How the NCEA recognises skills and competency in te reo matatini, pāngarau, literacy, and numeracy is changing. From 2024, all learners need to achieve a 20-credit co-requisite specific to these skills to be awarded any level of NCEA.
In 2024, the literacy and numeracy requirements of the NCEA are formally separated out from the certificate at Levels 1-3 and the 20-credit co-requisite becomes mandatory.
From 2028, six dedicated standards for te reo matatini, pāngarau, literacy, and numeracy will be the only method to achieve the NCEA Co-requisite.
The transition period, originally scheduled to end in 2025, has been extended by another two years up to the end of 2027. This will give schools, kura, and all NCEA providers extra time to adjust to the new requirements and strengthen the teaching and learning of te reo matatini, pāngarau, literacy and numeracy.
All NCEA providers can ‘opt-in’ to use the six dedicated standards and new assessment approaches from 2023.
How the NCEA recognises skills and competency in te reo matatini, pāngarau, literacy, and numeracy is changing. From 2024, all learners need to achieve a 20-credit co-requisite specific to these skills to be awarded any level of NCEA.
In 2024, the literacy and numeracy requirements of the NCEA are formally separated out from the certificate at Levels 1-3 and the 20-credit co-requisite becomes mandatory.
From 2028, six dedicated standards for te reo matatini, pāngarau, literacy, and numeracy will be the only method to achieve the NCEA Co-requisite.
The transition period, originally scheduled to end in 2025, has been extended by another two years up to the end of 2027. This will give schools, kura, and all NCEA providers extra time to adjust to the new requirements and strengthen the teaching and learning of te reo matatini, pāngarau, literacy and numeracy.
All NCEA providers can ‘opt-in’ to use the six dedicated standards and new assessment approaches from 2023.
Recommended approach for all learners who have the appropriate level of skills
Dedicated co-requisite standards – recommended assessment option from 2023 onwards
- US32403: Demonstrate understanding of ideas and information in written texts (Literacy Reading)
- US32405: Write texts to communicate ideas and information (Literacy Writing)
- US32406: Use mathematics and statistics in a range of everyday situations (Numeracy)
- US32413: Ka mārama, ka tautohu i ngā whakaaro matua o tētahi reo ā-waha, o tētahi reo ā-tā hoki
- US32415: Ka whakamahi i te reo kia tutuki ai tētahi pūtakenga whakawhiti kōrero, tuhituhi hoki
- US32412: Te whakamahi pāngarau hei whakaoti rapanga o te ao o te ākonga (Pāngarau)
Additional standards during the transition period (2024-2027)
During the transition, learners can achieve the NCEA Co-requisite either through:
- the new unit standards [which are assessed via the Common Assessment Activities (CAA), Tūmahi Aromatawai Pātahi (TAPA), or Kete Manarua portfolio assessment option], or
- an approved list of literacy and numeracy-rich achievement standards, including a sub-set of standards with usage restrictions
| Additional assessment standards available to all students - Te Reo Matatini, Literacy, Pāngarau and Numeracy | |||
|---|---|---|---|
| Wāhanga Ako or Learning Area | Te Reo Matatini | Literacy | Pāngarau or Numeracy |
| Te Reo Māori | Te Reo Rangatira (1.1 to 1.4; 2.1 to 2.12; 3.1 to 3.9) | ||
| Learning Languages1 | Te Reo Māori (1.1 to 1.4; 2.1 to 2.5; 3.1 to 3.5) | Te Reo Māori (1.1 to 1.4; 2.1 to 2.5; 3.1 to 3.5) | |
| English | English (1.1 to 1.4; 2.1 to 2.10; 3.1 to 3.9) | ||
| Tikanga ā-Iwi | Tikanga ā-Iwi (1.1 to 1.4) | ||
| Social Sciences | Commerce (1.3, 1.4) Geography (1.1, 1.3, 1.4) History (1.2, 1.3, 1.4) Religious Studies (1.1 to 1.4) Social Studies (1.1, 1.3, 1.4) | Commerce (1.1) Geography (1.2) | |
| Pūtaiao | Pūtaiao (1.1 to 1.4) | ||
| Science | Agricultural and Horticultural Science (1.1) Chemistry and Biology (1.3) Science (1.1, 1.4) | Physics, Earth, and Space Science (1.4) | |
| Pāngarau | Pāngarau (1.1 to 1.4, 2.15, 2.16) | ||
| Mathematics and Statistics | Mathematics and Statistics (1.1 to 1.4; 2.1 to 2.14; 3.1 to 3.15) | ||
