Abstract:
This study deals with three aspects of curriculum development in the New Zealand secondary school: history as a curriculum determinant; pupils and teachers as curriculum determinants and decision-makers; and curriculum change. Case studies of history as a school subject, sixth form history students, and history teachers are used to illustrate these three aspects of curriculum development. In part I the major developments in secondary education since 1877 are briefly outlined, emphasising those with a direct bearing on the curriculum and its development. Against this background, part II examines the evolution of history as a subject in the secondary school curriculum. In part III, surveys of sixth form history pupils provided a basis for a description and analysis of factors influencing pupils choice of subjects, (particularly history): pupils' views on the nature and value of history, the content and teaching methodology of the University Entrance history course, and pupil involvement in course decision-making. Part IV examines the role of teachers as curriculum determinants and decision-makers. Case studies are made of Wellington history teachers and the Post-Primary Teachers' Association History Curriculum Panel, and a contrast drawn between "limited" and "extended" professionals. Part V examines the introduction of new curricula into New Zealand secondary schools as a deliberate, planned process. School Certificate History provides a case study of this, and particular attention is paid to the teachers' role in the change process.
The study is not generally concerned with the actual classroom teaching of history, nor is the classroom implementation of new syllabi dealt with. The primary focus la upon curriculum determinants, and the process of curriculum change.
