NZAIMS position on NCEA at years 7 and 8.

By NZAIMS inc | Posted: Thursday September 5, 2019

Attached are the key points made by NZAIMS on the "unconsulted NCEA implementation" programme currently promoted by the Education Ministry.

NCEA Proposals Position

  • New Zealand Association of Intermediate and Middle Schooling (NZAIMS) is totally supportive and committed to raising student achievement in Numeracy and Literacy for all. “For goodness sake why would you want to lower student achievement?”


  • New Zealand Association of Intermediate and Middle Schooling (NZAIMS) is extremely concerned by the expansion of high stakes Summative Assessment to year 7-10 schooling under the proposed Literacy and Numeracy credits. The New Zealand qualifications system is already notorious for the overuse of summative assessment through NCEA. This, when research indicates that “formative assessment” (assessment focussed on improving learning through teaching what each learner needs to learn) gives effect to improved achievement. “Summative assessment” (ranking and grading of students into achievement categories) is recognised as enabling some while disenfranchising many learners and disconnecting them from formal education and learning.

  • Age and Stage appropriate education for emerging adolescents which is a broad, rich curriculum does not include the dysfunction of high stakes summative assessment.

  • The penchant for media to develop educational achievement statistics into league table and rank schools student achievement is similarly recognised as enabling some while disenfranchising many learners and disconnecting them from formal education and learning.


  • New Zealand Association of Intermediate and Middle Schooling (NZAIMS) is extremely concerned by the unintended consequences of this narrowly focussed and poorly consulted piece of educational change, which ignores the express intent of the Education Minister, for NCEA to not expand below year 9.


  • In a time when education is moving away from “subject silos” the isolation of numeracy and literacy credits to outside subject areas appears counter to a 21st century skill set for learners.


  • There is clear evidence of schools adopting NCEA preparation as a curriculum particularly in years 9 and 10.  Do we want the narrow, low engagement curriculum encountered in these situations to replace the rich and expansive opportunities of years 7 - 10  schooling?


  • New Zealand Association of Intermediate and Middle Schooling (NZAIMS) is extremely concerned by the absence of any Ministry initiated consultation with this key stakeholder and voice for schooling in years 7-10. In the absence of MOE invitation, NZAIMS initiated contact with the senior manager responsible. This NZAIMS initiated action resulted in, a rushed 90-minute monologue in which the MOE personnel presented their strategic plan which they implied was government policy for 70 minutes. This already adopted position was in “done and dusted” and MOE personnel "pushed back " against any comment from those questioning assumptions or expressing views contrary to the MOE stance.

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