This report describes current practice in the schools visited and evaluates the extent to which the schools provided a coherent senior curriculum. The findings have implications for the wider review of NCEA and future planning. These implications for further consideration in the review relate to:
- developing ways to help schools and communities understand and value success as a learner in terms of deep learning, wellbeing as well as qualifications
- the need for KCs to be included within the curriculum, achievement standard assessment in relevant contexts, not in isolation from learning contexts
- whether there should be compulsory foundational learning in Years 9 and 10 to build learners’ capacity and confidence preparing them for senior study
- further consideration of how to spread the practice identified in successful schools, where learning was the focus and assessment embedded in a coherent programme
- the need to increase support from the across the sector (subject associations, Ministry, NZQA) and for this support to be coherent and consistent
- how to manage the unintended negative consequences that UE and scholarships offered can have on pathway choices
- addressing the effect of high-stakes assessment when this works against developing a coherent curriculum and how KCs can be included
- whether to set an absolute limit on credits attempted or gained at each NCEA level
- whether NCEA assessment should be avoided in Years 9 and 10 as it detracts from the coherent learning programme development and has a flow on effect to subsequent years.
It is important to note that school leaders expressed the wish for national leadership in these matters.