The Curriculum, Progress and Achievement work is part of the Education Work Programme to build the world’s best education system and ensure our teaching and learning, assessment, aromatawai, and the way we understand and report on students’ progress across the curriculum are fit for purpose.
Throughout June members of the Curriculum, Progress and Achievement Reference Group held discussions within their existing networks to gather input from a wide range of education stakeholders, which was fed into the online survey. The Reference Group has a specific role to provide an ‘on the ground perspective’ to guide and inform the Ministerial Advisory Group, which is responsible for providing advice to the Minister of Education on how schools and kura can be supported to focus on progress and achievement across the curriculum.
Survey responses were received from educators, learners, whānau, iwi and community members across New Zealand, and reflected a wide range of views and experiences. A report summarising the survey responses will help to inform the development of recommendations to the Minister.
The survey report summarised responses to the survey questions and illustrated those with verbatim comments from survey respondents, under the following headings:
Within each of these sections, the report highlighted the voices of respondents who identified as Māori, Pacific or having learning support needs.
The final survey report will be available here and on the Ministry’s website, along with related reports to the Minister and Cabinet. We expect that will be at the end of September.
"As long as the learner is at the centre of every key decision, we tend to have buy-in from all parties/groups"
"I work full time. It’s hard to get in to talk about how the kids are doing"
"I am involved with my learning because our teachers give us decisions on which we should do, e.g. maths, reading, te reo, writing, etc"
"Time [for us as teachers] to get to know students properly without relying on standardised tests (there is a place for them but there needs to be balance)"
"I’d like more information included in reporting about the character of my child – not just measuring the standards"