Curriculum decisions – the challenges of teacher autonomy over knowledge selection for history

Abstract

This paper explores the challenges for teachers in positioning them as independent curriculum makers. History teachers in New Zealand have recently entered uncharted territory with the abandonment of prescribed topics for history and a new-found authority to determine the selection of historical knowledge taught to their senior secondary students. This paper examines the complex nature of the teacher’s new role and responsibilities and argues that curriculum achievement objectives and national assessment places significant constraints upon teachers’ selections of historical knowledge. There is the potential for substantive historical knowledge to be downplayed in favour of procedural knowledge and the potential for assessment drivers to dominate or distort selection of knowledge for history. Local curriculum making places a heavy burden of responsibility upon teachers with implications for students’ access to powerful historical knowledge.

Keywords:

• Curriculum
• substantive knowledge
• powerful knowledge
• standards-based assessment
• history education

Notes

1. Achievement standards and past examination papers referred to throughout the article can be accessed at http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/history/levels/

2. John Pipe – At the time of writing this submission, John Pipe was Deputy Principal at Mt. Albert Grammar, a large co-educational secondary school. He has also been a Head of Department for History and Social Studies and an advisor for History in schools.

3. Paul Enright is Head of the Social Sciences Department at Logan Park High School, Dunedin. He was a member of the writing group revising the achievement standards to align them with The New Zealand Curriculum. He was also Chair of the NZHTA at that time.