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What’s Changing?
What’s Changing?
A quick summary
New Structure: Moving from "Levels" to "Phases" (Years 0-3, 4-6, 7-8).
New Subjects: Refreshed English and Maths curriculum starts Term 1, 2026.
New Testing: Introduction of the SMART assessment tool for Years 3-8.
Progress Descriptors used in reporting: Common to all schools
Core Focus: A continued emphasis on "Structured Literacy" and "EPIC" learning environments.
Assessment and Reporting - updated February 2026
Assessment and Reporting - updated February 2026
Assessment Tools & Requirements
Assessment Tools & Requirements
From 2027 there is a requirement for formal twice-yearly assessments using an aproved tool. For OPS this be using the 'SMART '(Student Monitoring, Assessment and Reporting Tool) assessment tool to support assessing learners Years 3-8 in Reading, Writing, and Maths.
In mid February 2026 the Ministry of Education shared some of the potential uses for teachers of the data from assessments carried out by `akonga using the SMART Tool. At this time the tool is still in development and being trialed in some schools.
From 2026 there is a requirement to carry out and submit Phonics checks - submitted after 20 weeks at school and 40 weeks at school
At OPS...
(updated Feb 2026)
OPS staff will continue to make informed judgements about a child's learning using a range of tools, a combination of teacher observation, learning conversations with ākonga, learning tasks, informal and formal assessments. We believe that we need multiple sources of information to understand a learners learning and progress well.
OPS started submitting 'the phonics checks' to the Ministry of Education in 2025. This is a requirement from 2026.
Starting in 2026, we will implement SMART (Student Monitoring, Assessment and Reporting Tool), a new twice-yearly assessment for Years 3–8. We will be treating 2026 as a year for our learners to gain familiarity with using this assessment tool. We want the tool to assess knowledge and understanding in 2027, and where possible not have this impacted by how well ākonga can use a tool.
Snr Leaders took part in a online webinar in Week 2 of Term 1. While there looks to be some really useful information which could come from this assessment, the tool is not yet ready for use.
Reporting to Whānau
Reporting to Whānau
At least twice a year, schools are required to provide a written report to you, in plain language, on your child’s progress and achievement across the curriculum.
Reporting Using Phases: The way progress is reported will look different in 2026.
Reports to families about their child's learning will use new progress descriptions (Emerging, Developing, Consolidating, Proficient, Exceeding).
Emerging - Students require support to meet curriculum expectations for their year level and/or goals as described in their personalised learning plan.
Developing - Students are making some progress towards curriculum expectations for their year level.
Consolidating - Students are meeting many curriculum expectations for their year level and are steadily strengthening their understanding across learning areas.
Proficient - Students are meeting curriculum expectations for their year level.
Exceeding - Students are exceeding curriculum expectations for their year level.
At OPS...
Our OPS teachers spent time in January before school started learning as much as was available at that time about progress descriptor and indicators. There is still limited information.
We are committed to - establishing clear understanding of achieving for every child using the revised curriculum documents shared in Nov 2025. Staff will be working on this in staff meetings and Learning Community meetings.
The Ministry has approved 2 school days for 2026. Dates to be confirmed as soon as possible.
This information will be used in mid year reports.
In 2026 OPS staff make changes to our reporting and two written report formats, incorporating progress descriptors and feedback we have heard from whānau.
We plan to retain the face to face engaging and reporting events such as 'Share and connect' early in Term 1 'Whānau connect'. Feedback from whānau tells us these are beneficial and valued by whānau.
Revised Curriculum Documents - English and Mathmatics and Statistics 11/25
Revised Curriculum Documents - English and Mathmatics and Statistics 11/25
Curriculum Implementation 2025 - 2028
Curriculum Implementation 2025 - 2028
Curriculum Roll Out Year 0-8
Implementation of the new learning areas started in 2025 and will continue through to 2028.
Years 0-10 English and Mathematics & Statistics will be required for use from the start of 2026 for all state and state-integrated schools.
Years 0-8 content for Science, Social Sciences, Health & Physical Education will need to be used from Term 1, 2027.
Years 0-8 content for The Arts, Technology and Learning Languages will need to be used from Term 1, 2028.
At OPS...
OPS staff have been investigating and familiarising ourselves with the updated curriculum documents throughout 2024 and 2025.
