This paper reports data from an exploratory questionnaire designed to capture "curriculum P-waves"--those curriculum responses that were the fastest and therefore measured first--following a significant earthquake in New Zealand. As well as taking a professional interest in a major disaster in their backyard, it is assumed that social science and science teachers' curricula responses are also influenced by the educational environments in which they work. Thus, it was of interest to chart the curriculum P-wave response to the Canterbury earthquake by teachers whose subject specialism is closely aligned to the study of extreme natural events. Analysis of data offered empirical support for curriculum P-waves across the country, with some evidence of refraction as the backwash effect of high-stakes assessment simultaneously constrained and facilitated teachers' curriculum response. Overall, the findings indicate curriculum enactment commensurate with policy that encourages teachers to be responsive to student needs and interests. (Contains 3 tables and 3 figures.)