Payne, Kevin, and Lewthwaite, Brian (2002) Systematic curriculum review: a procedure for analysis. New Zealand Principal, 18 (2). pp. 30-34.

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Abstract

[Extract] Science was selected as one of Whakarongo School's major curriculum emphases for professional development for the 2001 school year. We had collectively identified science as an area where we held considerable professional uncertainties. The staff felt that this especially so in relation to knowledge and understanding of the science intended to be addressed in the delivery of the science curriculum. Brian Lewthwaite, an Adviser from Massey University College of Education facilitated the professional development program that ensued. The program involved all staff for the entire year. Each term, one of the Contextual Strands of Science in the New Zealand Curriculum and accompanying Making Better Sense of… was targeted. Special emphasis was placed on developing teacher subject matter knowledge in the key science ideas identified in the Contextual Strand. As well, pedagogical strategies known to be effective for promoting learning in these areas were examined. As a staff, we worked collaboratively on the development of teaching units emanating from the contexts we had received professional development in. The advisor assisted us with the planning to ensure that our developed units would promote students scientific skills, attitudes and knowledge. These units, once taught, were evaluated in consultation with Brian Lewthwaite.

Item ID:	34473
Item Type:	Article (Non-Refereed Research)
Related URLs:	Publisher
Date Deposited:	01 Sep 2014 03:59
FoR Codes:	13 EDUCATION > 1301 Education Systems > 130105 Primary Education (excl Maori) @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 100%
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