Curriculum Implementation Exploratory Studies: Final Report Publication Details This final report provides an overview of the findings from the Curriculum Implementation Exploratory Studies (CIES) project. Author(s): Bronwen Cowie, Rosemary Hipkins et al New Zealand Council for Educational Research, The University of Waikato Date Published: October 2009 6. Theme D: The processes of change This theme focuses on the "how" of the strategic changes being achieved in the case study schools. School-wide professional learning related to NZC According to NZC : Curriculum design and review is a continuous cyclic process. It involves making decisions about how to give effect to the national curriculum in ways that best address the particular needs, interests, and circumstances of the school's students and community. (Ministry of Education, 2007, p. 37) In all the case study schools, principals were setting in place cyclic professional learning processes along the lines described in this statement. The aim was to assist the whole school to develop a deep understanding of the new curriculum so that they could move forward in a unified direction. As already noted, many schools had already been engaged in ongoing review prior to the arrival of NZC , and had processes in place for staff to work collaboratively to explore new ideas or practices. Unpacking of NZC tended to be incorporated into these existing processes. Other schools developed new forums or processes to explore NZC . At many schools, staff professional learning was a high priority, and over time school leaders had been changing the