Mrs Barbara Mary Ormond

MA (Hons), BTP, DipTchg

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Doctoral Candidate - Doctor of Philosophy


Barbara lectures in the Graduate Diploma in Teaching (Secondary), preparing students to teach History, Social Studies, Art History and Classical Studies.

Barbara’s research interests include study into the framing of knowledge in curricula focussing upon the disciplines of History, Art History and Classical Studies. Her research relates to epistemological theories within the field of social realism, to address the question of how students can equitably be given access to valuable historical knowledge. Developing pedagogies for interpreting visual evidence is a further interest that is interdisciplinary and draws upon art historical and historical methodologies. Specific areas of research into pictorial evidence include early modern English religious prints and New Zealand art.

Barbara has also published on the shifts in teacher practice that have resulted from assessment practices within the fields of secondary level History, Art History, Classical Studies and Social Studies.

Research | Current

The place of knowledge in history education.

Teaching | Current

Barbara lectures in the Graduate Diploma of Teaching (Secondary), preparing students to teach History, Social Studies, Art History and Classical Studies. She is Course Director and Lecturer for the following courses.

EDCURSEC 624 Social Studies Education 1

EDCURSEC 630 History for Teaching 1

EDCURSEC 631 History for Teaching 2

EDCURSEC 655 Art History Education

EDCURSEC 677 Teaching Classical Studies

EDCURSEC 687 Studies in Curriculum and Pedagogy

Postgraduate supervision

  • Veronica Loveday - Female students' perspectives on what motivates them to achieve in internal assessment in History. Master of Professional Studies. 2013.
  • Mary Kerrigan - Pasifika Transitions: A Case Study of a Secondary School Mentoring Programme. Master of Professional Studies. 2014.
  • Stephanie Lees - Secondary school music teachers' conceptions of creativity and the influence on their practice. Master of Professional Studies. 2015.


Sustained Excellence in Teaching Award (Faculty of Education) 2017


Chair, Art Collection Committee, Epsom Campus

Areas of expertise


Curriculum Development and Implementation - knowledge in secondary History, Art History and Classical Studies.

Assessment – standards-based assessment.

Pedagogy - interpreting visual imagery in historical sources and art.

History – Early modern English prints and iconography.

Social realist theory within the sociology of education.


Committees/Professional groups/Services


  • Chair, Art Collection Committee, Faculty of Education and Social Work
  • President of the New Zealand Art History Teachers’ Association (2017-8).


  • National Moderator for Art History 1999-2007
  • Member of the expert writing panels for the development and review of national assessment and teaching guidelines for Art History from 1995 - 2012.
  • An examiner for NCEA and Scholarship Art History
  • A marker for the former Bursary and School Certificate examinations in History
  • President of the New Zealand Art History Teachers Association 1996-2001, 2006-8. 


Assistant Editor - Curriculum  Matters , New Zealand Council for Educational Research, 2011-2013.

Reviewer – Journal of Curriculum Studies, 2015 - 2018.

Reviewer - Curriculum Journal, UK, 2018.

Reviewer - European Journal of Curriculum Studies, 2017.

Reviewer - Policy Futures in Education, 2017-8.

Reviewer - The European Conference on Curriculum Studies, 2017.

Reviewer - Curriculum  Matters , New Zealand Council for Educational Research, 2017.

Reviewer - New Zealand Journal of Teachers’ Work, 2015.


Selected publications and creative works (Research Outputs)

  • Harris, R., & Ormond, B. (2019). Historical knowledge in a knowledge economy–what types of knowledge matter?. Educational Review, 71 (5), 564-580. 10.1080/00131911.2018.1462764
  • Ormond, B. M. (2019). The impact of standards-based assessment on knowledge for history education in New Zealand. Assessment in Education: Principles, Policy and Practice, 26 (2), 143-165. 10.1080/0969594X.2018.1432564
  • Ormond, B. (2018). Seeing beyond the frame: Practical strategies for connecting visual clues and contextual knowledge. Teaching History (171), 42-53.
  • Ormond, B. (2018). Unintended consequences - the impacts of assessment on knowledge in senior secondary school. Paper presented at KERU 2018: The 8th International Knowledge and Education Research Unit (KERU) Symposium, Auckland, New Zealand. 25 May - 25 May 2018. Related URL.
  • Ormond, B. (2018). Subject knowledge for secondary teachers: The critical place of knowledge in education. Wellington, New Zealand. 16 April - 17 April 2018. Related URL.
  • Ormond, B. M. (2018). Conceptions of knowledge in history teaching. In B. Barrett, U. Hoadley, J. Morgan (Eds.) Knowledge, curriculum and equity: Social realist perspectives (pp. 102-116). New York: Routledge. 10.4324/9781315111360
  • Ormond, B. M. (2017). Epistemic progression: The challenge of systematic progression in a complex horizontally structured field. Paper presented at Knowledge in Education Unit (KERU) 7th Annual International Symposium, Faculty of Education and Social Work, The University of Auckland. 13 November - 13 November 2017.
  • Ormond, B. M. (2017). Why knowledge matters - avoiding the drive to genericism. University of Auckland. 25 August - 25 August 2017.

Contact details

Primary office location

Level 5, Room 556
New Zealand