Curriculum Change Research Articles

Sexual Health Education Experiences and Recommendations from the Perspective of LGBTQ+ Youth.

Despite the well-known benefits of comprehensive sexual health education, the majority of school sexual health education curricula in the United States (U.S.) is non-comprehensive and excludes LGBTQ+ students. This exclusion may contribute to poor health outcomes in LGBTQ+ youth, with some research beginning to document these experiences and provide recommendations for curricula changes. Using a sample of LGBTQ+ youth across the U.S. (ages 13-17; N = 809), this study characterizes youths' sexual health education experiences and provides curricula recommendations using a mixed methods approach. Quantitative analyses revealed that LGBTQ+ content is often excluded from sexual health education, particularly topics surrounding sexual orientation and gender identity, which youth wanted to learn more about. Furthermore, participants identified several extracurricular sources of sexual health education, including online spaces, friends, and personal experiences, which were often preferred. Qualitative analyses suggested that LGBTQ+ youth described their sexual health education as exclusive of LGBTQ+ content, often being based in abstinence, religious principles, or described as oppressive (e.g. hearing LGBTQ+ negative remarks) or suppressive (e.g. skipping required LGBTQ+ content). LGBTQ+ youth also provided recommendations for future curricula. Findings can inform curricula development and implementation, as well as policy change, to ascertain that all youth have access to inclusive and comprehensive sexual health education.

Assessing Factors That Influence Pharmacy Student Burnout and Identifying Recommendations to Support Student Well-Being

ObjectiveLiterature indicates concerning rates of burnout and declining well-being among students. Although well-being initiatives have increased, a gap exists in identifying factors that impact pharmacy student well-being. The purpose of this study was to explore the factors students perceive that influence their burnout and identify recommendations to improve student well-being. MethodsFirst- (PY1), second- (PY2), and third-year (PY3) pharmacy students enrolled in the didactic curriculum were invited to participate in this exploratory study. Focus groups were organized by program year to explore the experiences that may be unique to each group. A semistructured interview format was used to discuss factors contributing to student burnout and fulfillment, as well as solicit recommendations for strategies to improve student well-being. Inductive coding was used to identify themes. ResultsTwelve students participated in 6 sessions: 1 PY1 interview (n = 1 student), 1 PY2 focus group (n = 2 students) and 1 PY2 interview (n = 1 student), and 3 PY3 focus groups (n = 2–3 students/focus group). Common factors identified as contributing toward burnout included having too little time, overwhelming academic workload, competitive culture, and noncoursework commitments. Factors contributing to student fulfillment included life outside of pharmacy school, well-being resources, and activities aligned with future goals. Participants recommended several strategies to improve student well-being, including curricular changes (eg, course schedule layout, pass/fail grading), culture strategies, and well-being resources. ConclusionThe findings underscore the impact of workload and competitive culture on student burnout. This study fills a literature gap regarding the factors influencing student burnout and informs strategies for fostering student well-being in pharmacy education.

IMPLEMENTATION OF MERDEKA MANDIRI CURRICULUM CHANGES IN ISLAMIC RELIGIOUS EDUCATION LEARNING AT UPT SMP NEGERI 2 GRESIK

The Merdeka Mandiri curriculum is the curriculum chosen by UPT SMP Negeri 2 Gresik to implement the independent curriculum initiated by the Minister of Education and Culture, Nadiem Makarim. This research aims to determine the design of the Merdeka Mandiri curriculum that has changed Islamic Religious Education learning and the implementation of the Merdeka Mandiri curriculum that has changed the learning of Islamic Religious Education, as well as evaluate the Merdeka Mandiri curriculum that has changed in the learning of Islamic Religious Education. To achieve the objectives of this research, qualitative research was the choice to reveal the implementation of the independent learning curriculum, especially in Islamic Religious Education learning with the method used to collect data: interviews, observations, and documentation. Meanwhile, the data analysis techniques used are data condensation, data presentation, and concluding. The results of the research are the design of the Merdeka Mandiri Curriculum Changes in Islamic Religious Education learning in accordance with the central learning outcomes and developed by teachers in charge of Islamic Religious Education through teaching modules, the implementation of the Merdeka Mandiri Changed Curriculum in Islamic Religious Education learning is carried out in accordance with the teacher's understanding and when there are problems in the process solutions were sought for learning together through MGMPS Islamic Religious Education and teacher meetings. Evaluation of the Merdeka Mandiri Changed Curriculum for Islamic Religious Education learning was carried out internally from UPT SMP Negeri 2 Gresik and externally from the Education supervisor at the end of the semester.

