Progress and achievement across the Curriculum for students in Years 1-10

With the removal of the National Standards and Ngā Whanaketanga Rumaki Māori last year, we signalled that the Ministry will work with the sector, students, parents, whānau, iwi and communities to focus on progress, as well as achievement, and on learning across the National Curriculum for students in Years 1 to 10.

Read more about the National Curriculum:  The New Zealand Curriculum (external link) and Te Marautanga o Aotearoa (external link) .

By focusing on progress and achievement across the curriculum, teachers and kaiako can ensure learners have the support and learning opportunities they need. Parents and whānau will know what progress their children are making across the whole curriculum – including key capabilities for success in life, learning and work – and how they can help their children to move on in their learning.

Our assessment, aromatawai and reporting systems will need to evolve in order to support a focus on progress and achievement across the whole curriculum. The Ministry is working with teachers, students, parents, whānau, iwi and communities to ensure our teachers and kaiako, schools and kura have the capability and tools they need to provide the right learning opportunities and support for each student.

Why we need to focus on progress and achievement across the curriculum

The New Zealand Curriculum (external link) and Te Marautanga o Aotearoa (external link) set the direction for teaching and learning. They provide guidance and allow flexibility for schools and kura to design and deliver learning and teaching in ways that meet the needs and aspirations of students, ākonga and their whānau, and reflect their local context.

While it’s important to know how well students are achieving in literacy and numeracy, te reo matatini and pāngarau, it’s also important to understand the progress each student is making, big or small, across the breadth of the curriculum – including in key capabilities.

Assessing and reporting on progress takes into account the starting point of each student, and helps teachers and kaiako to personalise learning – in other words, to provide the right learning opportunities and support for each student.

How you can be involved

It’s important that everyone who has a role in supporting student learning has the chance to contribute to the work we’re doing to focus on progress and achievement across the curricula.

Two groups have been formed to help with this.

A Ministerial Advisory Group has been formed to provide advice to the Minister and includes educationalists and practitioners with expertise in The New Zealand Curriculum and Te Marautanga o Aotearoa. The Ministerial Advisory Group will address issues and themes important to all learners, including Māori, Pacific, students with disabilities and those who need learning support.

A Reference Group of teachers and kaiako, school and kura leaders, and representatives for a wide range of participants in education – including Māori, Pacific, students with disabilities and those who need learning support – will inform, guide and work alongside the Ministerial Advisory Group and the Ministry to provide an ‘on the ground’ view and help to gather input from their networks and school communities.

During June, members of our Reference Group reached out to their local networks and communities to hear from as many people as possible. An online survey enabled a wide range of people across the country to share their thoughts on progress and achievement at school. Feedback was received from more than 1600 people, including learners, educators, parents, whānau, iwi and community members.

All of the feedback will inform the development of recommendations to the Minister of Education, which he will consider before reporting back to Cabinet in September.

We’ll continue working with the sector throughout 2018 and early 2019 to make sure teachers and kaiako, schools and kura have the capability and tools they need to focus on progress and achievement across the curricula.

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