Stakeholder groups have warned more teachers, and more time is needed to implement changes to the NZ curriculum.
The updated learning areas for English and Mathematics Years 0 to 10 were available from October 20, ahead of being required for use in Term 1, 2026. Other learning areas were scheduled for release on October 28.
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Education Minister Erica Stanford said: “We’re introducing a clear curriculum, consistent ways of teaching, and more effective ways to monitor student progression and achievement. We want to ensure teachers have the right settings to support more young people to thrive.”
However PPTA Te Wehengarua said while the Ministry of Education calls the new curiculum content-rich, it is in reality, content-heavy.
“It is clear that in order to deliver the new curriculum, teachers will need more time with students,” said Chris Abercrombie, PPTA Te Wehengarua president. “More time requires smaller classes, more teachers and more support for students that need it. Professional learning and resources are helpful, but they don’t replace the time needed to teach this expanded curriculum, especially in increasingly diverse classrooms.”
“Teachers want this curriculum to succeed. That means real investment: meeting students’ learning needs, more teachers, and genuine partnership with the profession. Anything less risks undermining both educational equity and quality,” Mr Abercrombie said.
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The President of The New Zealand Principals’ Federation (NZPF), Leanne Otene, also raised concerns. Otene said schools have wasted hours of work this past year, preparing for changes to the English and Maths curricula and at the last minute, the whole curriculum framework and delivery mode has been altered without explanation or consultation.
“With just seven weeks of the most demanding term of the school year remaining, the Minister now expects schools to undertake significant PLD and preparation for substantial changes to curriculum content and reframe the way it is delivered – all of which she expects to be implemented in February. This is an unprofessional and unachievable expectation,” she said.
“Schools have already invested heavily in time to acquire professional development based on the February 2025 mandated Mathematics/ Statistics and English Curriculum. We were told to get on with it. With the current radical and unexpected changes to both Mathematics/ Statistics and English, Principals are now losing trust in the Minister and the system.”
According to the Ministry of Education, from next year, high quality maths resources delivered for Years 0 to 8 will be extended to Year 9 and 10 in digital format. Teachers will be provided with professional learning and development and resources to support the implementation of the revised maths curriculum.
New requirements are also being introduced to assess against the new curricula for English. From the start of 2026, the use of the Phonics Check will be required.
“Parents will know how well their children are doing and know that they’re getting extra support if they need it,” Ms Stanford said. “Student achievement is at the heart of the education reforms we are introducing, driven by six priority areas, that are grounded in evidence and ambitious for our young people. Our work programme will continue to drive that.”