Integrated Curriculum Management in Integrated Undergraduate Programs

This research aims to analyze program factors, implementation, evaluation and barriers to curriculum integration between Ma'had Abu Ubaidah bin Al-Jarrah and the Faculty of Islamic Religion (FAI) Muhammadiyah University of North Sumatra (UMSU) in the Integrated Undergraduate Program. This research method uses a qualitative approach with a descriptive type. Data collection techniques include interviews, observation and documentation studies. Data analysis techniques include data collection, data reduction, data presentation, and drawing conclusions. Research findings show; 1) The curriculum integration program between Ma'had Abu Ubaidah bin Al-Jarrah and FAI UMSU in the Integrated Undergraduate Program is a strategic collaboration to provide service diplomas to students, as well as facilitate students to continue higher education and improve the quality of Islamic education. 2) Implementation of curriculum integration between Ma'had Abu Ubaidah bin Al-Jarrah and FAI UMSU in the Integrated Undergraduate Program is carried out through three aspects, namely integration of lecture schedules, integration of courses, and integration of assessments. 3) Evaluation of curriculum integration between Ma'had Abu Ubaidah bin Al-Jarrah and FAI UMSU in the Integrated Undergraduate Program is carried out every semester. This program is able to provide positive impacts such as stability in student numbers, increasing student interest in learning, increasing the number of students with various abilities. 4) Obstacles in implementing curriculum integration between Ma'had Abu Ubaidah bin Al-Jarrah include; lack of communication and coordination, time and cost constraints, delays and division of focus, curriculum changes, and students' perceptions of the value of knowledge.

The gradual Islamisation of teacher education: Current trends and future implications in global inclusive education policy

This research analyzes the current trends and future implications of the gradual Islamisation of teacher education within the context of global inclusive education policy. The review examines the integration of Islamic principles and values into teacher education curricula and practices, aiming to identify opportunities and challenges associated with this process and its impact on inclusive education goals. By synthesizing findings from various studies, the review informs policymakers, educators, and stakeholders about the complex dynamics of Islamisation in teacher education and its implications for promoting inclusive and equitable educational systems globally. A rigorous and comprehensive methodology was employed, including a systematic search strategy across databases such as PubMed, ERIC, and Google Scholar, alongside hand-searching relevant journals and reference lists. Inclusion criteria focused on studies addressing the integration of Islamic principles into teacher education and their implications for inclusive education policies, while non-English studies were excluded. Data extraction and thematic analysis identified key patterns and trends across the selected studies. The review highlights a growing trend towards the Islamisation of teacher education in regions such as Malaysia, Pakistan, and Saudi Arabia, resulting in significant curricular and pedagogical changes. It identifies both opportunities, such as promoting cultural sensitivity and ethical development, and challenges, including concerns about inclusivity, academic freedom, and the marginalization of non-Muslim students. The need for further research is emphasized, particularly longitudinal studies on the long-term effects of Islamisation, comparative research across different regions, and interdisciplinary studies on identity intersectionality in Islamised educational settings. The findings underscore the importance of nuanced, contextually sensitive policies that align Islamisation efforts with inclusive education goals, ensuring respect for all students' rights and beliefs. For educators, professional development is crucial for integrating Islamic values effectively while fostering inclusive learning environments. Researchers are encouraged to address existing gaps to develop evidence-based policies promoting inclusive and equitable education for diverse cultural and religious backgrounds.. Research Highlights: Global Trends in Islamisation: The Research reveals a notable global trend towards the integration of Islamic principles and values into teacher education curricula and practices across diverse regions. Opportunities and Challenges: The review identifies both opportunities and challenges associated with the Islamisation of teacher education. Implications for Inclusive Education: The findings carry significant implications for policymakers, educators, and researchers involved in inclusive education.