The curriculum's focus on The Science of Learning' supports and enhances our current practices, and our OPS EPIC Learning Environments (Emotional, Physical, and Intellectually Challenging).
Our existing 'Structured Literacy' implementation (started 2022) strongly aligns with the updated English Curriculum.
All teachers complete both school-funded, and Ministry of Education-funded professional learning in Structured Literacy using the 'Ideal' approach (Learning Matters).
In 2026 all schools will be implementing the revised English and Mathematics and Statistics Curriculum - released Oct 2025.
Curriculum Changes
Curriculum Changes
Moving from "Levels" to "Phases"
Moving from "Levels" to "Phases"
Moving away from the previous 'curriculum levels', student progress is now grouped into Phases of Learning:
Phase 1: Years 0–3
Phase 2: Years 4–6
Phase 3: Years 7 & 8
The content in English and Maths & Statistics has increased and is more detailed year-by-year. Some concepts are now introduced earlier than the previous curriculum.
Knowledge and Practices
Knowledge and Practices
The curriculum is now organised into Knowledge and Practices.
Knowledge refers to the information, facts, concepts, and content that students must learn and retain in each subject. "What do students need to know?"
Practices refer to the skills, processes, and methods students use to engage with and apply that knowledge. "What do students need to do with what they know?"
At OPS...
In 2025 and in January 2026 befire school started for the year, staff continued their professional learning by investigating the updated curriculum's Learning Phases and using the new year-level expectations (which align with the Science of Learning and Structured Literacy).
We are making changes to our Learning Community organisation in 2026 in recognition of Phase 1 and 2.
Moving from Key Competencies to 'Capabilities'
Moving from Key Competencies to 'Capabilities'
The following capabilities are common across all learning areas.
Communication which includes actively listening and participating, adapting self-expression to the audience and context, and confidently and safely using digital tools to access information and communicate with others.
Relating to others which includes, working productively together, acting with personal integrity and responsibility, respecting the views and opinions of others, and demonstrating ethical and cultural understanding and responsiveness.
Self-management and self-regulation which includes setting personal goals and reviewing them, managing behaviour in a range of situations, organising and planning how to go about a task, and adapting strategies for success.
Problem solving which includes identifying problems, justifying ideas, linking causes with consequences, critical thinking, and testing and evaluating solutions.
Creativity which includes experimenting to shape and explain thinking, demonstrating intellectual curiosity, and the ability to look at things from multiple perspectives, co-creating and refining ideas and encouraging imagination.
At OPS...
In previous curriculums we use the NZ Curriculum's Key Competencies throughout our learning.
From 2026 OPS staff will start using 'Capabilities' (above). These align very well with our OPS 'We CARE' and EPIC Environment - Emotional, Physical and Intellectually Challenging Environment
What You Can Do at Home?
What You Can Do at Home?
Our OPS Website has a lot of information and videos about many different ways whānau can support their tamariki's learning. - Supporting Learning At Home
Have your say on further curriculum changes
Have your say on further curriculum changes
The remaining learning areas in Year 0-10 as well as Te Mātaiaho framework itself, are now open for consultation. Whānau are encouraged to share your thoughts.
Have your say on further curriculum changes
The remaining learning areas in Year 0-10 as well as Te Mātaiaho framework itself, are now open for consultation.
Te Mātaiaho is the part of the National Curriculum taught in English-medium state and state-integrated schools. Consultation closes: Friday 24 April 2026.
You can share your feedback on these areas:
Have your say on the draft Social Sciences curriculum content
Have your say on the draft Health and Physical Education curriculum content
Have your say on the draft Learning Languages curriculum content
For queries about Te Mātaiaho email: nationalcurriculum.refresh@education.govt.nz
New curriculum content for Years 0-10
The Ministry has confirmed updated curriculum content for Years 0-10 English, Te Reo Rangatira, Mathematics and Statistics, and Pāngarau.
These updates include the tools to help teachers understand how ākonga are progressing in their learning. For example:
Phonics checks in the first year of school.
Twice-yearly assessments for ākonga in Years 3-8 in reading, writing and maths.
Most state and state-integrated schools will begin teaching this updated curriculum from Term 1, 2026.
Find out more about the updated curriculum on the Tāhūrangi website:
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