementing targeted interventions, and; evaluating the extent and impact of changed practices. We reflect on the importance of building relational trust and approaches for doing so.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125022336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.6899
Adrian Schoone
Secondary students who become disenfranchised from mainstream schools are directed to attend Alternative Education (AE) centres. AE was a grassroots’ initiative in the 1990s led by youth organisations, iwi, community social service agencies and churches to meet the education and pastoral needs of rangatahi. Due to the tenuous links held between AE and the mainstream system and with no government policy work occurring within the sector for the decade prior to 2009, the sector struggled for adequate resourcing and professional recognition. Through a poetic inquiry approach this paper explores three key AE government policy directions over a ten-year period, from 2009 to 2019. Unbuckling prose found within official documents, concrete (visual) poems were created to perform a critical reading of policy. The policy poems form a narrative arc that show the discrediting of AE providers and demonising of students in AE has recently given way to more hopeful directions in policy.
{"title":"Alternative education in Aotearoa New Zealand","authors":"Adrian Schoone","doi":"10.26686/nzaroe.v26.6899","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6899","url":null,"abstract":"Secondary students who become disenfranchised from mainstream schools are directed to attend Alternative Education (AE) centres. AE was a grassroots’ initiative in the 1990s led by youth organisations, iwi, community social service agencies and churches to meet the education and pastoral needs of rangatahi. Due to the tenuous links held between AE and the mainstream system and with no government policy work occurring within the sector for the decade prior to 2009, the sector struggled for adequate resourcing and professional recognition. Through a poetic inquiry approach this paper explores three key AE government policy directions over a ten-year period, from 2009 to 2019. Unbuckling prose found within official documents, concrete (visual) poems were created to perform a critical reading of policy. The policy poems form a narrative arc that show the discrediting of AE providers and demonising of students in AE has recently given way to more hopeful directions in policy. \u0000 ","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121816633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/nzaroe.v26.6897
C. Mika
The idea that the world is interconnected foreshadows a massive change in how education is conceived and practised. It may even render ‘education’ non-existent. Māori philosophy centreing on the All – which is another term for interconnection but having a stronger flavour of unity between all things such that they are one – suggests that education, if it is to remain, must honour new ways of perceiving the world. Firstly, it must set about striving for an opposite goal, this being cultivating an uncertainty in students as they think about things in the world. Secondly (and relatedly), it calls for a self-erasure, which involves acknowledging the self’s vulnerability in the shadow of the All: this humility is not simply intellectual but bodily. In this article, I consider this self-erasure in the context of various korero (discussions) with an older whanaunga (relative). In these korero, we would be aware that there were phenomena that cannot be accounted for but that impinge on thought. These phenomena have implications for education – at least from a Māori perspective, despite the attempts of rational thought to evade them.
{"title":"Dialoguing as if we're not that important","authors":"C. Mika","doi":"10.26686/nzaroe.v26.6897","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6897","url":null,"abstract":"The idea that the world is interconnected foreshadows a massive change in how education is conceived and practised. It may even render ‘education’ non-existent. Māori philosophy centreing on the All – which is another term for interconnection but having a stronger flavour of unity between all things such that they are one – suggests that education, if it is to remain, must honour new ways of perceiving the world. Firstly, it must set about striving for an opposite goal, this being cultivating an uncertainty in students as they think about things in the world. Secondly (and relatedly), it calls for a self-erasure, which involves acknowledging the self’s vulnerability in the shadow of the All: this humility is not simply intellectual but bodily. In this article, I consider this self-erasure in the context of various korero (discussions) with an older whanaunga (relative). In these korero, we would be aware that there were phenomena that cannot be accounted for but that impinge on thought. These phenomena have implications for education – at least from a Māori perspective, despite the attempts of rational thought to evade them.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133584930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/NZAROE.V26.6857
Elaine Khoo, Bronwen Cowie, C. Hight, R. Torrens
Today’s modern societies are increasingly dependent on digital technologies and the software underpinning these technologies in almost every sphere of professional and personal life. These technologies and software are poorly understood as tools that shape our engagement with knowledge, culture and society in the 21st century. None of these tools are ‘neutral.’ They embody social and cultural assumptions about their use and all have particular values embedded in their interfaces and affordances. This paper draws from a funded research project investigating the notion of software literacy (Khoo, Hight, Torrens, & Cowie, 2017). In the project software literacy is defined as the expertise involved in understanding, applying, problem solving and critiquing software when it is used to achieve particular goals. The project team hypothesised there exists three progressive tiers of development towards software literacy in professional contexts. We conducted case studies of engineering and media studies students’ learning of an ubiquitous software such as PowerPoint as well as proprietary discipline-specific software to examine how software literacy is understood, developed and applied in a tertiary teaching-learning context. In this contribution we outline the project findings then use the notion of software literacy as the lens to unpack and illustrate through three everyday examples how software literacy would seem to be an essential part of learning and living in the 21st century.