Science Teachers' Views On Seasons And Climate Unit

The seasons and climate unit, which is a unit requiring an interdisciplinary approach within the scope of the science course, is covered within the scope of the 8th grade middle school science course according to the recent change in the science curriculum. Within the scope of the study, We aimed to aimed to determine the views of science teachers on the seasons and climate unit. In this context, semi-structured interviews were conducted with 22 volunteer science teachers and the data obtained by descriptive analysis were coded by two different people. While coding, a process in the target-objective-implementation plane was taken into consideration. As a result of the study, it was concluded that the place of the seasons and climate unit in the curriculum was found appropriate by the teachers, the fact that there were teachers who did not receive any training on this subject during their undergraduate education revealed misconceptions in the teaching of the subject, the subject was understandable by the students, the learning level of the students was tried to increase with modeling and experimentation, and the use of educational materials other than the textbook was emphasized. Findings of the study implicate that focusing on in-service training of teachers will be beneficial for teachers to use different teaching methods and techniques in their lessons.

The Role of Teachers in Implementing the Independent Curriculum at Lokon St. Nicolaus Tomohon

This research aims to explore the role of teachers in implementing the Independent Curriculum using a qualitative approach. The Merdeka Curriculum is a new initiative within the framework of Merdeka Belajar which aims to renew the education system in Indonesia. The main focus of the Merdeka Curriculum is to introduce a curriculum framework that is more flexible, oriented to the essence of the material, and develops students' character and competencies. This research focuses on teachers' experiences and practices in dealing with these curriculum changes. This research uses a qualitative approach with data collection techniques through interviews, observation, and document analysis. The research subjects were teachers at Lokon St. Middle School. Nikolaus Tomohon, who has implemented the Independent Curriculum. Data were analyzed using a descriptive approach to identify the teacher's role in planning, implementing, and evaluating learning following the principles of the Independent Curriculum. Research findings show that teachers have a significant role in implementing the Independent Curriculum. They have adopted various learning strategies that are diverse, innovative, and creative in dealing with these curriculum changes. Apart from that, teachers also play an important role in facilitating student-centered learning, motivating students, and developing their character and competencies. This research contributes to the understanding of the role of teachers in the implementation of the Independent Curriculum and provides insight for the development of more effective education policies. The practical implication of this research is the importance of support and development of teacher professionalism in facing curriculum changes. This research also provides a basis for further research on the implementation of the Independent Curriculum in the Indonesian education context.

Classrooms vs screens: Learning outcomes from a business school

This paper examines the impact of substituting regular classroom programmes with online classes on students’ academic performance. We compared the change in the delivery mechanism of preparatory courses for two consecutive Master of Business Administration (MBA) batches in one of the top business schools in India. While the first batch studied in a face-to-face classroom setting, the second batch was taught two subjects in an online format, while the third subject continued to be offered in the face-to-face classroom setting. Using a difference-in-difference estimation, we found that the students' performance declined in both the subjects offered online, with the average performance declining by 4.95% and 8.4% in Economics and Accounting, respectively. However, no decline in performance was noted in the third subject of Quantitative Methods, offered in a face-to-face classroom setting. Further, we found a larger drop in scores for students with the lowest academic ability. Our results indicate that a shift to online courses should be accompanied by well-designed pedagogical and curriculum changes to ensure substantive learning, especially for academically weaker students.

Analisis Permasalahan Perubahan Kurikulum Pada Guru Kelas IV Di SD Negeri 106163 Bandar Kalippa

The curriculum often changes because the world continues to change and education must adapt to the times. The curriculum must be appropriate to the times and the context and characteristics of students. In facing curriculum changes, teachers experience difficulties in adapting to curriculum changes. This research aims to determine teachers' difficulties in adapting to curriculum changes. The research method used in this research is qualitative research. The data collection technique in the research that we conducted was using face-to-face questions and answers or directly to the subject, then the researcher asked questions by asking the research subject, namely a class IV teacher at SDN No. 106163 Bandar Klippa Percut Sei Tuan named Mrs. Atikah Riqka. , S.Pd. related to educational problems at the school. Teachers' difficulties in adapting technology when teachers have to redesign their learning plans and adapt their learning according to new provisions.

Trauma-informed systems change training has transcultural, transcontinental transformative healing power: An analysis of leaders in the United States and Angola, Africa.

