In a significant development this year, the New Zealand Government is taking significant strides in educational reform by introducing a revamped NCEA Level One assessment as part of its comprehensive curriculum refresh. This initiative, aimed at enhancing the overall quality of education, is set to bring about substantial changes to the nation’s educational landscape. However, according to an article posted on Star News, North Canterbury secondary schools have made the distinctive choice to adhere to the familiarity of the existing NCEA Level One model.
Rangiora High School principal Bruce Kearney expresses concerns that without a robust qualification at level one, the educational journey for year 11 students could become a mere extension of year 10. Kearney emphasises the importance of having an alternative pathway or qualification and his confidence in the existing NCEA model.
‘‘If you do remove level one, you really need to have an alternative pathway or qualification and I wasn’t confident we had that.
‘‘And I really like NCEA, I think it is a good qualification and I don’t believe in postponing it because it is too stressful because all you are doing is transferring that stress to level two.’’
New Zealand Qualifications Authority (NZQA) deputy chief executive Jann Marshall anticipates that the majority of schools will continue offering NCEA Level One, demonstrating a commitment to the existing framework. Remarkably, she expects that around 25 percent of schools will choose to opt out of this particular level. This decision is rooted in various considerations, with an increasing number of educational institutions strategically directing their focus towards students achieving NCEA Level Two over two years. The nuanced reasons behind this choice underscore the evolving perspectives within the education sector, reflecting a deliberate shift in emphasis that seeks to enhance the overall educational experience for students. As
schools weigh the pros and cons of adopting the revamped system, Marshall’s insights illuminate the diverse approaches taken by educational institutions in response to the changes in New Zealand’s educational framework.
Ministry of Education Curriculum Centre programme director Derek Lyons provides crucial insights into the anticipated timeline for introducing the new NCEA Level One assessment. Focusing on the broader educational landscape, Lyons contrasts this rollout with the deliberately delayed implementation schedules for Levels Two and Three of NCEA. The decision to stagger the introduction of these higher levels stems from valuable feedback received from teachers, principals, and the NCEA Professional Advisory Group. This feedback played a pivotal role in shaping the Ministry of Education’s strategic approach, emphasising the importance of ensuring a well-thought-out and effective transition. As a result, the implementation of NCEA Level Two is slated for 2026, while Level Three is scheduled for 2027. These deliberate delays underscore a thoughtful approach, allowing educators, schools, and students ample time to adjust to the changes, incorporate feedback, and align their teaching methodologies with the evolving educational landscape. It reflects a commitment to successfully integrating the new curriculum, fostering a more comprehensive and responsive educational framework that meets the needs of educators and learners alike.
Unlike internal assessments conducted within the confines of the school, external assessments involve an unbiased evaluation by external entities. Exams, a traditional mode of assessment, will test students’ knowledge and comprehension through a standardised examination process. On the other hand, portfolios present an innovative dimension, allowing students to showcase their skills and achievements in a curated collection of work that extends beyond the classroom.
This shift towards external assessments reflects a commitment to enhancing the objectivity and validity of the evaluation process. By involving external entities, the system seeks to ensure a fair and impartial judgment of students’ capabilities, thereby promoting a more robust and reliable assessment of their academic achievements. Additionally, this new approach encourages students to develop a diverse skill set, accommodating those who may excel in practical applications and project-based work rather than solely in conventional examination settings.
As students adapt to this recalibrated assessment structure, the overarching goal is to foster a more comprehensive understanding of their academic prowess. This transition represents a deliberate effort to align the assessment process with evolving educational paradigms, preparing students for a future where versatility and adaptability are paramount. While the changes may pose initial challenges, they
underscore a commitment to equipping students with a holistic skill set that extends beyond traditional academic realms, better preparing them for the demands of higher education and the ever-changing professional landscape.
Principals like Kearney highlight challenges from the prolonged curriculum rollout, stressing the need for timely access to updated resources. Some administrators, as at Oxford Area School, find the gradual introduction beneficial. They see the staggered rollout as an opportunity to methodically address each learning area, allowing for an in-depth exploration and development of a localised curriculum. Despite voiced frustrations, the staggered strategy helps schools navigate updated curriculum complexities more smoothly, offering a nuanced perspective on the varied responses within the educational community. This highlights the intricate balance between the eagerness for a modernised curriculum and its practical implementation constraints.
Oxford Area School principal Mike Hart and Kaikōura High School board of trustees presiding member John Wyatt provide valuable insights into the evolving nature of education amidst technological advancements and changing career landscapes. They stress the need for a forward-thinking curriculum that goes beyond traditional subjects, focusing on developing adaptability, critical thinking, and technological literacy.
‘‘It means we can focus on a learning area at a time and spend time developing a localised curriculum,” Hart tells Star News.
Highlighting challenges beyond the classroom, Wyatt advocates for a paradigm shift in pedagogical approaches to meet the demands of modern society.
‘What an enormous task our educators have. We used to just train people in (reading, writing and maths) and set them on a career path for life,” says Wyatt.
Their perspectives underscore the transformative role of education in preparing students for holistic development and success in a complex, interconnected global landscape.
Kaiapoi High School principal Jason Reid highlights the decision to stick with NCEA Level One, citing the reduced teacher workload from fewer assessments. This choice aims to ease the burden on educators while maintaining educational quality. Reid also emphasises that this streamlined approach allows teachers to concentrate on
delivering a more enriching learning experience. Additionally, he underscores the intrinsic value of Level One for students completing their secondary education, providing them with a recognised qualification as they transition to higher education or the workforce. This strategic decision addresses both immediate needs and aligns with broader educational goals, emphasising the importance of a well-balanced and supportive learning environment.
‘‘We still see the value of level one because some students may leave school at the end of the year, so at least they’ve got something to show for their time at school.’’
North Canterbury schools are navigating the changes in NCEA Level One, focusing on providing a stepping stone for tertiary education and life. Despite the challenges, the aim remains to have all students achieve at least Level Two NCEA. The slow rollout of the curriculum refresh is met with mixed feelings, yet schools find ways to adapt and localise the changes for the benefit of their students.
News source from Star News
