Changes to the New Zealand Ministry of Education's funding for access to specialist education services in museums and art galleries in Aotearoa New Zealand (enriching local curriculum) has created the potential for an increase in visits to these institutions by young learners, and particularly those in the early childhood education (ECE) sector. A rationale for the inclusion of young children in art museum or gallery education programmes is highlighted. Strategies for teachers and gallery educators to enhance enriching local curriculum learning experiences for young learners in these contexts are suggested.
Curriculum development is critically important to the educational enterprise, yet we lack insight into if and how ideal design and development practices are enacted in organisations that create curricular programmes and resources intended for large-scale implementation. This study identified essential elements of curriculum-development practices which, together, provide a framework for considering: When is the curriculum good (enough)? What is being made? How is it being made? Why is this important and for whom? The framework is valuable on its own and provided the foundation for a survey to inventory routines and clusters of designers oriented towards large-scale implementation.
This article analyses the integration of media and information literacy (MIL) within the curriculum, starting with the evolution of the terms "media", "literacy", and "citizenship" in 85 curricula implemented in 15 Latin American countries. In addition, the article examines the possibilities brought by this integration, according to the perspective of 49 experts. Although the need to broaden the concepts of literacy and citizenship to address media challenges is recognised, this expansion lacks the perspective of empowerment or a specific curricular space. Thus, the explicit integration of the MIL in Uruguay suggests possible venues for this educational policy in the region.
In the context of significant reforms to the curriculum for New Zealand schools, this article presents an early line of findings from an ongoing school teachers' enactment of informal formative assessment. Data were gathered through observations, interviews, and document collection in one Auckland primary school classroom. The findings illustrate the value of informal formative assessment and provide a perspective on the use of formal assessment tools grounded in classroom practice. They suggest some barriers to greater student involvement in assessment, and identify trust, perceptions of validity, control, and definitions of quality as key considerations in how teachers enact formal assessments.
