Serious Challenges in New Zealand’s School Curriculum Rewrite
Internal documents from the Education Ministry reveal significant issues during the recent rewrite of New Zealand’s school curriculum. Managers struggled with a lack of a clear definition for the core concept of a "knowledge-rich" curriculum, despite having published primary school maths and English curriculums and nearly finalizing drafts for secondary levels.
Repeated requests for changes added to the difficulty, raising concerns among primary school principals and secondary teachers’ unions. They expressed frustration over the absence of a clear explanation of what "knowledge-rich" means in the context of New Zealand's education system.
Unclear Definition of "Knowledge-Rich" Hampers Progress
The Education Ministry confirmed that the English and maths curriculum content aligns with knowledge-rich principles but did not provide a concrete definition when asked. A programme status report described the introduction of a new curriculum development process as an "extreme" challenge. The lack of a clear, New Zealand-specific definition of knowledge-rich curriculum made internal and external review procedures more complex.
There is no international model that fits New Zealand’s context perfectly, complicating efforts further. Both the general curriculum (NZC) and the Māori-medium curriculum (Te Marautanga o Aotearoa) lack a shared design framework, causing continuous revisions and clarifications across all learning areas.
Seeking External Help and Governance Issues
To address these challenges, the ministry is considering bringing in overseas experts to develop templates and frameworks that can be adapted locally. However, governance groups linked to the curriculum rewrite have been ineffective, often providing conflicting advice that was sometimes ignored.
Stakeholders also hold varying views on how mātauranga Māori should be integrated, and some contributing groups lack the necessary skills and experience to support the process effectively.
Ministry Response and Current Status
The ministry is working on a curriculum framework called Te Mātaiaho, aiming to reflect knowledge-rich principles. Since last year, their approach has been informed by research and literature reviews, but a clear public definition of knowledge-rich remains unpublished.
As of February, the programme is at red status, indicating serious risks. The ministry reported 10 high risks, 25 moderate risks, and five low risks. They acknowledged shifting between amber and red status is expected given the scale and complexity of the work, and they have mitigation strategies in place.
Voices from the Education Sector
Kieran Gainsford, vice-president of the Post Primary Teachers Association, noted widespread concern among teachers about unclear terms like "science of learning" and "knowledge-rich curriculum." He stressed that without clear definitions, schools and teachers struggle to implement the curriculum effectively.
Leanne Otene, president of the Principals Federation, described the curriculum development as "being built as the plane was flying." She pointed out that a knowledge-rich curriculum should clearly state what needs to be taught at each level, but the ministry has yet to deliver that clarity.
Pip Tinning, president of the Association of English Teachers, added that the ministry had not explained how knowledge-rich principles apply specifically to the English curriculum or what the science of learning means in this context.
New Regulatory Powers and Curriculum Flexibility
A December 2023 ministry document outlined plans to give the Education Minister authority to set different curriculum expectations for different types of schools, such as those with technology hubs or kura kaupapa Māori. This approach received broad support from education groups and aims to keep the curriculum regularly reviewed and updated.
Exploring AI to Support Curriculum Development
Among internal discussions, a senior manager proposed using artificial intelligence to assist in the curriculum rewrite. AI could quickly synthesize international curriculums from places like Singapore, New South Wales, and British Columbia with New Zealand’s own information, helping to create consistent language and frameworks across documents.
The ministry confirmed that AI is being explored mainly to support background research and analysis, not to write curriculum content directly. This exploration aims to improve efficiency given the complexity and scale of the refresh.
What the Ministry Says About Knowledge-Rich Curriculum
The ministry defines a knowledge-rich curriculum as one that clearly specifies what students must know and do in every learning area and year level. It focuses on mastery over time, with carefully chosen and sequenced content to help students build deep, transferable understanding.
This approach is research-informed and developed in partnership with educators to ensure equity and clarity for all learners across New Zealand schools.
Final Thoughts for Education Professionals
The ongoing curriculum rewrite highlights the challenges of defining and implementing a knowledge-rich education model. Clear definitions and consistent frameworks are essential for educators to deliver effective teaching and learning.
The consideration of AI tools suggests a move towards leveraging technology for faster, evidence-based curriculum development. Education professionals should watch for further updates, especially regarding the release of clear curriculum frameworks and definitions.
For those interested in how AI can support education and curriculum development, exploring AI learning resources and courses can provide practical insights. Complete AI Training offers courses tailored for education professionals looking to understand AI’s role in their field.
Your membership also unlocks:
