● What shapes/influences curriculum?

What is the curriculum? Definition of curriculum: there are different definitions - traditionalist,
constructivist, experimentalist, process proponents (van Brummelen, 2002). Not a one-size-fits-
all as “diversity yields richness” (Eisner, 2004). Worldview plays a large part in curriculum
definition as it ties into your beliefs about how students learn.

- Traditional doesn’t address the other issues students are facing, e.g. social, ethical,
spiritual problems. Constructivists say no ultimate knowledge exists which is true for
everyone, but where there is no wrong, there is also no right. (Van Brummelen, 2009)
"those who stand for nothing will fall for anything" (Alexander Hamilton)

“Curriculum is a dynamic, ever changing series of planned learning activities" (Van Brummelen,
2009, p. 66). "curriculum is like a vacation journey. You have an ultimate destination, but as you
go along, you may make changes to increase the value and enjoyment of the trip" (Van
Brummelen, 2009, p. 67) “organically developing relationship between the teacher and learner”
(Stronks & Blomberg, 1993, p. 189).

The curriculum needs to attuned to the way that adolescents learn - enormous changes
happening in their brains. "developing the intellectual skills and habits that will serve them for a
lifetime, at a time when they are experiencing the greatest emotional and physical changes since
infancy" (Stoll et al., 2003, p. 49-50).

Motivating them to learn - using things that interest them, e.g. social issues as they become
more aware of people around them. They are more likely to engage when the learning itself is
the motivator (Stoll et al, 2003).

Future focused curriculum, preparing for the workforce, students to be “productive citizens”
(Wagner, 2008, p. 21). Schools should prepare students to live in the world that will be “different
from the one they now occupy” (Eisner, 2004, p. 6). The best way to prepare them for the future
is to “enable them to deal effectively with the present” (Eisner, 2004, p. 8). "the primary aim of
education is not to enable students to do well in school, but to help them do well in the lives
they lead outside of school" (Eisner, 2004, p. 9)

Students “need experiences that develop them holistically” (McGee & Fraser, 2008, p. 65).

There are many decisions that go into curriculum development - the different areas impact upon
each other. Environment, situation (student’s home lives, communities), intentions/goals/aims,
content knowledge, teaching activities, assessment (McGee & Fraser, 2008).

1980s national curriculum review: "Most citizens agreed on certain essentials such as the need
to learn to read, write, speak adequately, be numerate, learn to live by accepted values and enjoy
school and life generally" (McGee, 2012, p. 77).

What is left out and implied has just as much affect as what is actively taught, e.g. teacher
attitude (Van Brummelen, 2002).

“Backward design process” - focusing on what needs to be achieved and then working through
how to get there, rather than just blindly following a textbook or doing activities with no purpose,
assessing for the sake of assessment “too many teachers focus on the teaching and not the
learning” (Wiggins & McTighe, 2005, p. 15).
"knowledge involves our whole being, not just our intellect. Knowledge is more than absorbing
facts and concepts" (Van Brummelen, 2009, p. 73)

● How can teachers ‘shape’ the curriculum to meet the needs of their students and their
community?

"while national curriculum change is largely outside the control of teachers, it is teachers who
are pivotal in bringing about curriculum change in schools" (McGee & Cowie, 2008/2009, p.
102).

"teachers are... in a key position as decision makers about precisely what is learned. No longer
do they need to slavishly adhere only to prescribed content" (McGee & Fraser, 2008, p. 69)

Teachers are essential in helping create the environment in which the students can actually
learn the curriculum - without a safe, supportive and positive environment, learning is unlikely -
what use is a curriculum if the students aren’t in the position to learn from it? (Stoll et al., 2003).

Students need supportive and safe learning environments to truly learn: "schools have a
particular responsibility to provide and create conditions that are instrumental in fostering
learning for all children and young people" (Stoll et al., 2003, p. 51)

"If children, and indeed adults, do not feel safe, learning is highly unlikely" (Stoll et al., 2003, p.
51) Maslow’s Hierarchy of Needs.

