Many schools around New Zealand still struggle to align the strange dichotomy of a curriculum that embraces our understanding of the developmental growth of children and National Standards which are completely arbitrary. The New Zealand Principal’s Federation have produced a substantial amount of information to try and make our concerns known since 2009 when they were first introduced. Now the results of a major research project have raised considerable concerns over the effect that the initiative have had on teachers and schools. With the current government pursuing the use of data as a way of evaluating schools ( and probably teachers in the future ) there are grave concerns for how this process will further complicate and alienate the education community from the political powers.
“National Standards are having some favourable impacts in areas that include teacher understanding of curriculum levels, motivation of some teachers and children and some improved targeting of interventions. Nevertheless such gains are overshadowed by damage being done through the intensification of staff workloads, curriculum narrowing and the reinforcement of a two-tier curriculum, the positioning and labelling of children and unproductive new tensions amongst school staff.”
A very astute quote from the Research, Analysis and Insight into National Standards (RAINS) Project, Waikato University. The paper is aptly titled “National Standards and the damage done…”
For more info you can visit the Wilf Malcom Institue of Educational Research website.