School Curriculum Rewrite Faced Major Challenges, AI Considered as Aid

Internal documents leaked by a third-party news source reveal that the recent rewrite of New Zealand's school curriculum was plagued by serious issues. Managers within the Education Ministry were reportedly considering the use of artificial intelligence to assist in the process, highlighting the challenges of aligning a complex and evolving educational framework with the needs of students and teachers alike.

Lack of Clear Definition Sparks Concern

One of the most significant problems identified in the documents was the lack of a clear definition for the term “knowledge-rich,” a core concept underpinning the curriculum rewrite. Despite the ministry having already published primary school maths and English curriculums, and nearly completed secondary school English and maths curriculums, there was confusion over what “knowledge-rich” actually meant in a New Zealand context.

Primary school principals and secondary teachers’ unions expressed concern over the lack of clarity. They emphasized that without a clear definition, teachers were left uncertain about how to implement the new curriculum effectively. Even the ministry itself was unable to provide a definition when asked, despite having published materials that supposedly aligned with “knowledge-rich” principles.

Challenges in Curriculum Development

A leaked “programme status report” described the new curriculum development process as an “extreme” challenge. It noted that the lack of a clear design framework was impacting all learning areas of the New Zealand Curriculum (NZC) and Te Marautanga o Aotearoa (TMoA), the curriculum for Māori-medium schools. The report also mentioned that the ministry was exploring options to bring in overseas experts to help develop templates and frameworks for the curriculum.

The document warned that governance groups involved in the rewrite were ineffective, providing conflicting advice and failing to follow through on feedback. It also highlighted a lack of understanding about the use of mātauranga Māori in the curriculum and a lack of experience among contributing groups.

AI as a Potential Solution

In an effort to streamline the development process, a senior manager suggested using artificial intelligence to synthesise curricula from other countries like Singapore, NSW, and British Columbia. This could help ensure consistency in language and provide a quicker reference for curriculum development. However, the ministry clarified that AI is not being used to directly write curriculum content, but rather to assist with background research and insights.

The Education Ministry has stated that it is actively managing the risks associated with the curriculum rewrite, using a risk management framework to monitor and escalate issues as needed. Despite these efforts, the programme remains in “red status” due to the scale and complexity of the work involved.

Calls for Clarity and Transparency

Education leaders have called for greater clarity and transparency from the ministry. Kieran Gainsford, vice-president of the Post Primary Teachers Association, said that without clear definitions of terms like “science of learning” and “knowledge-rich curriculum,” schools and teachers would be left in confusion. Leanne Otene, president of the Principals Federation, likened the process to “building the plane as it was flying,” indicating a lack of direction and planning.

The curriculum rewrite has also raised concerns about the use of AI in education, with some questioning whether the technology could provide the consistency and clarity the ministry is seeking. Others argue that while AI may be a useful tool for background research, it cannot replace the nuanced understanding required for curriculum development.

As the ministry continues to refine its approach, the challenges of the curriculum rewrite serve as a reminder of the complexities involved in shaping the future of education in New Zealand.