National English teacher association withdraws from curriculum rewrite

The New Zealand Association for the Teaching of English (NZATE) has withdrawn from the English curriculum rewriting process, disengaging with the Ministry of Education.

NZATE publically released a letter to members dated to Wednesday February 5, 2025 stating they will “step back” from working with the Ministry of Education on the revised English Curriculum due to “the unreliability of MoE, the ad hoc directives they seem to be issued with, and the increasing concern that NZATE will be represented as agreeing to what is being developed.”  

NZATE have also released their draft curriculum feedback document on their website. 

Read the latest print edition of School News online HERE.

Adequate consultation?

The letter to members outlines a timeline of events, stating the draft curriculum was released to NZATE for consultation on short timeframes twice since December last year. NZATE stated that their comprehensive 14-page feedback document resulted in “minimal” changes, and that the draft curriculum was being worked on by “several groups”, whose members, identities and purposes were not clear.  

The release of the curriculum for wider consultation has also been much delayed. MoE told NZATE President Pip Tinning that they would release the curriculum on Monday, Feburary 17 for wider consultation, but this did not eventuate. Tinning says the association is concerned the delays will result in a shortened consultation period with the wider sector, as the wider timeline has not been shifted to accommodate these delays.  

In a statement to School News the Ministry of Education has said the English learning area for Years 7-13 is planned to go out for full consultation this month. 

The consultation period will close on Monday 28 April.  

“We expect to engage with NZATE and teachers across the county through the consultation period and beyond. Updated content will then be released in Term 4, 2025 and is planned to be required for schools to use from the start of 2026.” 

Content concerns

Tinning said the draft curriculum the association has seen “reads more like a syllabus than a curriculum”. NZATE are concerned it does not connect well to the existing curriculum at Years 0 to 6, which is more focused on literacy and not English literature.  

Tinning said there was no clear progression, and the curriculum was “absolutely chocka”, given most secondary English teachers only had a few hours per week to teach.

Tinning said the association’s “breaking point” was being told MoE were trying to formulate a reading list from the NZATE’s “Book Room”: a list of texts currently being used in NZ classrooms, intended to be a record rather than a guide. 

“It shows a real lack of trust and respect for our teachers. If you look at our newsletter or our Facebook page, [English teachers] as professionals have a huge amount of discussion around what texts will be engaging.” 

MoE has since denied they are using the “Book Room” as the basis for a recommending reading list.  

“We are considering how we best guide teachers to make choices to ensure students get a chance to read rich and varied texts,” says Pauline Cleaver, acting hautū (leader) of curriculum centre at MoE.  

“The revised English learning area will be knowledge-rich and clear about the range, form and complexity of texts that students will experience in years 7-13. It will give a detailed year by year teaching sequence to support the consistent delivery of the subject English content.” 

A lack of transparency

Tinning also cited concerns over a lack of transparency. 

“Information isn’t being given on who is giving directives… it’s just too much, it’s ill-considered, and it’s an absolute shambles.” 

Tinning said NZATE is willing to work with the Ministry if there were greater transparency, and “if there is a real sense of collaboration and a real sense of consultation… if that level of respect comes in, then absolutely we will be happily at that table.”  

Cleaver said the Ministry of Education has been working “in collaboration with representatives from NZATE, sector leaders and other education experts. 

“The rewrite of the English curriculum is an iterative process with a lot of input from different experts.” 

A call to action

Tinning says that she would like her colleagues to engage with the rewrite consultation when the draft is released.  

“It’s really important that teachers have their voices heard when the document comes out, whatever subject area they’re in. People need to realise that the Maths and English curriculums are the model for every other subject area.  

“Submissions don’t have to be long, but it is vital that we give feedback so that we end up with a curriculum that our rangatahi deserve: one that’s engaging and that sets them up to be really great people beyond school.”