New Curriculum: Easy to Change Curriculum, Hard to Change Mindsets

As New Zealand moves towards significant changes in the English and Maths curriculums from 2025, there is a growing debate around how the education system should adapt. The government’s focus is clear: improving literacy and numeracy levels among students. Education Minister Erica Stanford has emphasised the importance of starting the process now, given the declining achievement rates, particularly in maths. However, the question isn’t just about what needs to change - it’s about whether schools and teachers are prepared to shift their long-standing approaches and embrace new methodologies. While I support these reforms, it’s evident that changing mindsets, not just curriculum content, may be the biggest challenge we face.

The Structured Literacy Shift

A major component of the changes involves structured literacy, an evidence-based approach that focuses on teaching children to decode words by understanding letter sounds and their combinations. This method has proven successful in various schools across New Zealand, where reading outcomes improved significantly for new entrants. The government’s push for structured literacy is part of the broader "science of learning" approach, ensuring children master one skill before moving on to the next.

However, despite these successes, many educators feel rushed and have voiced concerns about insufficient support for teachers. Without proper professional development and time to adjust, schools could implement the changes unevenly, resulting in piecemeal outcomes across the country.

But is the rush truly a problem? Minister Stanford has argued that there’s no time to waste. The longer we delay, the more children will continue to struggle with basic reading, writing, and numeracy skills. Her message to educators has been clear: the changes won’t be perfect from day one, but they need to start. Schools will receive ongoing support, including decodable readers and other resources, to help them transition.

Resisting a One-Size-Fits-All Approach

One of the key points of contention is the perception that the new curriculum imposes a one-size-fits-all approach to teaching. Teachers argue that while structured literacy works well for many students, it doesn’t suit everyone. The “tail” of underachieving students still exists, and teachers feel they need more flexibility to adapt their methods to meet diverse learning needs. This is where the mindset shift becomes crucial. While structured literacy might be the preferred method, should teachers have the freedom to incorporate other techniques, like the whole-language approach or Reading Recovery?

The debate highlights a deeper issue in education - trust. Many teachers feel that the government’s reforms are reducing their professional autonomy, constraining them to prescribed methods. However, Stanford’s view is that the current situation, where too many children leave primary school without essential reading and maths skills, demands a more structured, consistent approach across the country. In other words, while teacher judgment is vital, relying too heavily on variable approaches has led to inconsistent outcomes.

The Challenge of Accelerating Maths Learning

Perhaps the most contentious aspect of the reforms is the overhaul of the maths curriculum. Initial testing based on the draft curriculum revealed that only 22% of Year 8 students met the new expectations. The shift towards earlier introduction of key concepts like fractions, addition, and subtraction has raised concerns about whether students and teachers will be able to keep pace.

While some schools, have embraced innovative ways of teaching maths, such as group problem-solving and a focus on discussion, the fear is that these methods could be sidelined in favour of workbook-based learning. Teachers worry that the joy and engagement students currently experience in maths could be lost if a more rigid structure is imposed.

Nevertheless, the Ministry of Education insists that the new curriculum will make teachers' jobs easier, not harder. By outlining exactly what needs to be taught and when, it reduces ambiguity and helps teachers focus on core concepts that students need to master. Yet, changing deeply ingrained practices and attitudes towards teaching maths will take time - and trust in the process.

Why the Changes are Necessary

Despite the resistance, it’s important to remember why these changes are happening. Studies consistently show that New Zealand’s literacy and numeracy rates have been declining. For example, OECD’s PISA tests show that 29% of New Zealand 15-year-olds perform at the lowest level in maths. Similarly, NCEA results highlight that large numbers of students, particularly from Māori, Pacific, and lower socio-economic backgrounds, fail basic literacy and numeracy tests.

We simply cannot afford to continue on this trajectory. A refreshed curriculum, with structured literacy and a revamped approach to maths, offers a pathway to improvement. While the implementation may feel rushed, it’s an urgent response to an educational crisis.

Changing the Curriculum vs. Changing Mindsets

Ultimately, the success of these reforms will depend not just on the curriculum itself, but on the willingness of educators, parents, and policymakers to embrace a new mindset. Structured literacy and an accelerated maths curriculum represent a significant shift in how we approach education. For some, it may feel uncomfortable or even threatening to the way they’ve always taught. But change is never easy, and the stakes for New Zealand’s future are too high to wait for the perfect moment.

As we move forward, it will be critical to ensure that teachers are supported - not just in learning new content, but in understanding why these changes matter. Professional development must continue, and there must be room for dialogue between the government, educators, and communities. By focusing on the long-term benefits for our students, we can create an education system that truly prepares them for success.

References

• RNZ News. "Teachers Express Concerns Over Rapid Curriculum Changes." Radio New Zealand, 2024.

• Ministry of Education. "Curriculum Refresh: Overview and Rationale." Ministry of Education New Zealand, 2024.

• OECD. "PISA Results 2022: New Zealand Literacy and Numeracy Decline." Organisation for Economic Co-operation and Development, 2023.

• Stanford, Erica. "Comments on New Curriculum Changes." Ministry of Education New Zealand, 2024.

• Upper Hutt Principals Association. "Open Letter to the Government Regarding Curriculum Changes." 2024.