1 Te Reo Māori achievement standards can be used towards either te reo matatini or literacy.
Approved standards for NCEA Literacy are not separated into reading and writing. Students must achieve a total of 10 literacy credits.
A sub-set of additional standards with usage restrictions is available for learners or providers that meet eligibility criteria.
Additional assessment standards with usage restrictions
| Additional assessment standards with usage restrictions - Literacy, Numeracy, and Pāngarau (see "Usage restrictions and eligibility criteria" below for eligibility criteria for using these standards) | |||
|---|---|---|---|
| Learning Area or Domain | Te Reo Matatini | Literacy | Numeracy or Pāngarau |
| Learning Languages | New Zealand Sign Language2 (1.1 to 1.4) | ||
| Vagahau Niue3 (1.1 to 1.4) | |||
| Gagana Tokelau4 (1.1 to 1.4) | |||
| Te Reo Māori Kūki 'Āirani5 (1.1 to 1.4) | |||
| English for Academic Purposes6 | US 30507, 30511 | ||
| Core Generic7 | US 26622, 26624, 26625 | US 26623, 26626, 26627 | |
Dedicated co-requisite standards – recommended assessment option from 2023 onwards
- US32403: Demonstrate understanding of ideas and information in written texts (Literacy Reading)
- US32405: Write texts to communicate ideas and information (Literacy Writing)
- US32406: Use mathematics and statistics in a range of everyday situations (Numeracy)
- US32413: Ka mārama, ka tautohu i ngā whakaaro matua o tētahi reo ā-waha, o tētahi reo ā-tā hoki
- US32415: Ka whakamahi i te reo kia tutuki ai tētahi pūtakenga whakawhiti kōrero, tuhituhi hoki
- US32412: Te whakamahi pāngarau hei whakaoti rapanga o te ao o te ākonga (Pāngarau)
Additional standards during the transition period (2024-2027)
During the transition, learners can achieve the NCEA Co-requisite either through:
- the new unit standards [which are assessed via the Common Assessment Activities (CAA), Tūmahi Aromatawai Pātahi (TAPA), or Kete Manarua portfolio assessment option], or
- an approved list of literacy and numeracy-rich achievement standards, including a sub-set of standards with usage restrictions
| Additional assessment standards available to all students - Te Reo Matatini, Literacy, Pāngarau and Numeracy | |||
|---|---|---|---|
| Wāhanga Ako or Learning Area | Te Reo Matatini | Literacy | Pāngarau or Numeracy |
| Te Reo Māori | Te Reo Rangatira (1.1 to 1.4; 2.1 to 2.12; 3.1 to 3.9) | ||
| Learning Languages1 | Te Reo Māori (1.1 to 1.4; 2.1 to 2.5; 3.1 to 3.5) | Te Reo Māori (1.1 to 1.4; 2.1 to 2.5; 3.1 to 3.5) | |
| English | English (1.1 to 1.4; 2.1 to 2.10; 3.1 to 3.9) | ||
| Tikanga ā-Iwi | Tikanga ā-Iwi (1.1 to 1.4) | ||
| Social Sciences | Commerce (1.3, 1.4) Geography (1.1, 1.3, 1.4) History (1.2, 1.3, 1.4) Religious Studies (1.1 to 1.4) Social Studies (1.1, 1.3, 1.4) | Commerce (1.1) Geography (1.2) | |
| Pūtaiao | Pūtaiao (1.1 to 1.4) | ||
| Science | Agricultural and Horticultural Science (1.1) Chemistry and Biology (1.3) Science (1.1, 1.4) | Physics, Earth, and Space Science (1.4) | |
| Pāngarau | Pāngarau (1.1 to 1.4, 2.15, 2.16) | ||
| Mathematics and Statistics | Mathematics and Statistics (1.1 to 1.4; 2.1 to 2.14; 3.1 to 3.15) | ||
1 Te Reo Māori achievement standards can be used towards either te reo matatini or literacy.
Approved standards for NCEA Literacy are not separated into reading and writing. Students must achieve a total of 10 literacy credits.
A sub-set of additional standards with usage restrictions is available for learners or providers that meet eligibility criteria.
Additional assessment standards with usage restrictions
| Additional assessment standards with usage restrictions - Literacy, Numeracy, and Pāngarau (see "Usage restrictions and eligibility criteria" below for eligibility criteria for using these standards) | |||
|---|---|---|---|
| Learning Area or Domain | Te Reo Matatini | Literacy | Numeracy or Pāngarau |
| Learning Languages | New Zealand Sign Language2 (1.1 to 1.4) | ||
| Vagahau Niue3 (1.1 to 1.4) | |||
| Gagana Tokelau4 (1.1 to 1.4) | |||
| Te Reo Māori Kūki 'Āirani5 (1.1 to 1.4) | |||
| English for Academic Purposes6 | US 30507, 30511 | ||
| Core Generic7 | US 26622, 26624, 26625 | US 26623, 26626, 26627 | |
Usage restrictions and eligibility criteria
2 Only available to deaf and hard-of-hearing students and/or students whose first language is NZSL
3 Only available to students domiciled in Niue
4 Only available to students domiciled in Tokelau
5 Only available to students domiciled in the Cook Islands
6 Only available to students with current or recent ESOL funding and international fee paying students
7 Only available for students while they are enrolled full-time with tertiary education organisations (TEOs) or students enrolled with alternative education providers, activity centres, specialist schools, teen-parent units, health schools, and youth justice facilities, or students domiciled in Niue, Tokelau, or the Cook Islands. The package of three standards must be completed during the same academic year.
2 Only available to deaf and hard-of-hearing students and/or students whose first language is NZSL
3 Only available to students domiciled in Niue
4 Only available to students domiciled in Tokelau
5 Only available to students domiciled in the Cook Islands
6 Only available to students with current or recent ESOL funding and international fee paying students
7 Only available for students while they are enrolled full-time with tertiary education organisations (TEOs) or students enrolled with alternative education providers, activity centres, specialist schools, teen-parent units, health schools, and youth justice facilities, or students domiciled in Niue, Tokelau, or the Cook Islands. The package of three standards must be completed during the same academic year.
Core generic standards
The sub-set of standards with usage restrictions includes the core generic standards (commonly referred to as the 266 series of standards). These standards may be used to meet the literacy, numeracy, or te pāngarau requirements for students enrolled full-time with tertiary education organisations (TEOs) or students enrolled with alternative education providers, activity centres, specialist schools, teen-parent units, health schools, and youth justice facilities, or students domiciled in Niue, Tokelau, or the Cook Islands..
These core generic standards are:
- US26622: Write to communicate ideas for a purpose and audience
- US26624: Read texts with understanding
- US26625: Actively participate in spoken interactions
- US26623: Use number to solve problems
- US26626: Interpret statistical information for a purpose
- US26627: Use measurement to solve problems
These standards may only be used to meet the co-requisite requirement with students who are enrolled full-time with tertiary education organisations (TEOs) or students enrolled with alternative education providers, activity centres, specialist schools, teen-parent units, health schools, and youth justice facilities, or students domiciled in Niue, Tokelau, or the Cook Islands in the current academic year. These providers are able to use the specific literacy and numeracy co-requisite standards or use the listed core generic standards (the 266 series) with students to achieve the NCEA Co-requisite.
Access to the 266 series of standards by TEOs and alternative education providers, activity centres, specialist schools, teen-parent units, health schools, and youth justice facilities is primarily to support learners transitioning into employment and further training. It is a transitional arrangement aimed at reducing inequitable outcomes for students enrolled full-time with providers who tend not to use NCEA achievement standards. With the exception of students domiciled in Niue, Tokelau, or the Cook Islands, students in mainstream schooling can only gain the co-requisite through the dedicated standards (CAAs) or from the approved achievement standard list. When a student enrols with a tertiary education organisation (TEO), alternative education provider, activity centre, specialist school, teen-parent unit, health school, and youth justice facility, and attains the co-requisite by achieving the 266 unit standards, then they enrol or return to a mainstream school, the 266 standards will remain on the student's NZ Record of Achievement, but the 266 credits will not be credited towards the NCEA Co-requisite.
If a student achieves the dedicated co-requisite unit standards (CAAs) at a later date, then the 266 unit standards will remain on the student’s NZ Record of Achievement, but 266 credits will not be credited towards the additional 60 credits for the award of NCEA. This relates to the exclusion arrangements between these sets of standards. See the Exclusions List for more information.
Students may complete a dedicated co-requisite standard(s) at a mainstream school (e.g. literacy) and then complete one 266** package at a non-mainstream school to complete the other part of their co-requisite requirement (e.g. numeracy).
Eligibility for standards with restricted usage requirements (the 266 series) will be based on ENROL data from the Ministry. Schools will need to ensure their ENROL data is in order to ensure eligibility.
Core generic standards
The sub-set of standards with usage restrictions includes the core generic standards (commonly referred to as the 266 series of standards). These standards may be used to meet the literacy, numeracy, or te pāngarau requirements for students enrolled full-time with tertiary education organisations (TEOs) or students enrolled with alternative education providers, activity centres, specialist schools, teen-parent units, health schools, and youth justice facilities, or students domiciled in Niue, Tokelau, or the Cook Islands..
These core generic standards are:
- US26622: Write to communicate ideas for a purpose and audience
- US26624: Read texts with understanding
- US26625: Actively participate in spoken interactions
- US26623: Use number to solve problems
- US26626: Interpret statistical information for a purpose
- US26627: Use measurement to solve problems
These standards may only be used to meet the co-requisite requirement with students who are enrolled full-time with tertiary education organisations (TEOs) or students enrolled with alternative education providers, activity centres, specialist schools, teen-parent units, health schools, and youth justice facilities, or students domiciled in Niue, Tokelau, or the Cook Islands in the current academic year. These providers are able to use the specific literacy and numeracy co-requisite standards or use the listed core generic standards (the 266 series) with students to achieve the NCEA Co-requisite.
Access to the 266 series of standards by TEOs and alternative education providers, activity centres, specialist schools, teen-parent units, health schools, and youth justice facilities is primarily to support learners transitioning into employment and further training. It is a transitional arrangement aimed at reducing inequitable outcomes for students enrolled full-time with providers who tend not to use NCEA achievement standards. With the exception of students domiciled in Niue, Tokelau, or the Cook Islands, students in mainstream schooling can only gain the co-requisite through the dedicated standards (CAAs) or from the approved achievement standard list. When a student enrols with a tertiary education organisation (TEO), alternative education provider, activity centre, specialist school, teen-parent unit, health school, and youth justice facility, and attains the co-requisite by achieving the 266 unit standards, then they enrol or return to a mainstream school, the 266 standards will remain on the student's NZ Record of Achievement, but the 266 credits will not be credited towards the NCEA Co-requisite.
If a student achieves the dedicated co-requisite unit standards (CAAs) at a later date, then the 266 unit standards will remain on the student’s NZ Record of Achievement, but 266 credits will not be credited towards the additional 60 credits for the award of NCEA. This relates to the exclusion arrangements between these sets of standards. See the Exclusions List for more information.
Students may complete a dedicated co-requisite standard(s) at a mainstream school (e.g. literacy) and then complete one 266** package at a non-mainstream school to complete the other part of their co-requisite requirement (e.g. numeracy).
Eligibility for standards with restricted usage requirements (the 266 series) will be based on ENROL data from the Ministry. Schools will need to ensure their ENROL data is in order to ensure eligibility.
Te Reo Matatini me te Pāngarau | Literacy and Numeracy Co-requisite transition arrangements 2023 - 2029
Questions and Answers
Do learners repeat the co-requisite every year?
No. Once a learner has achieved the Co-requisite, the same co-requisite can be applied to Level 1, 2 and 3 of an NCEA qualification. Learners can achieve the co-requisite at any time throughout their NCEA journey. Learners can continue to progress through all levels of NCEA without the co-requisite, however learners must achieve the co-requisite to be awarded any NCEA level qualification. There are some situations where students believe they have gained the Co-requisite using the 266 unit standards and did not meet the criteria to do so. In these small number of cases a student may be expected to achieve the Co-requisite using the correct method.
No. Once a learner has achieved the Co-requisite, the same co-requisite can be applied to Level 1, 2 and 3 of an NCEA qualification. Learners can achieve the co-requisite at any time throughout their NCEA journey. Learners can continue to progress through all levels of NCEA without the co-requisite, however learners must achieve the co-requisite to be awarded any NCEA level qualification. There are some situations where students believe they have gained the Co-requisite using the 266 unit standards and did not meet the criteria to do so. In these small number of cases a student may be expected to achieve the Co-requisite using the correct method.
How many times can a learner attempt the co-requisite?
There is no limit on the number of attempts. The assessments are currently carried out by NZQA, twice a year. Making sure learners are entered for the assessment when they are ready to be assessed is important. Repeated assessment attempts when a learner is not ready may negatively affect their confidence.
Read more about how to determine if a learner is ready to be assessed here.
There is no limit on the number of attempts. The assessments are currently carried out by NZQA, twice a year. Making sure learners are entered for the assessment when they are ready to be assessed is important. Repeated assessment attempts when a learner is not ready may negatively affect their confidence.
Read more about how to determine if a learner is ready to be assessed here.
Can learners mix and match additional assessment standards with the new co-requisite standards?
Learners must use only one assessment option to complete the literacy or te reo matatini component and one assessment option to complete the numeracy or pāngarau component.
For example, a learner needs to achieve both the new reading and writing standards for literacy, via the CAAs – not the reading CAA and 5 credits from assessments for approved English achievement standards. Learners can, for example, achieve their numeracy component through the dedicated numeracy standard, via the CAA and then achieve their literacy component through the approved standards during the transition period.
Learners must use only one assessment option to complete the literacy or te reo matatini component and one assessment option to complete the numeracy or pāngarau component.
For example, a learner needs to achieve both the new reading and writing standards for literacy, via the CAAs – not the reading CAA and 5 credits from assessments for approved English achievement standards. Learners can, for example, achieve their numeracy component through the dedicated numeracy standard, via the CAA and then achieve their literacy component through the approved standards during the transition period.
Are the approved standards for literacy separated into ‘reading’ and ‘writing’?
No, the additional standards approved for NCEA literacy do not distinguish between reading and writing. This would have added unnecessary complexity, particularly as the additional standards do not map neatly to the co-requisite standards for reading and writing. In preparation for the co-requisite standards becoming the only assessment option from 2028, learners are encouraged to attempt the Literacy – Reading and Literacy – Writing standards as these are specifically designed to credential NCEA foundational literacy.
No, the additional standards approved for NCEA literacy do not distinguish between reading and writing. This would have added unnecessary complexity, particularly as the additional standards do not map neatly to the co-requisite standards for reading and writing. In preparation for the co-requisite standards becoming the only assessment option from 2028, learners are encouraged to attempt the Literacy – Reading and Literacy – Writing standards as these are specifically designed to credential NCEA foundational literacy.
If a student has achieved credits towards the co-requisite in 2024, can these credits be ‘carried over’ and used in 2025?
If the credits achieved are from standards that are also on the approved standards list for the transition, then these can be used to count towards the co-requisite during the transition period (2024-2027). If the credits achieved are not on the approved standards list for the transition period, then these credits cannot be used to count towards the 2024 co-requisite achievement.
If the credits achieved are from standards that are also on the approved standards list for the transition, then these can be used to count towards the co-requisite during the transition period (2024-2027). If the credits achieved are not on the approved standards list for the transition period, then these credits cannot be used to count towards the 2024 co-requisite achievement.
What support is available for ākonga and kaiako?
We encourage teachers and school leaders to think about the tools and resources they are currently using to support te reo matatini, pāngarau, literacy, and numeracy. We recognise additional support and resources, including PLD, are needed to support schools and kura through the changes. Developing a school-wide and curriculum-wide approach to support ākonga develop foundational skills is critical.
In-person support
Support is available in each takiwā for te reo matatini, pāngarau, literacy, and numeracy in secondary schools and kura.
Guidance
Pedagogical approaches and practice in the Common Practice Model, Ako Framework, and NCEA provide guidance to all kaiako for how to teach literacy, communication, and maths. This guidance supports effective teaching and learning programmes for senior secondary that strengthen the literacy and numeracy requirements of assessments as part of an NCEA qualification.
Online
Extensive teaching and learning resources are available:
We encourage teachers and school leaders to think about the tools and resources they are currently using to support te reo matatini, pāngarau, literacy, and numeracy. We recognise additional support and resources, including PLD, are needed to support schools and kura through the changes. Developing a school-wide and curriculum-wide approach to support ākonga develop foundational skills is critical.
In-person support
Support is available in each takiwā for te reo matatini, pāngarau, literacy, and numeracy in secondary schools and kura.
Guidance
Pedagogical approaches and practice in the Common Practice Model, Ako Framework, and NCEA provide guidance to all kaiako for how to teach literacy, communication, and maths. This guidance supports effective teaching and learning programmes for senior secondary that strengthen the literacy and numeracy requirements of assessments as part of an NCEA qualification.
Online
Extensive teaching and learning resources are available:
Can credits achieved through the Common Assessment Activities (CAA) be counted towards the 60 course credits required towards an NCEA qualification?
No. Credits achieved through the CAA can only be counted in support of the NCEA Co-requisite and cannot be counted as part of the 60 course credits required towards an NCEA qualification.
No. Credits achieved through the CAA can only be counted in support of the NCEA Co-requisite and cannot be counted as part of the 60 course credits required towards an NCEA qualification.
Do Trades Academies have access to the 266 suite of standards for students to pass their Co-requisite?
No. Students who are enrolled in a Trades Academy still attend school for part of their time and thus have access to additional standards and the Common Assessment Activity Unit standards (CAAs) to gain their Co-requisite.
No. Students who are enrolled in a Trades Academy still attend school for part of their time and thus have access to additional standards and the Common Assessment Activity Unit standards (CAAs) to gain their Co-requisite.
Achieving Credits
Achieving the co-requisite and 60-credit NCEA qualification
| 2013-2023 Requirements for literacy and numeracy can be achieved in a variety of subjects and courses. 'Opt-in' to new standards and assessment is encouraged | 2024-future Recommended approach using six dedicated co-requisite standards. Additional standards are available during the transition period from 2024 to end-2027 only. Credits used towards the co-requisite cannot be used towards the 60-credit NCEA qualification. |
Achieving the NCEA Co-requisite during the transition period (2024- 2027)
Learners can achieve the co-requisite using either :
- the new unit standards [which are assessed via the Common Assessment Activities (CAA), Tūmahi Aromatawai Pātahi (TAPA), or Kete Manarua portfolio assessment option],
- an approved list of literacy and numeracy-rich standards, including a sub-set of standards with usage restrictions, or
a mixture of both (for example, the new co-requisite standards for literacy through the CAA and the list of approved standards for numeracy)
Here is an example of how credits from the approved list of literacy and numeracy-rich standards can be used to meet the NCEA co-requisite:
NCEA Level 1 History 1.2 AS92025 credits can fulfill the literacy or te reo matatini requirements, and NCEA Level 1 Geography 1.2 AS91933 credits can contribute to the numeracy or pāngarau component. If these credits for NCEA Level 1 History and Geography have been used for the co-requisite, they will not count towards the 60 course credits needed for NCEA Level 1. However, we expect schools to offer a broad range of courses, ensuring students can still achieve 60 or more course credits to complete Level 1.
Whatever combination of standards they use, learners must achieve 10 literacy-rich and 10 numeracy-rich credits.
Credits from standards in the additional list cannot be counted twice. Credits achieved can only be used for either the 20-credit co-requisite or the 60-credit qualification.