It has been found that teachers' support for learning and relationships with pupils is associated
with greater pupil engagement with school... greater academic progress" (Stoll et al., 2003, p.
52). “if you want academic excellence, you have to attend to how children feel about school and
each other" (Kohn, 1996, in Stoll et al., 2003, p. 56)

"in the actions of the teacher, what is taught and how it is taught are two sides of the one coin"
(Walker & Soltis, 1986, in Stronks & Blomberg, 1993, p. 189).

teachers' expectations with respect to behaviour, how teachers relate to students, and the value
teachers project will influence student learning. Some researchers say that the implicit or
hidden curriculum affect students more than the explicit one" (Van Brummelen, 2002, p. 70).

"designers in education must be mindful of their audiences" (Wiggins & McTighe, 2005, p. 13).

● How does the NZC determine what is taught in NZ schools?

"the New Zealand Curriculum (Ministry of Education, 2007) contains the core knowledge
considered suitable and desirable - by the designers- for all students to learn in schools"
(McGee & Fraser, 2008, p. 65).

"global and national influences have changed answers to fundamental questions about what
students should learn at school, how they learn best, and how they might be most effectively
taught" (McGee, 2008/09, p. 102).

"the debates on what a new national curriculum should be were vigorous and lively, with
hundreds of viewpoints expressed. There were political policies to be considered... key
competencies for future citizens and the perceived need for future-focused studies that relate
to an emerging knowledge economy" - for the 2007 New Zealand Curriculum (McGee & Fraser,
2008, p. 77)

A lot of research went into deciding what is within the New Zealand Curriculum documents.

● How are the various components of the NZC connected and integrated into learning
areas?

NZC Key Competencies: based on research called the DeSeCo Project (OECD, 2005). The OECD
sought to identify and describe what everybody should know and be able to do in order to lead a
"successful life" in a "well-functioning society". "intended to integrate knowledge, skills, attitudes
and values" "holistic and students can only demonstrate them by undertaking real actions in
meaningful contexts" (Hipkins, 2005, p. 36).

● How does the Bible inform a Christian worldview approach to curriculum?

"An integrally Christian curriculum cannot be developed by adding a spiritual veneer to so-called
factual subject matter, The curriculum must find its coherence throughout as responsiveness to
God speaking to us in Christ, creation and scripture" (Stronks & Blomberg, 1993, p. 191).

The curriculum should first and foremost reflect this joy and celebration, this wonder and
amazement at being alive in such a rich and vibrant world" (Stronks & Blomberg, 1993, p. 200). -
gratitude for what Jesus has done for us and how our lives have been restored, how we see the
image of God in everyone around us.

Treating students “respected as persons, images of God, and not treated as animals or
machines” (Stronks & Blomberg, 1993, p. 213). Humans have basic God-given rights (Van
Brummelen, 2002).

“values permeate all aspects of life and of schooling” (Van Brummelen, 2002, p. 58).

"the values embedded in the curriculum are rooted in particular worldviews. Therefore, school
communities need to consider which values their programs ought to foster" (Van Brummelen,
2002, p. 59) being able to address social justice issues.

"schools should implement a total program of nurture that goes beyond the direct instruction of
values" (Van Brummelen, 2002, p. 60).

"Taking care of God's garden means being stewards. Stewards hold economic resources in
trust so that they can distribute benefits and liabilities equitably... The curriculum should uphold
the values of individual responsibility, simple and thankful lifestyles, fair wages and working
conditions, and a caring and sharing attitude" (Van Brummelen, 2002, p. 66)

● What challenges should you consider in light of your teaching? What are the
implications? Subject specific

Use of technology “revolutionised access to information” (McGee, 2012, p. 77). It's not only the
sheer quantity of information that represents a challenge but also how rapidly the information is
changing" (Wagner, 2008, p. 22)
Biblical worldview opposing other worldviews as a teacher, we may have many worldviews and
values in our classrooms and schools. "the values that operate in the students' home and
church communities also need to be consistent with what the school teachers. If a wide gap
exists, a school's planned curriculum will have little effect on students' behaviour, values and
commitments" (Van Brummelen, 2002, p. 60). "value-free education is impossible" (Van
Brummelen, 2002, p. 61).