{"title":"Software literacy in shaping what we know in a software-saturated society","authors":"Elaine Khoo, Bronwen Cowie, C. Hight, R. Torrens","doi":"10.26686/NZAROE.V26.6857","DOIUrl":"https://doi.org/10.26686/NZAROE.V26.6857","url":null,"abstract":"Today’s modern societies are increasingly dependent on digital technologies and the software underpinning these technologies in almost every sphere of professional and personal life. These technologies and software are poorly understood as tools that shape our engagement with knowledge, culture and society in the 21st century. None of these tools are ‘neutral.’ They embody social and cultural assumptions about their use and all have particular values embedded in their interfaces and affordances. This paper draws from a funded research project investigating the notion of software literacy (Khoo, Hight, Torrens, & Cowie, 2017). In the project software literacy is defined as the expertise involved in understanding, applying, problem solving and critiquing software when it is used to achieve particular goals. The project team hypothesised there exists three progressive tiers of development towards software literacy in professional contexts. We conducted case studies of engineering and media studies students’ learning of an ubiquitous software such as PowerPoint as well as proprietary discipline-specific software to examine how software literacy is understood, developed and applied in a tertiary teaching-learning context. In this contribution we outline the project findings then use the notion of software literacy as the lens to unpack and illustrate through three everyday examples how software literacy would seem to be an essential part of learning and living in the 21st century.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123261036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.26686/NZAROE.V26.6855
Elizabeth Rata
A well-designed curriculum creates a knowledge-rich one. The application of the Curriculum Design Coherence Model (CDC Model) in the international Knowledge-Rich School Project is discussed to demonstrate the effectiveness of the Model as a design tool. It achieves coherence by connecting the three forms of subject knowledge: generalising concepts, materialised content and applied competencies. Concepts’ generalisability creates knowledge’s internal logic – the source of understanding (learning). Students only develop deep understanding when they work with generalising concepts. Thinking (learning) doesn’t occur in a vacuum – one must think with something (concepts). And students also need to think about something (content). The article explains why it is essential to connect concepts and content. Such connection overcomes the limitations of both a ‘big ideas’ or concepts-only approach and a content-list approach. The CDC Model’s connection of generalising concepts, materialised content and applied competencies also reveals why New Zealand’s current competency-centred curriculum is inadequate. Two examples show how the CDC Model is used – a Physical Education topic ‘Exercise’ and a Social Studies topic, ‘The History of Ngati Kuri.’ Topics designed in the Knowledge-Rich School Project are mentioned.
{"title":"What is a knowledge-rich curriculum?","authors":"Elizabeth Rata","doi":"10.26686/NZAROE.V26.6855","DOIUrl":"https://doi.org/10.26686/NZAROE.V26.6855","url":null,"abstract":"A well-designed curriculum creates a knowledge-rich one. The application of the Curriculum Design Coherence Model (CDC Model) in the international Knowledge-Rich School Project is discussed to demonstrate the effectiveness of the Model as a design tool. It achieves coherence by connecting the three forms of subject knowledge: generalising concepts, materialised content and applied competencies. Concepts’ generalisability creates knowledge’s internal logic – the source of understanding (learning). Students only develop deep understanding when they work with generalising concepts. Thinking (learning) doesn’t occur in a vacuum – one must think with something (concepts). And students also need to think about something (content). The article explains why it is essential to connect concepts and content. Such connection overcomes the limitations of both a ‘big ideas’ or concepts-only approach and a content-list approach. The CDC Model’s connection of generalising concepts, materialised content and applied competencies also reveals why New Zealand’s current competency-centred curriculum is inadequate. Two examples show how the CDC Model is used – a Physical Education topic ‘Exercise’ and a Social Studies topic, ‘The History of Ngati Kuri.’ Topics designed in the Knowledge-Rich School Project are mentioned.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115073741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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