by Rebecca Thomas
Today marks the release of the New English Draft Curriculum, and it's now open for feedback. As you read over it, it's worth reflecting on the original purpose behind refreshing our curriculum - to place te ao Māori at the heart of our education system.
Te Mātaiaho, the original framework guiding this refresh, embodies the right to education and aims to help ākonga understand what it means to live in Aotearoa New Zealand. It supports every child to thrive individually and collectively, both locally and globally, in a society that promotes peace, dignity, tolerance, freedom, equity, and social and environmental responsibility.
As I read through the new documentation earlier, I was pleased to see familiar tones and philosophies. Despite the negative hype and drama that has surrounded this refresh in recent months, the core principles of Te Mātaiaho remain intact. The content aligns well with the common practice model and doesn't compromise the underlying philosophy and purpose of Te Mātaiaho.
While the seven kupu and whakatauakī that initially framed the refresh are no longer explicitly referenced, their essence is still present. These seven principles were designed to be catalysts for creating a curriculum that breathes equity and excellence while honouring our obligations to Te Tiriti O Waitangi.
Let's revisit these seven threads and how they're woven into the new draft:
Mātainuku: Grounding and nurturing the learnings
Mātaitipu: Growing and nourishing a thriving community
Mātairangi: Looking beyond the horizon and drawing knowledge near
Mātaiahika: Maintaining stories and reflecting community aspirations
Mātaioho: Awakening, arising, and taking action
Mātaiaho: Weaving learning strands together
Mātairea: Building and supporting progress
These principles are evident throughout the draft, emphasising culturally responsive pedagogies, authentic partnerships with tangata whenua, and a curriculum that allows learners to make connections and have deep, meaningful experiences.
Mātainuku: Grounding and nurturing the learnings
The draft emphasises the importance of activating prior learning as a key pedagogy. This aligns with Mātainuku by grounding new knowledge in students' existing understanding. The curriculum also highlights the science of learning, ensuring that our teaching practices are rooted in evidence-based approaches.
2. Mātaitipu: Growing and nourishing a thriving community
The draft stresses the relational aspect and collaborative approach to learning. It promotes flexible grouping and collaborative learning experiences, fostering a sense of community in the classroom. The emphasis on positive relationships with language and expressing opinions as readers and authors contributes to growing a thriving learning community.
3. Mātairangi: Looking beyond the horizon and drawing knowledge near
The curriculum distinguishes between induction knowledge and deeper understanding, emphasising the importance of smaller, manageable chunks of learning. It encourages teachers to support students in trialing thinking methods and receiving feedback, helping them to look beyond their current knowledge and draw new understandings closer.
4. Mātaiahika: Maintaining stories and reflecting community aspirations
The draft places significant importance on stories, culture, and identity. It promotes texts that connect with identity and belonging, and emphasises rich texts that centre around students and whānau. The inclusion of critical literacy, asking "whose voice is missing?", reflects a commitment to diverse perspectives and community aspirations.
5. Mātaioho: Awakening, arising, and taking action
The curriculum advocates for explicit teaching using success criteria and scaffolding until learners develop agency. It promotes active engagement and effective feedback, aligning with Assessment for Learning (AFL) principles. The emphasis on drama, arts, and creating scripts and presentations encourages students to take action and express themselves.
6. Mātaiaho: Weaving learning strands together
The draft supports a multimodal approach to learning, promoting fun, creative learning experiences. It emphasises understanding how texts are structured and varied for purpose, and how students learn through talk (dialogic teaching). This holistic approach weaves together various learning strands, creating a rich tapestry of knowledge and skills.
7. Mātairea: Building and supporting progress
The curriculum highlights the importance of repeated learning experiences until agency is achieved, echoing Bishop's ITAR model. It emphasises formative assessment alongside summative assessment, encouraging teachers to notice, recognise, and respond to student progress. The focus on affective learning skills, acknowledges that emotional behaviour impacts learning and promotes culturally responsive teaching.
Throughout the draft, we see a strong commitment to equity and inclusivity. The emphasis on reading for joy, visiting libraries, and accessing stories in diverse ways ensures that all students can engage with literacy. The promotion of multimodal texts and the idea that "texts we create and share spread joy" underscores the universal nature of storytelling and learning.
The draft also recognises the importance of daily reading to students and the power of drama and the arts in education. These elements contribute to a rich, diverse learning environment that supports ākonga in their educational journey.
While the seven principles are not explicitly named in the new draft, their essence permeates the document. The curriculum demonstrates a deep understanding of how children learn best, incorporating evidence-based practices and culturally responsive pedagogies. However, one aspect that gives pause is the absence of explicit messaging about the need for change. The draft could benefit from openly acknowledging that the previous curriculum fell short in fully honoring Te Tiriti and serving all students equitably.
If I were to offer feedback on this document, it would focus on the importance of transparency regarding its purpose. There's a need to clearly articulate why this refresh is necessary: to prevent ākonga from being excluded from educational opportunities due to their unique learning styles being overlooked. By being upfront about these motivations, the curriculum can more effectively rally educators, whānau, and communities around its vision for a more inclusive and responsive education system.
This transparency would not only strengthen the document's credibility but also provide a clear rationale for the changes it proposes. It would help stakeholders understand the urgent need for a curriculum that truly serves all learners in Aotearoa New Zealand, reinforcing the commitment to equity and excellence that lies at the heart of Te Mātaiaho's vision.
Despite this, I'm grateful that the essential ingredients for best practice and serving our learners justly have materialized in this draft after such drama in the media. While it may not be prominently displayed "on the tin," the content reflects a commitment to equity, inclusivity, and honouring te ao Māori in our education system.
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