Consultation for Phase 5 (Years 11-13)

Over 300 subject advisors and reviewers (teachers, subject association members, learning area specialists) across both New Zealand Curriculum and Te Mātauranga o Aotearoa are contributing to the development and refinement of these curriculums.  

The draft curriculum was designed using a knowledge‑rich approach, deliberately selecting and sequencing essential disciplinary knowledge, concepts, practices, and capabilities rather than starting from existing NCEA standards or pedagogy. 

A clear, coherent progression is being mapped from Phases 1–4 into Phase 5, with explicit sequencing of knowledge and practices across Year 11 and alignment through to Years 12–13 pathways. 

Students will be able to access a wide range of subjects many of which will be offered in both English and te reo Māori. At each year level there are also 11 subjects that are deeply grounded in te ao Māori and tikanga Māori, published in te reo Māori. Both Years 12 and 13 will feature at least eight new industry-led subjects. 

Design principles acted as quality‑assurance criteria, ensuring coherence, conceptual development, subject‑specific capabilities, and benchmarking against international curricula. 

Content choices were contextualised for Aotearoa New Zealand, integrating Te Tiriti o Waitangi principles, bicultural heritage, and local examples while remaining benchmarked internationally. 

Design documents developed prior to the draft curriculum documents explicitly defined what was in scope and out of scope, clarifying disciplinary boundaries and avoiding overlap with subjects. 

Local, national, and global contexts were deliberately selected to ensure relevance while supporting transfer of learning across settings and future pathways. 

The draft curriculum was designed to ensure common learning outcomes across schools, supporting system wide coherence regardless of delivery context.

This detailed curriculum specifies what needs to be taught in a subject throughout the year. This is a shift from learning driven by NCEA standards and will provide clarity for teachers.  

The Years 11–13 curriculum is knowledge-rich, nationally consistent, and internationally comparable. It’s designed for Aotearoa, reflecting our bicultural heritage and preparing students to have agency over their life in a changing world. 

The curriculum also contains a range of new, updated and exciting subjects for students.  For example: 

