Challenges of NZC Reform 

At the APPA WAG and Council meeting last week, we shifted the focus to the most recent curriculum reform, delivered on Sunday, 19 October.

We acknowledge the extent of the curriculum change that has caught us off guard, leaving many bewildered and frustrated. We also recognise the commitment Auckland principals have already made to support staff in upskilling and preparing the new curriculum, only to discover that the most recent changes have rendered much of this work redundant. 

We asked WAG members and the APPA Council to identify specific concerns regarding curriculum and colleagues' well-being. Since the hui last week, APPA has sought a response from the Minister and Ministry and below is a summary of our collective voices and the responses; 

The primary focus of APPA is to ensure that the New Zealand Curriculum (NZC) reforms successfully serve tamariki now and in the future. APPA are proactively seeking assurance from the Minister and the Ministry that the chosen direction is optimal for improving outcomes for all our learners, and is calling for clear evidence to support the most recent wave of changes. Some may have grave concerns that the pace of change, coupled with the extent of the most recent changes, undermines a strategic, methodical implementation process. As leaders, we believe that achieving success requires strategic pacing and robust support, as the current rapid implementation risks being superficial and failing to deliver the intended results.

APPA is focused on practical, positive solutions necessary to transition from a hasty rollout to effective and practical implementation. To ensure the reforms are embedded successfully, greater emphasis must be placed on the critical need for effective, ongoing collaboration with the teaching profession and representative bodies, thereby ensuring that professional judgement informs the implementation. We understand that, to empower kaiako, and improve student outcomes, Principals need the necessary infrastructure for change management, which is currently missing. This infrastructure must provide teachers with sufficient time to thoroughly understand, plan for, and integrate the curriculum, ensuring the lasting pedagogical shift required to meet the goals of the reform.

ASSESSMENT AND REPORTING
Implementation efforts are currently burdened by the reliance on assessment tools, eg, SMART, that are not yet fully developed or available. This shortfall is forcing school leaders to "muddle through" the required implementation. We also question where teacher-informed decisions, student voice, and agency fit in the Assessment For Learning process.  OTJs - a long-established and effective means of using multiple data sources to determine the extent of progress- now appear to have been removed from the assessment framework.

Moving forward, consideration must be given to managing the demands imposed by the simultaneous introduction of new curriculum content and pedagogical models, as well as the parallel requirement to develop new assessment tools and resources.  The much-lauded “SMART” tool risks becoming the Emperor's New Clothes.  

Ministry Response
We are introducing new curriculum content and assessment tools at the same time.  This allows us to create complete alignment with the new curriculum learning areas for English and maths. Our approach includes phased implementation, comprehensive PLD, and training resources to ensure changes are manageable and well supported. SMART is intended to complement, not replace, professional judgment, in the same way E-AsTTle and PATs have done for many years now.  Teachers and kaiako should continue to use multiple sources of evidence, including observations and conversations, alongside SMART assessments. 

SMART is on track for release in Term 1, 2026. The technology platform is being thoroughly tested, with many schools volunteering to trial it with over 30,000 students this term. This means we can trial the full assessment experience, including the assessment items, how students and teachers experience the site, and ease of administration, so that the tool is robust and ready for use. SMART will be available free for all schools and kura, and it will be aligned with the refreshed national curriculum. In 2026, schools will continue to have the option of using e-asTTle or PATs if they prefer, and no school or kura is expected to implement SMART before training and support is available.

PACE OF CHANGE
Pace of the mandated changes is identified as the most critical and consistent point of concern. We acknowledge, however, that as leaders we have the power to define what implementation looks like for our kura and make decisions in the best interests of our communities.

To counteract the high-speed pace of implementation, we are hearing your call for a pause or moratorium on the fast-track. This action is crucial to the successful simultaneous implementation of the new English and Maths curriculum, in addition to Science, Social Science, Technology, Health and PE in 2026. 

By strategically slowing the pace, schools will have time to understand, plan for, and embed the changes deeply. This is essential to ensure the reforms move beyond superficial adoption and schools are afforded the time and PLD to successfully deliver the desired outcomes for students, whilst knowing their voice has been heard; our collective professional connoisseurship has added value and integrity to the curriculum reform.

Ministry Response:
I understand that the pace of change to curriculum may feel challenging. In response to calls to slow the pace of change, changes to the implementation timeline have already been made.  

