Today's teachers, in New Zealand primary schools, struggle to meet the requirements of an over-full curriculum and pressure to raise student achievement. Despite a curriculum that advocates future focused learning, teachers are being compelled to return to traditional forms of teaching in an attempt to ensure their students are meeting required 'standards' in reading, writing and mathematics. This is as a result of persistent underachievement despite on-going professional development and the government's introduction of National Standards. This research attempts to define a viable alternative...