Curriculum rewrites lack clear frameworks and definitions
Curriculum rewrites at the Ministry of Education are struggling with a lack of clarity, according to leaked documents.

Curriculum rewrites have seen serious issues from a lack of clarity around key terms, according to the latest leaked documents from the Ministry of Education.
Documents dated to March were seen by RNZ in the latest of a series of leaks. The documents raised concerns that the key term “knowledge-rich” did not have a clear definition. Additionally, the “programme status report” said a new process for curriculum development was posing an “extreme” issue.
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“The new delivery process is adding complexity to both internal and external delivery and review procedures as we do not have a clear definition of a knowledge rich curriculum and what it looks like in a NZ context… there is no international comparison we can pick up and use.
“Both the NZC and TMoA curricula lack a clear design framework for defining a knowledge-rich curriculum. This absence of a design point is impacting the development of all learning areas, as continuous refinement and clarification are required.”
The document stated they were looking at options involving overseas experts who would create templates and frameworks to apply to the curriculum.
Governance groups associated with the rewrites were ineffective, said the report, as they could give contradicting advice and their feedback was not consistently implemented. Additionally, there was little stakeholder consensus about the use of mātauranga Māori and some groups lacked appropriate skills and experience.
Educators concerned
Several sector representatives have raised concerns about the lack of clarity, transparency and consistency in the curriculum rewrites.
Leanne Otene, President of the Principals Federation, said it was obvious to education leaders the curriculum was “being built as the plane was flying.”
Otene said she expected a knowledge-rich curriculum would outline what was taught at each level but said this hadn’t been delivered. Otene said the published curriculums read as if sections had been lifted wholesale from elsewhere.
Kieran Gainsford, vice-president for Te Wehengarua PPTA said subject association leaders were worried about the lack of definitions for terms like the “science of learning” and “knowledge-rich”.
“If even officials aren’t sure of what they mean by the terms of science of learning and knowledge-rich curriculum, knowledge-rich in particular, then it leads to the question of how on earth are schools and teachers supposed to know what they mean by that.
“At the moment we’re trying to respond in many cases to stuff that’s poorly-defined and that leads to debate or discussion that isn’t particularly fruitful,” he said.
Will AI help write the curriculum?
In a discussion about the science curriculum, a senior manager brought up the possibility of using AI. They said the AI could synthesise international curriculums with New Zealand information and ensure consistent language.
In a statement, the Ministry of Education said:
“The Ministry is exploring how artificial intelligence tools can support curriculum development, particularly by analysing and synthesising information from international curricula and related knowledge frameworks. AI is not being used to directly write curriculum content but may assist with background research and insights.”
The Ministry of Education also provided a definition of “knowledge-rich”, stating:
“The Ministry’s definition of a knowledge-rich curriculum refers to a curriculum that clearly specifies what students are expected to know, and be able to do, for every learning area and year level. It supports mastery over time by providing content that is carefully selected, sequenced, and coherent to make sure students build deep, transferable understandings. The research and reports previously provided have guided the approach taken in designing a knowledge-rich curriculum.
“This approach is not only research-informed but also shaped in partnership with educators. It’s designed to give all learners – no matter where they attend school – a fair and clear pathway through their education.”