The Institute for Trauma-Informed Systems Change (ITISC) facilitated a 2-day, 12-hr trauma-informed workshop, delivered virtually, using the Training for Change curriculum. The workshop took place in Portuguese in September 2021 with a group of Angolan leaders (N = 51) and in May 2022, in English, with neonatal intensive care unit (NICU) workers from the United States (N = 73). Surveys were administered before (Time [T] 0) and after the workshop (T1) and consisted of demographic questions and the Survey for Trauma-Informed Systems Change (STISC), which assesses system-wide knowledge and attitudes about trauma-informed systems change and the intersection of culture, safety, and acceptance in the workplace. At T1, 18 (35.3%) participants in the Angolan leaders' group and 46 (63.0%) in the NICU group completed the surveys. Mean scores on the STISC Self-Assessed Knowledge and Attitudes subscale and STISC System-Wide Knowledge and Attitudes subscale increased significantly in both groups after the training. Effect sizes were large for self-assessed knowledge and attitudes, Angolan leaders: d = 1.11, NICU: d = 1.97, and small-to-medium for system-wide knowledge and attitudes, Angolan leaders: d = 0.52, NICU: d = 0.38. Limitations include the relatively small sample size and low participation rates for survey responses. Future research should examine the efficacy of the curriculum in larger samples that include individuals from diverse professions and additional countries. Together, the findings provide initial support that this training can be directly translated and implemented on a global scale.

Learning pathways composed of core subjects with features of reducing cognitive load have better learning outcomes.

Changing the course duration or timing of subjects in learning pathways would influence medical students' learning outcomes. Curriculum designers need to consider the strategy of reducing cognitive load and evaluate it continuously. Our institution underwent gradual curricular changes characterized by reducing cognitive load since 2000. Therefore, we wanted to explore the impact of this strategy on our previous cohorts. This cohort study explored learning pathways across academic years of more than a decade since 2000. Eight hundred eighty-two medical students between 2006 and 2012 were included eventually. Learning outcomes included an average and individual scores of subjects in different stages. Core subjects were identified as those where changes in duration or timing would influence learning outcomes and constitute different learning pathways. We examined whether the promising learning pathway defined as the pathway with the most features of reducing cognitive load has higher learning outcomes than other learning pathways in the exploring dataset. The relationship between features and learning outcomes was validated by learning pathways selected in the remaining dataset. We found nine core subjects, constituting four different learning pathways. Two features of extended course duration and increased proximity between core subjects of basic science and clinical medicine were identified in the promising learning pathway 2012, which also had the highest learning outcomes. Other pathways had some of the features, and pathway 2006 without such features had the lowest learning outcomes. The relationship between higher learning outcomes and cognitive load-reducing features was validated by comparing learning outcomes in two pathways with and without similar features of the promising learning pathway. An approach to finding a promising learning pathway facilitating students' learning outcomes was validated. Curricular designers may implement similar design to explore the promising learning pathway while considering potential confounding factors, including students, medical educators, and learning design of the course.

Nothing About Us Without Us: Improving Representation of Disability in Medical School Curriculum Through Explicit Inclusion.

Medical school curricula across the United States fail to adequately prepare students to provide high-quality care to and advocate for patients with disabilities. To address this shortcoming at one large, urban medical school, the Curriculum Committee at Sidney Kimmel Medical College (SKMC) formed a taskforce of students and faculty to evaluate the degree and quality of disability representation in its undergraduate medical education (UME) curriculum. Taskforce members solicited input from five community members in various fields of disability advocacy to craft recommendations that reflected this community's vision for disability education in UME. Community partners suggested areas of focus including clinical skills, accessibility of healthcare facilities, awareness of intersectionality with other identities, acknowledgment of bias, and respect for the patient's autonomy via their "right to risk." The taskforce report to the Curriculum Committee included 9 recommendations for curricular revision based on community partner suggestions, 6 of which were accepted and are being implemented into the curricular content for the class of 2026 and beyond. This novel approach to implementing curricular change could encourage other medical schools to evaluate their own curricula through the lens of disability and prompt curricular revision with the input of community partners with disabilities, students, and, faculty.

A Cross-Sectional Analysis of EMT Certification Rates among Navy Hospital Corpsmen in the INDO-PACIFIC.