We understand that effective implementation and sustainable change cannot be achieved overnight – it is a shared and ongoing commitment. To support the updated curriculum timeline for schools and kura, implementation supports will be released over time to ensure that teachers and kaiako are supported every step of the way. These supports include:

• Teacher support materials to help use structured literacy approaches  
• Targeted professional learning and development (PLD), including subject-specific PLD and change leadership PLD 
• Teacher Only Day and Curriculum Day materials to support leaders to lead curriculum implementation in 2026  
• Curriculum Advisory Service will support you to unpack the curriculum during Term 4 and beyond 
• Curriculum Roadshows for Years 0-8 and 9-13 for school and kura leaders  
• Regional workshops to unpack the curriculum from Term 4 in November  
• Targeted Structured Literacy Approaches and writing PLD for every school with students in Years 7-10  
• Subject Associations to deliver aligned supports and resources across all learning areas.   
• Cross-curricula resources for teachers of Year 9 students include annual and unit plans, as well as learning kits with lesson plans. 

To support the changes to the maths learning area Maths resources and PLD are updated. The teaching considerations have not gone; they can still be found on Tāhūrangi, and they continue to support teachers. This year Maths PLD has focused on effective pedagogy, which is still highly relevant, and this will be built upon in upcoming sessions.  Schools and kura will be able to customise their PLD into modules of need, providing opportunities for schools to look at changes in more depth, and specific topics as required.

The engagement and consultation phase for all other learning areas is open for the next six months. There are plenty of opportunities to engage with the draft content and provide feedback through the consultation process.

YEAR LEVEL OUTCOMES
The more prescriptive curriculum, released on 19 October,  has shifted from phases of learning to year-level outcomes and is perceived as adopting a "one-size-fits-all" approach. This shift in pedagogical approach will not adequately support the diverse needs of all students across year levels, particularly those most vulnerable and those for whom English is not their first language.

What are you asking? In what ways does the design provide the necessary provision and flexibility required for all learners, but particularly neurodivergent and ELL learners? 

Ministry Response

The knowledge-rich approach is about addressing equity.

The definition of a knowledge-rich curriculum includes being clear and specific about what teachers need to teach all students to know, understand and be able to do. We want every student to have access to learning, which can’t be left to chance.  The draft learning areas have clear sequencing of learning so that there are plenty of opportunities for teachers to support students to build on prior knowledge that can be scaffolded into new learning, and to practice and continue to make progress with more complex ideas over time. 

We know this is not always a linear process and teacher judgment on what is best for each student remains important. Teachers know their students best, noticing their needs on a day-to-day basis. The year-by-year sequencing helps teachers to identify early on which students may need additional support or more time.  In response to student needs, teachers and kaiako will be able to continue to build exciting teaching and learning programmes in responsive learning environments.

As resources and professional learning for the curriculum changes are rolled out, there will be supports that help teachers to plan for diversity across teaching, learning and assessment to meet the needs of all learners, including disabled learners, and support them to succeed. For example:  

• A new structured literacy programme (delivered through the Better Start Literacy Approach) for specialist schools, ensuring that learners with high and complex needs can access evidence-based literacy support.   
• The Expanded NZC, planned to be released in Term 1, designed to work within and alongside the new knowledge-rich New Zealand Curriculum to set out learning and progression for students with complex learning needs.  It includes comprehensive guidance for meaningfully supporting the learning and progression for these learners.

MĀTAURANGA MĀORI
APPA is deeply concerned that the speed and nature of the curriculum reforms have eroded the Te Ao Māori and Mātauranga Māori components from the curriculum.

Ministry Response:

The knowledge in the learning areas for the updated curriculum is carefully selected for the New Zealand context. It includes national and global content, including knowledge that reflects te ao Māori, our place in the Pacific and our multicultural society. It supports schools to provide opportunities for students to learn tikanga Māori and te reo Māori. Many Schools and kura, working with hapū and iwi, will include local mātauranga in their teaching and learning programmes. 

APPA will continue to pursue these objectives and ensure that Auckland voice is loud and strong. 

We extend our thanks to all who attended the WAG and Council meeting, and to those who have emailed APPA directly with your feedback. Your voice is invaluable. We are optimistic about channelling this collective input into effective, practical solutions that will ensure these curriculum reforms lead to the best possible outcomes for our tamariki.