Effectiveness of a Curriculum Essay 2022

Running Head: EFFECTIVENESS OF A CURRICULUM
Effectiveness of a Curriculum
Name of Student
Name of University
Author Note

EFFECTIVENESS OF A CURRICULUM1
The New Zealand curriculum is designed in a manner that will help the all the students
learn and grow as better human beings. They believe in the idea that all students whether they are
good in studies or are below average, the students that are from different ethnic backgrounds,
heritages and have a different culture from the other people at the class must be absorbed into the
class and they also should be able learn the things as any other students in the class
(nzcurriculum.tki.org.nz., 2019). Students who have special needs and the students that need
more help than the others should be given an equal treatment by the teacher who is teaching the
class. The teacher should be unbiased and the quality of their teaching should not change because
of the background of the student. The student needs to receive the best possible education and
care from the teacher. The students deserve everything that is to be expected from their
standpoint. The New Zealand curriculum holds a strong position against on this, that there should
not be any differential treatments. They are a strict believer in the fact that anything that comes
in the path of education should be eliminated and the only focus should be on desirable growth
of the student and all other things do not matter. In order to achieve this aim of theirs they
believe in the quality education is the only way this can be achieved. This essay will talk about
the effectiveness of the pedagogies of the New Zealand curriculum and the four arts music,
visual art, dance and drama and how these subjects can be taught in an effective way.
The New Zealand curriculum pedagogies as mentioned above believe that all students
should receive quality education (Fastier, 2013). The theme that the pedagogy addresses is that
the actions of the teachers help promote the learning of the students. According to this idea, the
teacher’s action will directly reflect on the performance of the student (Dowden, . The teacher
should be open to all kind of ideas; there should be varied range of ways with the help of which
the teacher can teach because one method might not of teaching might not be effective for all the

EFFECTIVENESS OF A CURRICULUM2
students in the class. Some student might be able to grasp the concepts but the others might be
struggling with it. In order for the student to effectively understand all concepts the teacher needs
to keep adapting herself according to the needs of the student. The students should not have to
try hard to understand, it is the responsibility of the teacher to ensure that their teaching methods
are good enough so that all the students understand what is being taught to them. The teacher
should have a lot of methods of teaching that they can use otherwise all the students might not be
able to grasp the concepts as the others.
The second theme of the pedagogy is that the teacher needs to understand that planning is
essential to teaching (Priestley et al., 2015). A single teacher as to teach a lot many subjects and
a lot of students hence proper planning is required so that they know beforehand what will be
taught to the class, the lessons needs to be planned according to the needs of the student. Some
students can take in a lot of teachings in a single day, while others might find it hard to
understand a lot of new concepts in a single hence the teacher needs to prepare the lesson is
proper manner, they should have an effective plan that will cater to the needs of all the students
(Syahruddin et al., 2013). The proper planning of the lesson is an important step in the New
Zealand curriculum pedagogies. In order to effectively teach all the students the teacher needs to
have a prior lesson plan.
The third pedagogical theme of the New Zealand curriculum is the idea that teaching is
an inquiry (nzcurriculum.tki.org.nz., 2019). The teacher needs to understand the teaching-
learning relationship (Lau et al., 2015). The teacher needs to understand the ways in which the
students will understand the subject. There has to some teaching methods that needs to
developed so that the students have no problems in understanding a particular subject. There are
certain strategies that have to be adopted by the teacher so that the student can have a deeper

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understanding of the subject. The teacher has to focus on three things, the first that what
strategies that she/he can adopt that will help the student have a better understanding of the
subject. There are strategies like PowerPoint presentations; video lectures among others that
might help the student get a better grasp of the subject. The second that teacher needs to loot out
for is that, what effect did the strategy have on the student. The learning outcome has to be
evaluated by the teacher (Wood & Hedges, 2016). The teacher needs to look into the fact that
whether every student has equally understood the concept, if not then the teacher again needs to
redo the lesson and ensure that all the students have understood the topic, before the lesson is
clear all the students that teacher cannot move on to the next subject. The third thing that teacher
needs to look at is what part of the lesson needed to emphasized more and the part of the lesson
that students could grasp at one go (Farquhar & White, 2014). The part that was difficult for the
student, the teacher needs to enquire why was it difficult what can be done to improve on that
area. These three consists of the inquiry of the teacher into the teaching-learning triad (Dowden,
2014).
According to the New Zealand teaching pedagogies there are two dimensions of teaching
‘Rangatiranga’ which stands for the effectiveness of the teacher, that is how effective is the
teacher in understanding all the students equally without compromising on the quality of
teaching (nzcurriculum.tki.org.nz., 2019). The second dimension of teaching is that
‘Kotahitanga’ which stand for the ethic of bonding (nzcurriculum.tki.org.nz., 2019). The kind of
atmosphere that the classroom has falls under this dimension, whether the students find the
teacher intimidating or friendly. The classroom should be friendly environment as the student
should have the freedom to express all that they are feeling is difficult and teacher should be
friendly enough to clarify all the doubts that they have.