• Tau 12-13 Te Tātai Arorangi – This new subject strengthens pathways across mātauranga Māori-rich and science-related fields. Mokopuna develop understanding of whenua systems, waterway systems, sky systems, maramataka, tohu, biodiversity, oneone, mahinga kai, water movement, weather, navigation, environmental monitoring, models, data, technologies, risk, adaptation, tikanga Māori, knowledge integrity, and responsible decision-making. Te Tātai Arorangi also supports vocational pathways that are directly connected to local places and community priorities. These pathways are not separate from the overarching kaupapa of Pūtaiao. These pathways reflect the ways mokopuna can use mātauranga Pūtaiao, mātauranga ā-iwi, Science, te reo Māori, tikanga Māori, evidence, innovation, and kaitiakitanga to respond to complex challenges and create sustainable futures.  Te Tātai Arorangi keeps future options open while affirming the value of Māori ways of knowing, thinking, doing, and being. 
• Tau 11-13 Te Reo Pākehā – in this new subject, mokopuna are taught about knowledge of the English language systems, critical literacy and metalinguistic awareness, to begin or deepen their capability of te reo Pākehā as an additional language.  Mokopuna are taught to analyse, translate, and create texts across academic and vocational contexts. They will also learn how to use vocabulary, grammar, and discourses to apply language appropriately in different contexts.  Te Reo Pākehā supports mokopuna to confidently navigate diverse communication settings and credential their English language capabilities through secondary qualifications.  Taking Te Reo Pākehā as a subject leads to pathways in areas such as the humanities, media, law, communication, and Kaupapa Māori settings. 
• Years 12-13 Electronics and Mechatronics - In this new subject, students will learn about electronic processes such as circuit design, managing signals and power, and using both analogue and digital methods, as well as mechatronic processes including sensing, actuation, and system integration, and how these approaches enable the creation of intelligent, automated solutions. They will also learn how to investigate engineering concepts and apply systems thinking to contexts such as robotics, automation, smart devices, and sustainable technologies in New Zealand and globally.
• Year 12-13 Music Technology - In this new subject, students will be taught composition, performance, and production using both digital and analogue technologies, while also learning to examine how these technologies have shaped contemporary composition and performance practices over time and how they enhance and expand creative techniques and live performance. They will develop skills in integrating recording, sound design, and music technology tools, and learn to use live sound systems and digital processing to record and produce music across a range of artistic, cultural, and technical contexts.
• Years 12–13 Psychology - one of the fastest growing subjects in secondary schools, students will learn a range of frameworks and approaches for explaining human behaviour and related research and experimentational models. The subject will include critical thinking, evidence-based inquiry, and support students develop capability to know and understand their world. 
• Year 11 Business and Economics | Te Mātai Pakihi me to Ōhanga - explicitly connects learning to contemporary economic and business activity in Aotearoa New Zealand. This subject explicitly integrates Te Ao Māori perspectives that emphasise sustainability, community, and intergenerational impact alongside ways of thinking about markets, enterprise and profit. 
• Years 12–13 Media, Journalism and Communications - a new senior subject.  As well as traditional media studies, it expands into elements of journalism and communications, examining the relationship between media and society. As well as practical production, it explores important ethical issues such as AI usage, data privacy and misinformation in today’s fast-paced digital environment. 
• Year 12–13 Civics, Politics, and Philosophy - a new subject that builds on Social Sciences Years 0–11.  It weaves together knowledge and practices across philosophy, politics, and civics, and grounded in global, Māori, and Pacific ethical frameworks. It is designed to develop values-driven citizens who can lead and participate with integrity. Students explore traditions such as Aristotelian virtue ethics, Confucianism, kaupapa Māori ethics, and the Pacific way.  They will apply practical wisdom to civic and political life, while also learning to evaluate knowledge, AI, and misinformation through Māori, Pacific, and other epistemological lenses, preparing them to navigate a complex, information-rich democracy. 

We recognise that some schools, including secondary wharekura, rural schools, and area schools, operate in unique contexts with multi-year classes.   

In preparation for the implementation of the new curriculum, the Ministry will work closely with these schools and kura to develop tailored guidance. This will include targeted professional learning and resources designed to effectively support multi-year classroom practices.  

The needs of teachers assessing student learning in multi‑level classes are also being considered as assessment guidance for the finalised curriculum is developed.  

The new curriculum gives teachers clear guidance on what to teach, so teachers can focus on how to teach it. This reduces uncertainty and workload – and gives more time for quality teaching.  It also provides greater consistency across schools to the education content that students and their families can expect to be able to access. In each subject there is opportunity identified for teachers to choose a local/national/global context if appropriate to illustrate the knowledge.  

Between now and 2028, the Ministry will be designing the support for Principals, leaders and teachers to confidently implement the changes. Professional learning and resources will support classroom practices. 

The final Years | Tau 11–13 curriculum will be published later this year and be implemented progressively from 2028 to 2030, giving schools time to prepare and plan for change. 

A knowledge-rich curriculum provides clarity about what students | mokopuna are expected to know, and be able to do, for every learning area and year level. It supports mastery over time by providing content that is carefully selected, sequenced, and is coherent to make sure students build deep transferable understanding.  

Teaching and learning are informed by the science of learning, recognising that a knowledge-rich approach is the foundation for skills, reasoning, creativity, and innovation.  

Curriculum design informs assessment, while use of assessment to inform curriculum delivery practice is fundamental to the science of learning across all subjects. Through engagement with coherent disciplinary knowledge, learners develop the capability to understand their world, contribute confidently, and shape sustainable futures.  

You can watch video explainers about knowledge-rich curricula here - NZC - A knowledge-rich curriculum and TMoA Knowledge Rich Videos.