WAG Update: Curriculum

Issue 1: Curriculum as a Political Tool / Big Picture - Where are we going?

Discussion Points:

The current landscape of education policy in New Zealand often experiences shifts with changes in government, leading to instability and a lack of long-term strategic direction.
Challenges for schools, impacting curriculum implementation, resourcing, and the sustained well-being of principals and staff.
There could be an opportunity to collaborate directly with the New Zealand Principals' Federation (NZPF) to advocate for a more stable and coherent approach to education policy.
The establishment of cross-party agreements on key educational priorities.

The discussion around working alongside NZPF was that:

We can leverage our collective voice to impress upon political parties the critical importance of a stable, evaluated, and accountable education system.
Cross-party consensus would provide the certainty schools need to flourish, allowing principals to focus on strategic leadership and pedagogical excellence, ultimately benefiting every child in Aotearoa.

As with all discussions around curriculum, we had more questions than answers.

The refreshed curricula are coming and will be implemented in 2027. Are these curricula grounded in rigorous research and proven best practices?
Will these new curricula provide stability and allow schools to plan and implement initiatives with confidence, knowing they won't be abruptly abandoned?
Will we get clear, transparent mechanisms for evaluating the effectiveness of these curricula over time, with accountability frameworks that ensure curricula deliver their intended outcomes for all learners? This includes regular, independent reviews of curriculum impact.
Will we get a commitment to adequate and consistent funding models that support long-term educational goals, rather than be subject to annual political fluctuations.

Issue 2: Implementation of Curriculum Change

Discussion on:

The ongoing challenge schools face in effectively using existing standardised assessment tools like Progressive Achievement Tests (PAT) and the new curriculum's 'progress outcomes' and the Ministry's proposed 'SMART' descriptors (Needs Support, Progressing Towards, Proficient, Excelling).
Seeking clarity on best practices for triangulating different data sources.

Who is Writing the Other Curriculum Areas?
- More clarity from the Ministry about the process and timeline for developing and releasing the updated content for the remaining learning areas.
- Who are the writing teams or advisory groups writing the new curriculums?
- Will the process incorporate feedback from previous consultations to ensure the new content is practical, knowledge-rich, and culturally responsive?
Where Are We At with the New Standardised Mathematics Assessment for Year 2 Students?

We need an update on the rollout, administration of these Year 2 specific tests.
Some of the concerns raised: