1 of 20

Vaughan Couillault 08 May 2026

Curriculum and Assessment Change Programme

[IN-CONFIDENCE - RELEASE EXTERNAL]

2 of 20

Ensure effective and efficient governance over the delivery of the Curriculum and Assessment Change Programme, Literacy and Numeracy Programme, Change and Implementation workstream. This includes holding the overall accountability in conjunction with the SRO, for realising the strategic outcomes, associated benefits and budget as set out by the Curriculum and Assessment Change Programme – Programme Management Plan, Literacy and Numeracy Programme – Programme Management Plan, and the Implementation Approach and Plan. The group provides oversight, guidance and executive support of delivery within the financial and strategic constraints set by the Secretary for Education and direction set by the Minister.

Provide active, collective decision‑making to support the day‑to‑day delivery and management of the programme workstreams. Its primary focus is on identifying and addressing risks, issues, and key decisions, as well as providing clarification on matters that are blocking progress and preventing work from being completed.

Act as a clearing house for key business decisions that impact the Curriculum and Assessment Change Programme (CACP), Literacy and Numeracy Programme (LitNum), and the Change and Implementation Centre (CIC), which would not normally go to the PGB. They also take ownership of risk and issues that cannot be resolved at programme and implementation level, because they require business input or resources and support.

Provides political leadership and democratic accountability, setting policy intent, approving major decisions and funding, and holds the Chief Executive accountable for delivering outcomes consistent with government priorities.

Provides overall strategic oversight, sets priorities, and holds the Senior Responsible Owner (SRO) accountable for successful programme delivery and risk management.

Is accountable for the overall success of a major programme, owning its vision, outcomes, and benefits. �They provide senior leadership, ensure alignment with strategic priorities, and take ultimate responsibility for decisions, governance, and value for money.

Provides collective executive decision‑making, setting overall government priorities, agreeing policy direction and funding, and holding Ministers collectively accountable for delivering outcomes in line with government objectives.

Cabinet

Minister of Education

Secretary for Education

Senior Responsible Owner�Hautū Te Poutāhū

Programme Governance Board

Te Poutāhū Leadership Team

Programme Leadership Team

Programme Governance Framework

[IN-CONFIDENCE - RELEASE EXTERNAL]

3 of 20

CACP Design, Expert Advisory and Assurance Groups (reach, guidance, advice, and input)

DESIGN

Curriculum & Assessment Design Authority

(Chair – SRO | Hautū Te Poutāhū)

The purpose of the Curriculum and Assessment Design Authority is an internal Ministry forum for the Senior Responsible Owner (SRO) to provide strategic guidance and direction to ensure design decisions are educationally sound. The Design Authority governs design standards and maintains design integrity across curriculum and assessment.

Engagement

Phase 1-4 Subject Development

Phase 5 Subject Development

Phase 5 Qualifications

Vocational Education Training (VET)

Māori Medium

Curriculum & Assessment Change Programme

ASSURANCE

Independent Quality Assurance

(External)

The purpose of Independent Quality Assurance is to provide an independent view to the SRO and the PGB and assure programme performance is measured against industry best practice with recommendations for process improvement.

They will identify strengths, risks, and provide appropriate and pragmatic options and recommendations for any improvement opportunities with respect to the programme approaches.

EXPERT ADVISORY

NZ Curriculum Coherence Group (Phase 1-4)

(Chair – Programme Lead Phase 1-4)

The purpose of the NZ Curriculum Coherence Group is to review and provide feedback in line with the key design criteria on the updated draft New Zealand Curriculum (NZC) Phases 1-4 as it goes through the consultation phase. This will ensure the final version is coherent and consistent with the curriculum design criteria.

Curriculum Senior Secondary Assurance Group

(Chair – External)

The purpose of the Curriculum Senior Secondary Assurance Group is to provide to provide the Ministry with expert advice and guidance regarding the design, implementation and processes of the Senior Secondary Curriculum, Vocational and Assessment work programme to ensure high quality deliverables. This applies to NZC and TMoA.

National Qualifications Technical Advisory Group

(Chair – Programme Lead Engagement)

The purpose of the National Qualifications Technical Advisory Group is to provide advice to the Minister from a technical perspective on the more detailed design aspects of the new qualification system. The Group brings specialist assessment and statistical expertise to inform advice on qualification requirements, score aggregation, management of variability, pass levels, endorsements, and alignment with international best practice, ensuring the technical robustness and credibility of the qualification system.

Kaupapa Māori Curriculum & Assessment�Strategic Advisory Group

(Chair – Programme Lead Māori Medium)

The purpose of Kaupapa Māori Curriculum and Assessment Strategic Advisory Group is to provide expert advice and guidance from a kaupapa Māori education perspective regarding the design, implementation and ongoing review of the Curriculum and Assessment work programme, so that decision-making ensures inclusivity of and relevance for those learning within a kaupapa Māori context.

Curriculum Review Groups – NZC and TMoA

(External)

The Curriculum Review Groups provide reviews, advice, sector insights, and feedback on draft content and materials to inform curriculum development. Different groups will support development of the New Zealand Curriculum and Te Marautanga o Aotearoa (TMoA). In 2026, the role of each group will align to the development phase they are contributing to throughout the year.

DEVELOP

Subject Advisor Roles

(External)

The purpose of the Subject Advisor Design and Development role is to provide guidance and expert knowledge for the development of Phase 5 subject content, in line with a knowledge-rich curriculum, quality criteria, and in collaboration with other subject advisors.

The purpose of the Subject Advisor Targeted Reviewer role is to review and check the coherence of the content and concept knowledge development.

NZC Secondary Focus Groups align with Subject Advisor Targeted Reviewer role for Phase 5 review consistency.

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

4 of 20

Process overview

4

We are here

Phase 1 Completed

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

5 of 20

Timeline (as at 2 March 2026)

5

2026

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

VET subjects

VET sign off complete

Ready for review

Curriculum and Assessment Roadshows

Phase 5 qualifications (incl. operational policy)

Operational policy signed off

Develop approach to subject assessments (MOE & NZQA)

Phase 4 development

Gazetting complete and Phases 1-4 released

Feedback incorporated

Consultation

Finalise and approval

Pre-election period starts

Phase 5 subjects development

Subject developments approved

Subject overview

Subject development

Finalise drafts

Proposed consultation period

Consultation

General �Election

House rises

Finalise subjects and approval

Start of Minister approval

may be subject to change

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

6 of 20

6

An overview of the proposed changes

Current status of proposals

Confirmed – subject based approach to qualifications, with results based on an aggregate of all assessments within the subject.
Confirmed – required subjects
TBC – if there will be scores and the letter grades

Confirmed – work is underway with ISBs to develop industry-led subjects. These will contribute towards the qualification the same as other subjects, and students can get the same types of grades.

Confirmed –

Replace NCEA Level 1 with a Foundational Award at Year 11, focused on literacy/te reo matatini and numeracy/pāngarau.
Two levels of qualifications at years 12 and 13

TBC – whether there are overarching qualifications

TBC – achievement requirements for qualifications, including whether there is an overarching qualification
TBC – whether students get an overall mark out of 500, and how endorsements (if any) work

Proposal 1

Proposal 2

Proposal 3

Proposal 4

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

7 of 20

Decisions made on a new qualification system

The recent NCEA announcement is intended to provide as much certainty for the sector as possible and keep people updated on progress.

Changes will be introduced in two tranches:

Tranche one - High-level structural design — overall architecture of new qualifications.
Tranche two - Detailed qualification and assessment design, with some decisions still to come.
Two tranches provides time to undertake detailed design work with the new Technical Advisory Group, on the more technical aspects of the proposal.

7

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

Shortly the Minister will announce that Cabinet has now agreed the key policy decisions about our new qualification system and its high-level structure.

More than 10,000 people responded to the consultation, and feedback showed there was strong support for structural change to the qualifications, particularly around NCEA Level 1, and concerns about a lack of qualification for students who might leave before the end of Year 12. These and other issues have been addressed.

We will have a new, internationally comparable secondary qualification system to replace the NCEA. The new qualification system will be coherent, curriculum-driven and with all students accessing the same high quality, deep subject learning.

The new system will be introduced in two tranches – the first tranche lays the foundations of our new system and this is what I will be sharing with you this morning. Once we have the foundations in place, we will continue working on the second tranche, which is the detailed qualification design.

We will undertake further targeted engagement with the sector and technical experts to inform the design decisions yet to be made.

8 of 20

Key structural changes

Structural components of our new secondary qualification system, include:

Replacing NCEA with a new secondary qualifications system with two levels over two years at Years 12 and 13.
Introducing subject-based assessment for Years 12 and 13, ensuring students are assessed on whole curriculum subjects.
Removing NCEA Level 1 and replacing it with deeper, curriculum-driven learning in Year 11. This will better prepare students for the qualification in Years 12 and 13.
A requirement that all Year 11 students study English | Te Reo Rangatira and Mathematics | Pāngarau from 2028.
Introducing a Foundational Award recognising students’ achievement in literacy and numeracy at a Year 11 curriculum level.
Integrating industry-led subjects into the senior curriculum, providing a single qualification pathway.

8

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

9 of 20

New qualifications for Years 12 and 13

Replacing NCEA with a new secondary qualifications system with two levels over two years at Years 12 and 13.
New subject-based qualifications.
Assessment shifts from collecting credits by passing standards to evaluating subject-level understanding.
Subjects will be either Ministry-led or industry-led, with equal credibility.

9

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

We are implementing a subject-based approach for the new secondary qualifications system at Years 12 and 13, where the qualification system assesses and recognises students’ achievement in whole subjects.

Grades will reflect all assessments within a subject. This approach will support consistency and make sure that students are getting access to coherent and deep subject learning that will support their post-school pathway. It will also make it easier for employers and tertiary providers to understand what students know and can do.

The Minister is considering potential bespoke arrangements in specific circumstances, as well as what other changes to the system might be required to support learners in different learning settings. This includes settings such as Kura Kaupapa Māori, Kura ā Iwi, Realm Nations and learners in tertiary settings.

10 of 20

Year 11

The full-year qualification at Year 11 is removed.
Shifts to deep, curriculum-driven learning.
English | Te Reo Rangatira and Mathematics | Pāngarau required from 2028.
Further advice is being taken on making Science a required subject in Year 11.
Students still retain other subject choices.

10

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

11 of 20

New Foundational Award

Focused on essential literacy and numeracy skills.
Drawn from Year 11 English | Te Reo Rangatira and Mathematics | Pāngarau curricula.
Will show on students’ record of achievement - future employers and education providers can be assured students have these essential skills.
Designed to support all pathways: further study, training, and employment.
Further detailed design work on the role of the Foundational Award, how it will be assessed and whether it needs to be a co-requisite, will be addressed in Tranche 2.

11

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

Literacy and numeracy are essential for adult life and are relevant to all post-school pathways – including for university and other tertiary study, apprenticeships and employment. It is key that we equip young people with effective communication and critical thinking skills so that they can make good decisions in their lives.

In the recent consultation, we heard concerns about a lack of qualification for students who might leave before the end of Year 12. This exists now as many schools do not offer Level 1 NCEA. This has been addressed through the introduction of the Foundational Award that recognises the student’s achievement in literacy and numeracy. This will be drawn from the Year 11 English | Te Reo Rangatira and Mathematics | Pāngarau subjects. The Foundational Award is designed as a stepping stone into senior secondary qualifications.

Further detailed design work on the role of the Foundational Award, how it will be assessed and whether it needs to be a co-requisite, is underway.

Students will also be able to use achievement in relevant Year 12 and 13 subjects (English and Mathematics) to meet the requirements for the Foundational Award, because this will be more than equivalent to Year 11 literacy and numeracy.

The Foundational Award will show on students’ record of achievement, meaning that their future employers and education providers, can be assured when students finish that they have these essential skills. It will be easy to understand so that young people can confidently transition into future education, training, and work.

12 of 20

Industry-led subjects integrated

Consultation feedback showed strong support for industry-led subjects
Sit within the same qualification pathway
Industry-led subjects to be developed with Industry Skills Boards, examples could cover:

primary industries
health and wellbeing services
outdoor education
automotive engineering
building and construction
infrastructure engineering
mechanical engineering
tourism
hospitality.

12

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

A core part of a subject-based approach is the proposal to develop new industry-led subjects. The industry-led subjects are an ambitious plan, and an exciting opportunity for industry to work with us on secondary education.

There was strong support for this proposal during consultation.

Industry Skills Boards will need additional resourcing for this new role, and we already have initial funding set aside for this.

The ISBs have only been operational since the start of this year. The Ministry of Education is actively engaging with the ISBs on the development of industry-led subjects now to get this work underway.

The Ministry is beginning work with Industry Skills Boards to develop industry-led, vocational curriculum subjects.

Examples of what these could cover:

primary industries
health and wellbeing services
outdoor education
automotive engineering
building and construction
infrastructure engineering
mechanical engineering
tourism
hospitality.

More time is being allowed for the development of Industry-led curriculum because it is new process, however sector can expect some of the draft content for consultation this year.

The process will involve a mixture of industry subject matter experts, teachers, tertiary and other educational leadership, including relevant subject associations.

Templates, design requirements, quality criteria, and processes will support the development of rigorous, valuable and credible industry-led, vocational curriculum subjects.

These subjects will not be an “easier” option for students and will be as credible and rigorous as Ministry-led subjects, including being graded in the same way.

13 of 20

Tranche two – decisions still to be made

By taking decisions in two tranches, we have the time to engage with the sector and undertake detailed design work with the new Technical Advisory Group.

Tranche two decisions include:

achievement requirements for Year 12 and 13
whether the Foundational Award is a requirement for the Year 12 and 13 qualifications
more information about how grading is going to work, for example what scale is used, and
if Year 11 Science should be compulsory.

Technical design decisions are expected to be taken to Cabinet in the coming months.

Footer to add here

13

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

Tranche two decisions still to be made are:

achievement requirements for Year 12 and 13;
whether the Foundational Award is a requirement for the Year 12 and 13 qualifications and
more information about how grading is going to work, for example what scale is used.

These are complex, interdependent decisions and the Ministry has established a Technical Advisory Group of curriculum design experts, psychometricians, and assessment experts to help guide decisions relating to achievement requirements, managing variability grading and assessment design.

This includes the Foundational Award, and whether it needs to be a co-requisite, alongside decisions about the detailed qualification design. The Minister will also be considering the timing for removing the current literacy and numeracy corequisite requirement (which is set at a Year 8/9 curriculum level).

Assessment will be designed in line with the new curriculum and will be developed to make sure it incentivises learning the important skills and knowledge that students need for life after school.

Also, during the consultation process, it was suggested it be made compulsory for schools and kura to require Year 11 students to take Science | Pūtaiao. The Minister will be seeking further advice on this.

In addition, the Ministry will be consulting on the detailed draft curriculum for Year 11-13 in three tranches starting in May, then June and July. The refreshed curriculum will align with the new qualifications.

14 of 20

14

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

15 of 20

15

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

16 of 20

Next steps and timeline

Footer to add here

16

2026: Finalise senior secondary curriculum and develop example assessments.

Finalise qualification design.

2027: Preparatory year for assessment design and PLD.

2028: Foundational Award introduced.

Assessment exemplars to become available (Y12).

2029: New Year 12 qualification starts.

Assessment exemplars to become available (Y13).

2030: New Year 13 qualification starts.

No student will need to switch between NCEA and the new qualifications system during their schooling. 

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

17 of 20

Questions that you asked us

17

How does the Ministry imagine the following headings for Mathematics at year 12 Applied Mathematics* and Mathematics
and at year 13, Applied Mathematics*, Statistics and Data Science*, Mathematics and Further Mathematics* ?

Why is Statistics not a stand alone subject at years 12 and 13 given the December 2025 Years 11-13 Curriculum Subjects for
The New Zealand Curriculum release?

How long will education Perfect be available for schools year 3 -10?

What professional development material is the Ministry rolling out (in person or online)?

What are the go to resources for the new curriculum?

Will there be flexibility in the SMART assessments?

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

18 of 20

Questions

18

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

19 of 20

...one last thing...

19

The Ministry of Education is inviting expressions of interest from educators and curriculum experts, who are familiar with the updated New Zealand Curriculum (NZC), to be panellists for SMART standard setting.
There will be 12 panels aligned to the NZC, focused on Reading, Writing, and Maths, and different year groupings.

Date	Action
15 May 2026	Expressions of interest close
5 June 2026	Panellists confirmed and notified
23 June to 25 June	NZC SMART Standard Setting Workshops take place

If you are interested, please scan the QR code above or email SMART.Enquiries@education.govt.nz

education.govt.nz

[IN-CONFIDENCE - RELEASE EXTERNAL]

20 of 20

Vaughan Couillat – Programme Lead Engagement | Te Poutāhū

Vaughan.Couillault@education.govt.nz

0272681539

[IN-CONFIDENCE - RELEASE EXTERNAL]