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In many schools and kura across Aotearoa New Zealand, students are experiencing rich and engaging learning that supports them to take part and contribute fully as confident and competent citizens. We want this to happen everywhere, for all young people and their whānau.

The Government’s vision for the future of New Zealand education reflects the overwhelming aspirations of New Zealanders, as expressed in the Kōrero Mātauranga, for a more inclusive, equitable, and connected New Zealand education and learning system.

The report of the Curriculum, Progress and Achievement Ministerial Advisory Group supports this vision and provides a clear direction for the future of curriculum, teaching and learning.

Report: Strengthening curriculum, progress, and achievement in a system that learns

There are separate recommendations for Māori and English medium settings that provide a coherent direction, but reflect the differences there are in the aspirations and contexts of Te Marautanga o Aotearoa and The New Zealand Curriculum.

The Advisory Group’s advice makes it clear that to achieve our vision for education we need to change the way we use our national curriculum, so that:

  • every student experiences opportunities to learn and progress through a curriculum that values their identity, language and culture, their strengths and aspirations, and those of their whānau
  • students, parents, whānau and teachers have strong relationships focused on a holistic view of the progress students are making across a range of learning
  • students, parents and whānau are active participants in their kura or school’s marau ā-kura or local curriculum
  • teachers and school leaders are well supported through clear system leadership, strong networks and better access to resources, guidance and development opportunities
  • high levels of trust allow information about student progress to be used and shared with confidence, to show what’s working for our children and young people, what needs to be improved and where more resources are needed.

In response to the Advisory Group’s advice, the Minister of Education has asked the Ministry to work in collaboration over the coming months to:

We’ll be working collaboratively with teachers, leaders, Māori, Pacific, students and their whānau over the coming months on these initial actions, alongside progressing the Advisory Group’s recommendations to strengthen leadership, networks and capability, and improving access to resources. We will build on what we have heard through the Education Conversation | Kōrero Mātauranga over the last 18 months. These changes will not be rushed.

We have already announced changes to make sure all children and young people learn about New Zealand’s histories. This is an important first step, but there are other aspects of the national curriculum that need a fresh look.

The national priorities for locally-focused professional learning and development (PLD) have also been updated, in line with Government’s vision, to support teachers and leaders and align with the focus on curriculum, progress and achievement.

The new priorities are:

  • English medium settings: cultural capability, local curriculum design, and assessment for learning
  • Māori medium settings: Mātauranga and te reo Māori, marau ā-kura and aromatawai
  • All: digital fluency.

Schools and kura will be able to access PLD under the new priorities from term three 2020.

More information: