What's Changing
We’re in the process of strengthening NCEA by making a series of changes to improve well-being, equity, coherence, pathways and credibility – for students and teachers alike.
The changes, which were confirmed by Cabinet in February 2020, will be the most significant reform of NCEA since the qualification was introduced in 2002.
In light of feedback from key stakeholder groups – those who undertake NCEA (learners and their parents/whānau), those who deliver NCEA (school leaders and educators), those who administer the qualification (NZQA) and those who use the completed qualification (employers, tertiary providers, iwi, etc) – we will be working to ensure we implement the NCEA changes in a way which is responsive to the diverse and evolving needs of our education system and communities, and recognises the complex nature of NCEA.
We will also provide the best resourcing, tools and guidance, minimise disruption to learning programmes as much as possible, and continue to engage with New Zealanders as we implement the changes.
The NCEA Change Programme is a work programme led by the Ministry of Education to deliver the package of seven changes aimed at strengthening NCEA:
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Make NCEA more accessible – zero fees, fewer barriers for learners with disabilities and learning support needs.
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Equal status for mātauranga Māori in NCEA – develop new ways to recognise mātauranga Māori, build teacher capability, and improve resourcing and support for Māori learners and te ao Māori pathways.
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Strengthen literacy and numeracy requirements and assessments – ensure students with an NCEA have functional literacy and numeracy skills that will ready them to transition into tertiary education or the workplace.
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Fewer, larger standards – new achievement standards and resources will be developed to replace existing standards and ensure the qualification achieved credentials the most significant learning in a learning area or subject.
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Simplify NCEA's structure – credits can no longer be carried over to the next level and resubmissions will only be allowed where they take students from a ‘Not Achieved’ grade to an ‘Achieved’ grade. Sixty credits are required to pass each NCEA level.
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Clearer pathways to further education or work – develop a Vocational Entrance Award to clearly signal when a student is ready to transition into higher level vocational education and strengthen vocational pathways through NCEA.
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Keep NCEA Level 1 optional – ensure Level 1 provides students with the broad, foundational knowledge needed to support specialisation at Levels 2 and 3.
The changes were informed by insights and feedback gathered during the public engagement on the NCEA Review in 2018, and were confirmed by the Government in February 2020.
Thousands of people across the country took part in the Review from May to October 2018 and provided feedback in different ways – including Quick Survey (6,758 people); workshops, fono and hui (8000+ people); NCEA and Big Opportunities Survey (920 people); 54 focus groups (493 people); 20 regional workshops (476 people); and submissions (155 individuals, 116 groups and 95 organisations). An overwhelming majority favoured changes to strengthen NCEA.
The Ministry of Education is working with schools, young people, families/whānau, communities and other key stakeholders to deliver the NCEA changes. The changes are scheduled to be phased in, with new achievement standards at Levels 1, 2 and 3 in place by January 2027.
We’re in the process of strengthening NCEA by making a series of changes to improve well-being, equity, coherence, pathways and credibility – for students and teachers alike.
The changes, which were confirmed by Cabinet in February 2020, will be the most significant reform of NCEA since the qualification was introduced in 2002.
In light of feedback from key stakeholder groups – those who undertake NCEA (learners and their parents/whānau), those who deliver NCEA (school leaders and educators), those who administer the qualification (NZQA) and those who use the completed qualification (employers, tertiary providers, iwi, etc) – we will be working to ensure we implement the NCEA changes in a way which is responsive to the diverse and evolving needs of our education system and communities, and recognises the complex nature of NCEA.
We will also provide the best resourcing, tools and guidance, minimise disruption to learning programmes as much as possible, and continue to engage with New Zealanders as we implement the changes.
The NCEA Change Programme is a work programme led by the Ministry of Education to deliver the package of seven changes aimed at strengthening NCEA:
-
Make NCEA more accessible – zero fees, fewer barriers for learners with disabilities and learning support needs.
-
Equal status for mātauranga Māori in NCEA – develop new ways to recognise mātauranga Māori, build teacher capability, and improve resourcing and support for Māori learners and te ao Māori pathways.
-
Strengthen literacy and numeracy requirements and assessments – ensure students with an NCEA have functional literacy and numeracy skills that will ready them to transition into tertiary education or the workplace.
-
Fewer, larger standards – new achievement standards and resources will be developed to replace existing standards and ensure the qualification achieved credentials the most significant learning in a learning area or subject.
-
Simplify NCEA's structure – credits can no longer be carried over to the next level and resubmissions will only be allowed where they take students from a ‘Not Achieved’ grade to an ‘Achieved’ grade. Sixty credits are required to pass each NCEA level.
-
Clearer pathways to further education or work – develop a Vocational Entrance Award to clearly signal when a student is ready to transition into higher level vocational education and strengthen vocational pathways through NCEA.
-
Keep NCEA Level 1 optional – ensure Level 1 provides students with the broad, foundational knowledge needed to support specialisation at Levels 2 and 3.
The changes were informed by insights and feedback gathered during the public engagement on the NCEA Review in 2018, and were confirmed by the Government in February 2020.
Thousands of people across the country took part in the Review from May to October 2018 and provided feedback in different ways – including Quick Survey (6,758 people); workshops, fono and hui (8000+ people); NCEA and Big Opportunities Survey (920 people); 54 focus groups (493 people); 20 regional workshops (476 people); and submissions (155 individuals, 116 groups and 95 organisations). An overwhelming majority favoured changes to strengthen NCEA.
The Ministry of Education is working with schools, young people, families/whānau, communities and other key stakeholders to deliver the NCEA changes. The changes are scheduled to be phased in, with new achievement standards at Levels 1, 2 and 3 in place by January 2027.
[ Video Resource ]
- Title: Changes to Strengthen NCEA
- Description: Hear from the sector about the key goals in the future of the qualification
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/649775833
- Transcript: English It's time we had a look at NCEA because it's a qualification that's been around since 2002. And it's a great qualification
English
It's time we had a look at NCEA because it's a qualification that's been around since 2002. And it's a great qualification, it's really well respected nationally, but we can make it better.
It needs to be rigorous. It needs to be clearly understood. It needs to be robust, and the changes that have been put in place I think address all of those things.
Making NCEA more accessible is one of the key changes so that involves making sure that all students have access to it. And accessibility isn't just about financial accessibility; it's also about making sure that students who have different learning needs are still able to access the standards and there aren't things that are stopping them able to demonstrate what they know how to do.
Māori as stakeholders fed back that there wasn't a parity of esteem or equal value or status for mātauranga Māori and this needed to change. For that to happen it means that we need to ensure that there is equal status for mātauranga Māori, te ao Māori within NCEA and that we're looking at new ways to recognise mātauranga Māori, but also that there is adequate resourcing and support provided to develop teacher capability, but also to support our Māori learners and te ao Māori pathways.
So one of the changes that we had to make for NCEA was to strengthen numeracy and literacy standards and that was because students were leaving school without being literate or numerate.
So there's going to be literacy and numeracy co-requisites for NCEA and what that means is these credits will sit outside the 60 credits that are required for each level. Students can gain these credits anytime from Year 9 right up until they leave school.
Having fewer larger standards is one of the key changes and it's created quite a lot of discussion amongst many people. The feedback that was received from students, teachers, and families was that students were doing too much assessment; they have been doing too much assessment. Focusing on that, the learning hasn't been so important and it's really been getting in the way of students' well-being and students achieving well.
We need to simplify NCEA's structure, by having 60 credits required to pass at each year level and not carrying credits over from one year level to the next. By focusing on quality and not quantity , that's a positive change as well. Students don't need 200 credits at Level 1 and a similar amount at Level 2. The quality of the credits is more important, and by limiting the number of credits that can be accumulated year on year then everybody is sitting the same number of credits and it means students can concentrate on trying to get as many credits endorsed as possible.
One of the big changes that we'll see is students having clearer pathways, whether it's to further education, work, or training. It means that students will know fully that they're on the right track.
One of the challenges that we've heard is that for many students they have had courses that may or may not have led them to where they wanted to go, so it's been really important to develop clear pathways that students understand and so do their teachers.
Keeping Level 1 NCEA as an option is something that's come out of this review. And that Level 1 qualification is going to be a broad, balanced, foundational qualification with the changes that are coming in, and it's up to schools individually whether or not they want to have their students sit Level 1 NCEA in Year 11.
These changes are going to come in over a period of time so we'll be piloting the Level 1 standards and then they'll be implemented. We're taking time over this to make sure that we know that we're getting it right, thoroughly testing things in schools before they go out to teachers.
Te reo Māori
Kua tae ki te wā kia tirohia e tātou te NCEA nā te mea kua noho hei tohu mai anō i te tau 2002, ā, he tohu tino pai e tino whakautetia ana e te motu, engari ka taea e tātou te whakapai ake. Me tōtika. Me tino mārama. Me pakari, ā, ko ngā panonitanga kua whakaritea ka whakatau i ēnei mea katoa, ki ōku whakaaro.
Ko te whakarite kia āhei ake te whakaurunga ki te NCEA tētahi o ngā panonitanga matua nō reira kei roto i tērā mahi, ko te whakarite kia whai urunga ngā ākonga katoa, ā, ko te whakaurunga ehara noa i te āheinga ā-pūtea engari ko te whakarite kē kia taea tonu e ngā ākonga whai matea akoranga rerekē te whai wāhi ki ngā paerewa, ā, kāore he mea e aukati ana i a rātou mai i te whakaatu i tā rātou e taea ana.
I whakahoki kōrero mai ngā kaiwhaipānga Māori kāore he tauritenga rangatira, he tauritenga uara, he tauritenga mana rānei mō te mātauranga Māori, ā, me panoni i tēnei.
E tutuki ai tēnei me whakarite rawa tātou i te mana ōrite mō te mātauranga Māori, te ao Māori hoki i roto i te NCEA, ā, e titiro ana tātou ki ētahi huarahi hou mō te whakamana i te mātauranga Māori engari kia whakaratoa hoki ngā rauemi me ngā tautokotanga rawaka hei whakawhanake i te āheinga o ngā kaiako, engari ki te tautoko hoki i ā tatou ākonga Māori me ngā huarahi ao Māori.
Nā, ko tētahi o ngā panonitanga i oti i a mātou mō te NCEA ko te whakapakari ake i ngā paerewa pāngarau me te reo matatini, ā, ko te take i pērā ai i te mea e wehe ana ngā tamariki i te kura me te iti o te mōhio ki te reo matatini me te pāngarau.
Nō reira ka whakaritea ngā akoranga i te reo matatini me te pāngarau mō te NCEA, ā, ko te tikanga o tērā ka noho ēnei whiwhinga i waho o ngā whiwhinga 60 e hiahiatia ana i ia kaupae.
Ka taea e ngā ākonga te whiwhi i ēnei whiwhinga i ngā wā katoa mai i te tau 9 tae rawa ki te wehenga i te kura.
Ko te whakarite kia iti ake ngā paerewa nunui tētahi o ngā panonitanga matua, ā, kua pupū ake ngā kōrero maha i waenganui i te iwi.
Ko ngā whakahoki kōrero i whiwhi mātou mai i ngā ākonga, ngā kaiako me ngā whānau he nui rawa ngā aromatawai e mahia ana e ngā ākonga, he nui rawa ngā mahi aromatawai.
Nā te aro nui atu ki ērā, kua mātāmuritia te mahi ako, ā, e whakapōrearea ana i te oranga o ngā ākonga me te eke panukutanga o ngā ākonga.
Me whakangāwari tātou I te hanganga o te NCEA, mā te whakarite kia 60 whiwhinga noa te hiahiatanga i ia kaupae tau, ā, e kore e kawea ngā whiwhinga mai i tētahi tau ki tētahi, mā te aronui atu ki te kounga, kaua ki te rahinga he panonitanga pai hoki tērā.
Kāore he take o te 200 whiwhinga ki ngā ākonga i te kaupae tuatahi, me taua nui hoki i te kaupae tuarua, he hiranga ake te kounga o ngā whiwhinga, ā, mā te whakatepe i te nui o ngā whiwhinga ka taea te kohi mai i tētahi tau ki tētahi, ā, mā te nui ōrite o ngā whiwhinga e kawea ana e te katoa, ā, ko te tikanga o tēnei ka taea e ngā ākonga te arotahi atu ki te whakamanatanga o ngā whiwhinga nui rawa ka taea.
Ko tētahi o ngā panonitanga nui ka kite tatou ko te wāteatanga o ngā huarahi mārama ake mā ngā ākonga, ahakoa i te mātauranga, te mahi, te whakangungu rānei.
Ko te tikanga o tēnei ka mōhio mārika te ākonga mēnā ia kei runga i te huarahi tika.
Ko tētahi o ngā wero kua rongo nei mātou, mō te huhua o ngā ākonga i whai akoranga rātou tērā pea ka ārahi, kāore rānei i ārahi, i a rātou ki te wāhi e hiahiatia ia e rātou, nā reira, he take tino nui tonu te whakawhanake i ngā huarahi mārama, e mārama ai ki ngā ākonga, tae atu ki ngā kaiako.
Ko te pupuri tonu i te kaupae 1 o te NCEA hei kōwhiringa tētahi o ngā āhuatanga i puta mai i tēnei arotake, ā, ka noho te tohu kaupae 1 hei tohu tūāpapa tauritenga whānui i runga anō i ngā panonitanga e kuhu haere mai ana, ā, kei ia kura te tikanga mēnā ka hiahia rātou kia mahia e ō rātou ākonga te kaupae 1 NCEA i te tau 11.
Ka uru mai ētahi panonitanga hei te pahemotanga o te wā, nō reira ka whakamātautau mātou i ngā paerewa kaupae 1, ā, kātahi ka whakatinana.
Ā, ka whāia haeretia te tukanga nei kia whakatinanahia katoahia te tohu nei hei te Kohitātea 2026. E āta mahi ana mātou i runga i tēnei, kia mātua mōhio ai kei te tika ā mātou mahi mā te āta whakamātautau i ngā āhuatanga i roto i ngā kura i mua o te tukunga ki ngā kaiako.
Delivering the Change
We have been working in partnership with teachers, students, school leaders, parents and whānau, and other representatives from the sector to implement the changes to the NCEA. The new standards are scheduled to be implemented in 2024 (Level 1), 2026 (Level 2) and 2027 (Level 3).
We also want to ensure everything we develop to support the NCEA changes will meet the five principles of a strong NCEA qualification – coherence, credibility, equity and inclusion, pathways and well-being.
Government Rephasing of the NCEA Change Programme
Following sector feedback, and advice from the Ministry of Education, NZQA and his NCEA Professional Advisory Group (PAG), the Minister has announced that the NCEA Change Programme will be rephased over an additional year to support the sector.
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During 2021, our teachers, learners and communities continued to manage their way through COVID-19 uncertainty and disruption, and their wellbeing is our priority.
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The COVID-19 pandemic has had a significant impact on schools and on the workloads of principals and teachers, especially in Tāmaki Makaurau.
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While there remains a very strong commitment to the changes to NCEA, we acknowledge that more time will allow for more opportunities with the sector for development and piloting, as well as allowing more time to unpack and prepare for what mana ōrite mō te mātauranga Māori means for teachers.
Please note: additional refreshed information on the NCEA Change timelines is forthcoming and will be uploaded on this page.
We have been working in partnership with teachers, students, school leaders, parents and whānau, and other representatives from the sector to implement the changes to the NCEA. The new standards are scheduled to be implemented in 2024 (Level 1), 2026 (Level 2) and 2027 (Level 3).
We also want to ensure everything we develop to support the NCEA changes will meet the five principles of a strong NCEA qualification – coherence, credibility, equity and inclusion, pathways and well-being.
Government Rephasing of the NCEA Change Programme
Following sector feedback, and advice from the Ministry of Education, NZQA and his NCEA Professional Advisory Group (PAG), the Minister has announced that the NCEA Change Programme will be rephased over an additional year to support the sector.
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During 2021, our teachers, learners and communities continued to manage their way through COVID-19 uncertainty and disruption, and their wellbeing is our priority.
-
The COVID-19 pandemic has had a significant impact on schools and on the workloads of principals and teachers, especially in Tāmaki Makaurau.
-
While there remains a very strong commitment to the changes to NCEA, we acknowledge that more time will allow for more opportunities with the sector for development and piloting, as well as allowing more time to unpack and prepare for what mana ōrite mō te mātauranga Māori means for teachers.
Please note: additional refreshed information on the NCEA Change timelines is forthcoming and will be uploaded on this page.
Frequently Asked Questions
What is changing?
What is changing?
NZC Review of Achievement Standards (RAS) pilots
The NCEA Level 1 pilot planned for 2022 will be replaced with a Level 1 mini-pilots. The mini-pilots will be scaled down with fewer schools participating. The number will reduce from 15-25 schools per subject to 5 schools per subject.
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Level 1 (full) pilots will take place in 2023 with full implementation by 2024.
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Level 2 pilots will take place in 2024 with full implementation by 2025.
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Level 3 pilots will take place in 2025 with full implementation by 2026.
The NCEA Level 1 pilot planned for 2022 will be replaced with a Level 1 mini-pilots. The mini-pilots will be scaled down with fewer schools participating. The number will reduce from 15-25 schools per subject to 5 schools per subject.
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Level 1 (full) pilots will take place in 2023 with full implementation by 2024.
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Level 2 pilots will take place in 2024 with full implementation by 2025.
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Level 3 pilots will take place in 2025 with full implementation by 2026.
New Zealand Curriculum Te Reo Māori Pilots
The new approach to pilots is the introduction of mini-pilots followed by a full pilot for each NCEA level from Level 1 to Level 3 throughout the NCEA Change Programme.
Schools and kura that are being asked to run mini-pilots will need to commit to three years because ākonga in mini-pilots would need to have a consistent teaching and learning experience with the new standards, rather than having to revert back to the old achievement standards part-way through.
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The mini-pilots for Level 1 will take place in 2022 which means that the list of schools and kura will be scaled down to 10 schools and kura for this subject.
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Level 1 mini-pilots will take place in 2022, followed by a full pilot in 2023 with full implementation by 2024
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Level 2 mini-pilots will take place in 2023, followed by a full pilot in 2024 with full implementation by 2025.
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Level 3 mini-pilots will take place in 2024, followed by a full pilot in 2025 with full implementation by 2026.
The new approach to pilots is the introduction of mini-pilots followed by a full pilot for each NCEA level from Level 1 to Level 3 throughout the NCEA Change Programme.
Schools and kura that are being asked to run mini-pilots will need to commit to three years because ākonga in mini-pilots would need to have a consistent teaching and learning experience with the new standards, rather than having to revert back to the old achievement standards part-way through.
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The mini-pilots for Level 1 will take place in 2022 which means that the list of schools and kura will be scaled down to 10 schools and kura for this subject.
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Level 1 mini-pilots will take place in 2022, followed by a full pilot in 2023 with full implementation by 2024
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Level 2 mini-pilots will take place in 2023, followed by a full pilot in 2024 with full implementation by 2025.
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Level 3 mini-pilots will take place in 2024, followed by a full pilot in 2025 with full implementation by 2026.
Te Marautanga o Aotearoa (TMoA) wāhanga ako
The new approach to pilots is the introduction of mini-pilots followed by a full pilot for each NCEA level from Level 1 to Level 3 throughout the NCEA Change Programme.
Schools and kura that are being asked to run mini-pilots will need to commit to three years because ākonga in mini-pilots would need to have a consistent teaching and learning experience with the new standards, rather than having to revert back to the old achievement standards part-way through.
The mini-pilots for Level 1 will go ahead in 2022. The number of places will be scaled down to 40 across wāhanga ako, with an additional 10 for Te Reo Rangatira.
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Level 1 mini-pilots will take place in 2022, followed by a full pilot in 2023 with full implementation by 2024
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Level 2 mini-pilots will take place in 2023, followed by a full pilot in 2024 with full implementation by 2025.
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Level 3 mini-pilots will take place in 2024, followed by a full pilot in 2025 with full implementation by 2026.
The new approach to pilots is the introduction of mini-pilots followed by a full pilot for each NCEA level from Level 1 to Level 3 throughout the NCEA Change Programme.
Schools and kura that are being asked to run mini-pilots will need to commit to three years because ākonga in mini-pilots would need to have a consistent teaching and learning experience with the new standards, rather than having to revert back to the old achievement standards part-way through.
The mini-pilots for Level 1 will go ahead in 2022. The number of places will be scaled down to 40 across wāhanga ako, with an additional 10 for Te Reo Rangatira.
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Level 1 mini-pilots will take place in 2022, followed by a full pilot in 2023 with full implementation by 2024
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Level 2 mini-pilots will take place in 2023, followed by a full pilot in 2024 with full implementation by 2025.
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Level 3 mini-pilots will take place in 2024, followed by a full pilot in 2025 with full implementation by 2026.
What is not changing?
What is not changing?
Literacy and Numeracy | Te Reo Matatini me te Pāngarau
In 2022 , more than 200 schools, kura, and tertiary providers are participating in a wider pilot for the new Literacy and Numeracy | Te Reo Matatini me te Pāngarau standards.
These standards will become a mandatory part of NCEA from 2024.
In 2022 , more than 200 schools, kura, and tertiary providers are participating in a wider pilot for the new Literacy and Numeracy | Te Reo Matatini me te Pāngarau standards.
These standards will become a mandatory part of NCEA from 2024.
Te Ao Haka
The Te Ao Haka programme will not change and pilots will commence in 2022.
The Te Ao Haka programme will not change and pilots will commence in 2022.
Additional Frequently Asked Questions
Additional Frequently Asked Questions
Will secondary schools and students see an impact from the rephasing?
The rephasing means that the new NCEA Level 2 assessments and standards will be piloted in 2024.
Therefore, NCEA Level 1 secondary students who attend schools that are taking part in the 2022 mini-pilots will move back into the existing NCEA Level 2 assessments and standards in 2023.
The rephasing means that the new NCEA Level 2 assessments and standards will be piloted in 2024.
Therefore, NCEA Level 1 secondary students who attend schools that are taking part in the 2022 mini-pilots will move back into the existing NCEA Level 2 assessments and standards in 2023.
What does the change mean for pilots planned in 2022?
To ensure the NCEA Change Programme and sector readiness are aligned, it has been agreed that, as part of the overall programme rephasing, the planned pilot approach will change in 2022.
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For most New Zealand Curriculum (NZC) subjects, we will run a single mini-pilot in 2022, in five schools for each subject.
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For Te Marautanga o Aotearoa (TMoA) subjects, we will run a mini-pilot with 2-5 kura per subject. NZC subject Te Reo Māori at Level 1 is widely used across kura Māori and English medium settings so this will be mini-piloted across both.
The following school pilots will continue as planned:
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Literacy and Numeracy | Te Reo Matatini me te Pāngarau standards pilots will continue as planned in 2022.
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Te Ao Haka pilots will continue as planned in 2022.
To ensure the NCEA Change Programme and sector readiness are aligned, it has been agreed that, as part of the overall programme rephasing, the planned pilot approach will change in 2022.
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For most New Zealand Curriculum (NZC) subjects, we will run a single mini-pilot in 2022, in five schools for each subject.
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For Te Marautanga o Aotearoa (TMoA) subjects, we will run a mini-pilot with 2-5 kura per subject. NZC subject Te Reo Māori at Level 1 is widely used across kura Māori and English medium settings so this will be mini-piloted across both.
The following school pilots will continue as planned:
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Literacy and Numeracy | Te Reo Matatini me te Pāngarau standards pilots will continue as planned in 2022.
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Te Ao Haka pilots will continue as planned in 2022.
What does the change mean for Literacy and Numeracy | Te Reo Matatini me te Pāngarau?
Although the Literacy and Numeracy | Te Reo Matatini me te Pāngarau corequisite will become a mandatory part of NCEA from 2024, the new standards will be available from 2023 so that schools and kura that wish to prepare for the changes by using the new standards are able to do so.
Although the Literacy and Numeracy | Te Reo Matatini me te Pāngarau corequisite will become a mandatory part of NCEA from 2024, the new standards will be available from 2023 so that schools and kura that wish to prepare for the changes by using the new standards are able to do so.
What does the change mean for Te Ao Haka?
Te Ao Haka is due to be implemented in 2023.
In 2021, Te Ao Haka was mini-piloted across all three NCEA levels. The mini-pilot successfully engaged 37 schools and kura across the motu, and the sector has indicated they are ready and eager to continue the programme.
A full Te Ao Haka pilot will continue as planned in 2022.
Te Ao Haka is due to be implemented in 2023.
In 2021, Te Ao Haka was mini-piloted across all three NCEA levels. The mini-pilot successfully engaged 37 schools and kura across the motu, and the sector has indicated they are ready and eager to continue the programme.
A full Te Ao Haka pilot will continue as planned in 2022.
I was accepted to be a pilot school for 2022, what happens now?
If you were accepted to pilot in 2022, you will be offered a place in the 2023 level 1 pilot.
If you are a pilot school and have not been contacted or need more information, email NCEA.pilots@education.govt.nz
If you were accepted to pilot in 2022, you will be offered a place in the 2023 level 1 pilot.
If you are a pilot school and have not been contacted or need more information, email NCEA.pilots@education.govt.nz
Where to go for further information
All other questions can also be directed to the team via NCEA.Review@education.govt.nz
Where to go for further information
All other questions can also be directed to the team via NCEA.Review@education.govt.nz
Mātauranga Māori
As part of Change 2 of the NCEA Change Package, Mana ōrite mō te mātauranga Māori, we are working to ensure there is equal status, support and resourcing for mātauranga Māori in NCEA, opening up greater opportunities for ākonga to access mātauranga Māori and the pathways that lead from it.
In practical terms, this means:
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appropriately incorporating mātauranga Māori, te ao Māori and te reo Māori into the new New Zealand Curriculum-derived Achieved Standards and associated resource materials for use across English- and Māori-medium settings.
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developing new Achievement Standards and associated teaching and learning resources to credential learning from Te Marautanga o Aotearoa (TMoA).
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developing new mātauranga Māori subjects to better acknowledge and support pathways that are relevant for and valued by Māori (for example, Māori Performing Arts).
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ensuring that teachers are better resourced and supported to teach mātauranga Māori.
As part of Change 2 of the NCEA Change Package, Mana ōrite mō te mātauranga Māori, we are working to ensure there is equal status, support and resourcing for mātauranga Māori in NCEA, opening up greater opportunities for ākonga to access mātauranga Māori and the pathways that lead from it.
In practical terms, this means:
-
appropriately incorporating mātauranga Māori, te ao Māori and te reo Māori into the new New Zealand Curriculum-derived Achieved Standards and associated resource materials for use across English- and Māori-medium settings.
-
developing new Achievement Standards and associated teaching and learning resources to credential learning from Te Marautanga o Aotearoa (TMoA).
-
developing new mātauranga Māori subjects to better acknowledge and support pathways that are relevant for and valued by Māori (for example, Māori Performing Arts).
-
ensuring that teachers are better resourced and supported to teach mātauranga Māori.
Curriculum Planning and Design
We understand the time and consultation required to review and design your local curriculum. To support you on your journey with NCEA, we have developed a range of guidance to support your local curriculum design alongside the changes.
This includes our Leading Local Curriculum Guide Series which will help you steer your view of your local curriculum. This series supports you to lead discussions with your staff or within curriculum or year groups on:
-
Designing rich opportunities and coherent pathways.
-
Using the right tools to notice and respond to progress.
-
Engaging conversations with parents and whānau about their learning and progress.
-
How you can equip your students for tomorrow's world.
We understand the time and consultation required to review and design your local curriculum. To support you on your journey with NCEA, we have developed a range of guidance to support your local curriculum design alongside the changes.
This includes our Leading Local Curriculum Guide Series which will help you steer your view of your local curriculum. This series supports you to lead discussions with your staff or within curriculum or year groups on:
-
Designing rich opportunities and coherent pathways.
-
Using the right tools to notice and respond to progress.
-
Engaging conversations with parents and whānau about their learning and progress.
-
How you can equip your students for tomorrow's world.
Key Advisory Groups
The Professional Advisory Group, composed of current and former principals and teachers, was established to provide advice to the Minister of Education and the Ministry of Education on the NCEA Review.
We want to ensure everything we develop to support the NCEA changes will work in practice and meet the five principles of a strong NCEA qualification – coherence, credibility, equity and inclusion, pathways and well-being. To do this, we are working in partnership with a diverse range of people to implement the NCEA Change Programme.
We have established four NCEA panels to ensure a diversity of New Zealanders — Māori, Pacific communities, people with disabilities, and industry and vocational employers — have a voice in the design and implementation of the NCEA changes.
The Professional Advisory Group, composed of current and former principals and teachers, was established to provide advice to the Minister of Education and the Ministry of Education on the NCEA Review.
We want to ensure everything we develop to support the NCEA changes will work in practice and meet the five principles of a strong NCEA qualification – coherence, credibility, equity and inclusion, pathways and well-being. To do this, we are working in partnership with a diverse range of people to implement the NCEA Change Programme.
We have established four NCEA panels to ensure a diversity of New Zealanders — Māori, Pacific communities, people with disabilities, and industry and vocational employers — have a voice in the design and implementation of the NCEA changes.
Additional Resources
NCEA Change Programme Indicative Timelines (A3 poster)
To be released.
NCEA Change Programme Indicative Timelines (A3 poster)
To be released.
NCEA Change Programme Fact Sheets and Brochures
NCEA Change Programme Fact Sheets and Brochures
Zip Collection Title: Fact Sheets (A4)
Document List: 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Fact Sheets (A4)
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What do the NCEA changes mean for employers?
What do the NCEA changes mean for employers?
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[ File Resource ]
- Title: Fact Sheet
- Description: What do the NCEA changes mean for employers?
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2021-11/Fact%20Sheet%20-%20NCEA%20changes%20-%20for%20employers.pdf?VersionId=PoE4yNCKCaba6KoCCFShtv5nDACqVZu1
- File Extension: pdf
- File Size: 584KB
- Fact Sheet.pdf
- Description: What do the NCEA changes mean for employers?
[ File Resource ]
- Title: Fact Sheet
- Description: What do the NCEA changes mean for employers?
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2021-11/Fact%20Sheet%20-%20NCEA%20changes%20-%20for%20employers.pdf?VersionId=PoE4yNCKCaba6KoCCFShtv5nDACqVZu1
- File Extension: pdf
- File Size: 584KB
- Fact Sheet.pdf
- Description: What do the NCEA changes mean for employers?