Until 2017, the United States Navy (USN) incorporated Emergency Medical Technician (EMT) curriculum into Basic Medical Technician Corpsman (BMTC) training program. At overseas USN and Marine Corps installations, USN hospitals and clinics must train and certify EMTs to support the Emergency Medical System (EMS) mission. The primary aim of this study is to identify the impact of removing NREMT curriculum from BMTC on NREMT exam pass rates of students stationed in the Indo-Pacific (INDOPAC) region. This study examines and analyzes 1 st and 3 rd attempt NREMT exam pass rates of four OCONUS installations in the INDOPAC region over 10.5 years. The researcher conducted a retrospective cross-sectional analysis of NREMT exam pass rates. Data were extracted from the NREMT database from four program sites in Japan. Five years of data before and after the curriculum change were included. Date ranges extracted were from January 1, 2012, to June 1, 2022. During the observed 10.5 years, 1093 students attempted the NREMT cognitive examination within the INDOPAC region and were included. Cumulative pass rates for 1 st and 3 rd attempts for all four locations for all years were 64.2% and 71.1%, respectively. Comparison of the overall INDOPAC 1 st attempt pass rate before and after BMTC curriculum change shows a 62% pass rate for 2012-2017 (before EMT curriculum removal) and a 66% pass rate for 2017-2022 (after removal). The two means do not show statistical significance as the p-value is determined to be 0.172 (P>0.05). No statistical correlation between students before and after the curriculum change was found. A correlation was identified between pass rates and delayed examination, indicating if the national exam is delayed, the rate of certification decreases.

텍스트 마이닝을 활용한 중학교 음악과 교육과정 원문 분석

The purpose of this study is to examine the characteristic changes in music curriculum over time using scientific analysis methods. To this end, the original texts of the Middle School music curriculum from the revised 2007 to the revised 2022 were analyzed using the TF-IDF technique of Text Mining, a big data analysis method based on artificial intelligence, to extract the core concepts of each curriculum and to examine the trends. As a result of the analysis, the following conclusions were drawn. First, Korean music curriculum have been in a state of flux, reflecting various factors such as global trends in music education, education policies, and needs of the educational community. Second, the paradigm of ‘curriculum reconceptualization’ has been increasingly accepted over time. Third, text mining can be used to analyze and visualize curricula in an objective way, making it easy to intuitively understand curriculum changes over time. It can be a useful tool for curriculum-related research.

Digital competence among pre-service teachers: A global perspective on curriculum change as viewed by experts from 33 countries

In the intensely developing information society, the education of pre-service teachers presents an organisational, methodological, and conceptual challenge. Recent years have necessitated reflection on the content and modalities of the formation of digital competence in pre-service teachers. This article – considers which components the digital competences of the new generations of teachers should contain and how this area can be effectively developed within academic education. The article is the result of interviews conducted with 35 experts (recognized scholars in the field of media pedagogy) from North and South America, Africa, Australia and Oceania, Asia, and Europe. Qualitative interviews using the Delphi methodology were conducted between June and September 2022. Using grounded theory principles, it was noted that there is a need to modify pre-service teachers' curricula in the following areas: creating, retrieving and managing digital content; integrating ICT into subject content; developing soft skills; enhancing interactivity in the classroom; social aspects of ICT; distance learning; new socio-technical processes; advanced digital competencies; predictive learning; analysing the impact of ICT on human life; data protection; e-risks; low digital competencies; understanding media messaging; and supporting people with disabilities.

The Transition from Implementing the K-13 Curriculum to the Merdeka Belajar Curriculum in Elementary Schools

his research aims to describe the curriculum management implementation process at the primary school level. The phenomenon of changing times is unavoidable, especially after the COVID-19 pandemic, which has necessitated rapid changes in all aspects of human life, including education. Therefore, there has been a curriculum change in the Republic of Indonesia with the emergence of the "Merdeka Belajar " (Freedom to Learn) Curriculum as an alternative solution to address this phenomenon. The research used a qualitative method with a case study approach. Data sources were obtained through direct observation, documentation, and interviews with the school principal, Grade I, II, IV, and VI class teachers at SDN 01 Gayam Kota Kediri. This study seeks to uncover the curriculum transition process from the K-13 curriculum to the "Merdeka Belajar " curriculum in primary education units. The research findings indicate that the implementation of the "Merdeka Belajar " curriculum management is going well. The process includes planning and preparation through training and workshops, implementing learning based on the "Merdeka Belajar " curriculum, and continuous evaluation of the achievement of learning outcomes (CP). The "Merdeka Belajar " Curriculum Management process is effective and efficient.

