Curriculum rewrite issues are revealed in the latest of a series of document leaks. ©chokniti- stock.adobe.com
<h2><span data-contrast="auto">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. </span><span data-ccp-props="{}"> </span></h2>
<p><span data-contrast="auto">Documents dated to March were seen by </span><a href="https://www.rnz.co.nz/news/national/567601/school-curriculum-rewrite-had-serious-problems-managers-considered-using-ai-to-help" target="_blank"><span data-contrast="none">RNZ</span></a><span data-contrast="auto"> in the latest of a </span><a href="https://www.schoolnews.co.nz/2025/06/ministry-of-education-investigates-leaks/" target="_blank"><span data-contrast="none">series of leaks</span></a><span data-contrast="auto">. 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. </span><span data-ccp-props="{}"> </span></p>
<p><a href="https://www.schoolnews.co.nz/latest-print-issue/" target="_blank" rel="noopener"><b>Read the latest print edition of <em>School News</em> online HERE.</b></a></p>
<p><span data-contrast="auto">&#8220;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&#8230; there is no international comparison we can pick up and use.</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">&#8220;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.”</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">The document stated they were looking at options involving overseas experts who would create templates and frameworks to apply to the curriculum. </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">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. </span><span data-ccp-props="{}"> </span></p>
<p><b><span data-contrast="auto">Educators concerned</span></b><span data-contrast="auto"> </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">Several sector representatives have raised concerns about the lack of clarity, transparency and consistency in the curriculum rewrites.</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">Leanne Otene, President of the Principals Federation, said it was obvious to education leaders the curriculum was “being built as the plane was flying.”</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">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.</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">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”. </span><span data-ccp-props="{}"> </span></p>
<blockquote>
<p><span data-contrast="auto">&#8220;If even officials aren&#8217;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.</span><span data-ccp-props="{}"> </span></p>
</blockquote>
<p><span data-contrast="auto">&#8220;At the moment we&#8217;re trying to respond in many cases to stuff that&#8217;s poorly-defined and that leads to debate or discussion that isn&#8217;t particularly fruitful,&#8221; he said.</span><span data-ccp-props="{}"> </span></p>
<p><b><span data-contrast="auto">Will AI help write the curriculum?</span></b><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">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. </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">In a statement, the Ministry of Education said: </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">&#8220;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.&#8221;</span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">The Ministry of Education also provided a definition of “knowledge-rich”, stating: </span><span data-ccp-props="{}"> </span></p>
<p><span data-contrast="auto">&#8220;The Ministry&#8217;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.</span><span data-ccp-props="{}"> </span></p>
<blockquote>
<p><span data-contrast="auto">&#8220;This approach is not only research-informed but also shaped in partnership with educators. It&#8217;s designed to give all learners &#8211; no matter where they attend school &#8211; a fair and clear pathway through their education.&#8221;</span><span data-ccp-props="{}"> </span></p>
</blockquote>

Professional learning and development (PLD) for teachers needs to be higher impact for teachers and…
Students displayed increasing AI literacy when explicitly asked to engage with the technology for their…
A new Government collective offer will be voted on by members of NZEI Te Riu…
New Zealand’s education system is a canvas of opportunity to inspire and empower every child.…
When done well, a wellbeing challenge can build habits that support wellbeing for life—and lays…
Te Akatea Inc., the National Māori Principals’ Association has released a discussion paper reflecting on…
This website uses cookies.