Maintaining our values, while allowing students to explore their own beliefs and identities.

Teachers need to be aware of how knowledge is selected - mainstream knowledge and content
regarded as important by dominant groups. "Fragmentation of knowledge into subjects
destroys the opportunity for integrating and linking subject matter into themes with relevance
for the day-to-day lives of students" (McGee & Fraser, 2008, p. 73) "a long struggle to include the
views of minorities or the defeated or the oppressed" (McGee & Fraser, 2008, p. 73) - middle
class domination is knowledge taught.

● Host school observations

Integrating various components:

Key competencies: capabilities for living and lifelong learning. The OECD sought to identify and
describe what everybody should know and be able to do in order to lead a "successful life" in a
"well-functioning society". "intended to integrate knowledge, skills, attitudes and values" "holistic
and students can only demonstrate them by undertaking real actions in meaningful contexts"
(Hipkins, 2005, p. 36). Thinking, relating to others, participating, managing self, using language,
symbols and texts (being understood by others)

Vision: confident, connected, actively involved, lifelong learners

Principles: high expectations, treaty of waitangi, cultural diversity, inclusion, learning to learn,
community engagement, coherence, future focus

Values: "Taking care of God's garden means being stewards. Stewards hold economic
resources in trust so that they can distribute benefits and liabilities equitably... The curriculum
should uphold the values of individual responsibility, simple and thankful lifestyles, fair wages
and working conditions, and a caring and sharing attitude" (Van Brummelen, 2002, p. 66)

- Excellence, innovation, diversity, inquiry/curiosity, equity, community/participation,

ecological sustainability, integrity and respect.

All of these visions, values and principles can be summed up in respecting and showing love to
others and to your environment. As a teacher, when you respect your students and their
cultures, engage with their communities, have high expectations, this is a way of showing love
to them.

This aligns directly with my Christian Worldview that is framed by loving God and loving people -
the two main commandments we are given (Matthew 22:37-40).
800-100 words.

References:
Eisner, E. W. (2004). Preparing for today and tomorrow. Educational Leadership, 61(4), 6–10.
Hipkins, R. (2005). Thinking about the key competencies in the light of the intention to foster lifelong
learning. Set NZCER, 3, 36–38.
McGee, C. (2008). Understanding curriculum. In C. McGee & D. Fraser (Eds.), The professional
practice of teaching (3rd ed., pp. 65–80). Essay. Cengage Learning.
McGee, C. (2012). Teachers and Curriculum Decisions. In C. McGee & D. Fraser (Eds.), The
Professional practice of teaching (4th ed., pp. 76–95). Essay. Cengage.
McGee, C., & Cowie, B. (2009). The context of contemporary curriculum change. Waikato Journal of
Education, 14, 91–104.
Stoll, L., Fink, D., & Earl, L. (2003). Pupil learning at the centre. In It's about learning and it's about
time: What's in it for schools (pp. 44–76). essay, RoutledgeFalmer.
Stronks, G. G., & Blomberg, D. (Eds.). (1993). A vision with a task: Christian schooling for responsive
discipleship. Baker Books.
Van Brummelen, H. (2002). Steppingstones to Curriculum: A biblical path (2nd ed.). Purposeful
Design Publications.
Van Brummelen, H. (2009). Walking with God in the Classroom: Christian Approaches to Teaching
and Learning (3rd ed.). Purposeful Design Publications.
Wagner, T. (2008). Rigor Redefined. Educational Leadership, 66(2), 20–25.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). ASCD.