Use of Integrated Metabolic Maps as a Framework for Teaching Biochemical Pathways in the Pre-clinical Medical Curriculum

IntroductionThe Larner College of Medicine has steadily transitioned to primarily active learning-based instruction. Although evaluations praise session formats, students often highlight difficulties in synthesizing preparatory materials to integrate biochemical pathways. A student/faculty collaboration led to the development of interactive metabolic maps that illustrate pathways and link to a broader framework of metabolism.MethodsA review of the session materials identified relevant biochemical pathways, and for each pathway, we created a fillable visual diagram to highlight the interactions between all substrates, enzymes, and cofactors. Implementation of the metabolic maps began for first-year medical students in fall 2022. Evaluation data included standard student session evaluations (Likert scale and qualitative comments) and a survey specific to the metabolic maps.ResultsAfter implementing the maps, student ratings of biochemistry/metabolism session materials significantly improved (3.2 ± 1.04 to 4.3 ± 0.87, p < 0.001), and students made positive comments about their effectiveness. Most students (77.8%) used the metabolic maps to aid in studying biochemistry content for exams and found the metabolic maps important for integrating information about metabolic pathways. The median performance on metabolism-specific questions was higher, although not statistically significant (69.23 to 77.28, ns).DiscussionThe implementation of integrated metabolic maps improved student satisfaction of biochemistry/metabolism session materials. Limitations include confounding factors related to student population differences and other simultaneous curriculum changes. Implementing interactive visual aids to integrate metabolism pathways and concepts is applicable to any medical curriculum, and other longitudinal topics may benefit from this type of curricular framework.

Studi Literatur : Analisis Berpikir Komputasi Pada Guru dan Siswa Dalam Konteks Implementasi Kurikulum Merdeka

Merdeka curriculum is a new curriculum from the Ministry of Education and Culture which is a renewal of the previous curriculum and educational changes to realize superior Indonesian Human Resources (HR) with the profile of Pancasila students. Computational thinking is a core skill needed and is considered by experts to be able to support the education sector in the 21st century, therefore computational thinking is part of the independent curriculum. For this reason, this research focuses on analyzing computational thinking in teachers and students in the context of implementing an Merdeka Curriculum. The purpose of this research is to find out, describe and to improve the analysis of computational thinking in teachers and students in the implementation of an Merdeka Curriculum. The method used in this research is the literature study method by identifying based on previous research in various literature sources to be analyzed. This research identified 5 previous journals published from 2022 to 2023. The result of this research is that the integration of computational thinking in the implementation of the Merdeka Curriculum has great potential and is an important step to improve the quality of learning or education in Indonesia in order to prepare or give birth to the next generation who are creative, innovative, able to solve problems and can be competitive in the digital era.

Ontological study of problems in designing social science learning based on a Merdeka curriculum: A pilot study of social studies teachers in Malang city

The change in the curriculum to the Merdeka Curriculum also changed the educational paradigm in Indonesia. Curriculum changes bring changes to the content of social studies learning, especially at the junior high school level, thus creating problems for teachers in designing social studies learning. This research aims to determine teachers' problems in designing learning from the perspective of ontological studies (learning content) due to curriculum changes. For this reason, a qualitative approach was used with a pilot study design to examine this matter. Data collection was carried out through document review and interviews. Meanwhile, data analysis is carried out using an interactive model. The results of this research indicate that changes in the curriculum have caused a lack of synchronization between content standards and expected achievements in social studies learning. This has implications for teachers' problems determining learning material at each grade level. Teachers also need clarification on the suitability of the learning content and what is expected from the curriculum. Not only that, but planning differentiated learning is also one of the problems in designing social studies learning materials. This research's limitation is that it is a pilot study and discusses a narrow scope, namely an ontological study. In future research, it is hoped that more in-depth research can be carried out on teacher problems from an epistemological and axiological perspective. So, the entire teacher's problems in designing social studies learning can be described.

From key competencies to science capabilities and on to enduring competencies: Tracing the trajectory of an idea

There is often a steady trajectory of curriculum change under the surface of developments that might seem arbitrary or inconsistent. This article traces the change from key competencies to science capabilities and, most recently, to enduring competencies. All these changes (and names) respond to increasing awareness of the challenges involved in weaving curriculum elements together. For the Science learning area, these challenges centre on how best to understand why the Nature of Science strand was included in the Science learning area, and what difference it should make to learning experiences. Other learning areas can doubtless describe similar types of curriculum weaving challenges.