Where standards are used to meet the co-requisite, the associated credits can however be used in calculations for course endorsement and certificate endorsement.
There is no time limit on achieving the NCEA Co-requisite. Learners have until their final year in secondary school to achieve the co-requisite. The CAA and TAPA are offered twice a year, and students can have multiple attempts over several years.
Achieving the co-requisite and 60-credit NCEA qualification
| 2013-2023 Requirements for literacy and numeracy can be achieved in a variety of subjects and courses. 'Opt-in' to new standards and assessment is encouraged | 2024-future Recommended approach using six dedicated co-requisite standards. Additional standards are available during the transition period from 2024 to end-2027 only. Credits used towards the co-requisite cannot be used towards the 60-credit NCEA qualification. |
Achieving the NCEA Co-requisite during the transition period (2024- 2027)
Learners can achieve the co-requisite using either :
- the new unit standards [which are assessed via the Common Assessment Activities (CAA), Tūmahi Aromatawai Pātahi (TAPA), or Kete Manarua portfolio assessment option],
- an approved list of literacy and numeracy-rich standards, including a sub-set of standards with usage restrictions, or
a mixture of both (for example, the new co-requisite standards for literacy through the CAA and the list of approved standards for numeracy)
Here is an example of how credits from the approved list of literacy and numeracy-rich standards can be used to meet the NCEA co-requisite:
NCEA Level 1 History 1.2 AS92025 credits can fulfill the literacy or te reo matatini requirements, and NCEA Level 1 Geography 1.2 AS91933 credits can contribute to the numeracy or pāngarau component. If these credits for NCEA Level 1 History and Geography have been used for the co-requisite, they will not count towards the 60 course credits needed for NCEA Level 1. However, we expect schools to offer a broad range of courses, ensuring students can still achieve 60 or more course credits to complete Level 1.
Whatever combination of standards they use, learners must achieve 10 literacy-rich and 10 numeracy-rich credits.
Credits from standards in the additional list cannot be counted twice. Credits achieved can only be used for either the 20-credit co-requisite or the 60-credit qualification.
Where standards are used to meet the co-requisite, the associated credits can however be used in calculations for course endorsement and certificate endorsement.
There is no time limit on achieving the NCEA Co-requisite. Learners have until their final year in secondary school to achieve the co-requisite. The CAA and TAPA are offered twice a year, and students can have multiple attempts over several years.
Key documents
Question and answer document updated as of September 2023. Copies of this document sent direct to schools and kura in June 2023 is superseded by this updated version.
Question and answer document updated as of September 2023. Copies of this document sent direct to schools and kura in June 2023 is superseded by this updated version.
[ File Resource ]
- Title: Summary list and Q&A – approved standards in 2024 to 2027
- Description: Additional assessment standards available to all learners, key terms, and questions & answers on transitional period –2024/27
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2025-05/Summary%20list%20and%20Q%26A%20%E2%80%93%20NCEA%20co-requisite%20approved%20standards%20in%202024-27.pdf?VersionId=PVeE4OrgYyzFKBGaBbqpvvohnvp.YTO5
- File Extension: pdf
- File Size: 964KB
- Summary list and Q&A – approved standards in 2024 to 2027.pdf
- Description: Additional assessment standards available to all learners, key terms, and questions & answers on transitional period –2024/27
Summary list and Q&A – approved standards in 2024 to 2027
[ File Resource ]
- Title: Full list NCEA co-requisite additional standards 2024/27
- Description: Standards and usage restrictions: The New Zealand Curriculum and Te Marautanga o Aotearoa, and across NCEA Levels 1, 2 and 3
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2025-03/Full%20list%20of%20additional%20assessment%20standards%20for%20NCEA%20co-requisite%20in%202024%20to%202027.pdf?VersionId=57rJ_wqzBiFuXQNbFQm3._exWc1L54zI
- File Extension: pdf
- File Size: 423KB
- Full list NCEA co-requisite additional standards 2024/27.pdf
- Description: Standards and usage restrictions: The New Zealand Curriculum and Te Marautanga o Aotearoa, and across NCEA Levels 1, 2 and 3