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NCEA CHANGE PACKAGE 2019 OVERVIEW The number of credits available between internallyand externally assessed achievement standards willbe rebalanced. We are aiming for an approximate50:50 split. Different sources of knowledge, includingmātauranga Māori, vocational learning and Pacificpeoples knowledge will be reflected in achievementstandards, unit standards and associated materials. Teacher capability will be built to incorporatemātauranga Māori and more Pacific knowledge(where appropriate), into teaching under NCEA.Providing guidance on contextualising task designfor learning support, disabled peoples and diversestudent backgrounds, identities, languages andculture.There will be opportunities to strengthen the qualityand status of Vocational Education Training withinNCEA by: Involving employers and bodies responsiblefor setting industry standards in the review ofachievement standards, to ensure achievementstandards can support vocational learning. As part of the RoVE, working in partnership withindustry standard-setting bodies, schools and otherproviders offering NCEA, review how learningtowards industry-derived standards could be betteraligned to NCEA and the National Curriculum. Supporting schools and foundation tertiaryeducation organisations to deliver high quality andcoherent pathways for all students by designingcurriculum tools to support ‘academic’ as well asvocational learning.Course endorsements will be expanded to recogniseattainment at Achieved level and to include coursesassessed with industry-based standards.The brief course description will signal what thatcourse focuses on, and how it might fit in to thestudent’s future pathway and overall learning. This willimprove the coherence of courses and give employersand tertiary providers a clearer indication of what astudent knows and can do.11

NCEA CHANGE PACKAGE 2019 OVERVIEW5 Simplify NCEA’s structure5.What did we hear?We have heard that the credit structure of NCEAcan be unclear and the carry-over of credits fromone level to the next causes confusion to the overallunderstanding of NCEA.We have also heard strongly that NCEA createsworkload issues for students and teachers.Contributors to the workload include: the focus on accumulating credits; the number of assessment tasks; and pressure to allow multiple resubmissions (allowinga student a short period of time to correct minorerrors which have prevented the awarding of ahigher grade), sometimes outside the intendedscope of the rules.Key changes Remove credits 'carried over' from the levellower and used for more than one certificate Make each Level of NCEA a 60 creditqualification Clear guidance provided on the number ofcredits students should enter each year; 120credits for Levels 1 and 2, 100 credits for Level3 Only allow resubmissions that take a studentfrom a Not Achieved to an Achieved grade.12What you need to knowThe ‘carry over’ of credits will be removed and thenumber of credits required for each level of NCEAwill be set at 60.Guidance will be introduced indicating that moststudents should attempt no more than 120 creditsat Level 1 and 2, and 100 credits at Level 3. Wheneach course is rebuilt as a coherent suite of 4 or 5standards, worth about 20 credits, students takingup to 5 or 6 courses per year would not exceed thiscredit limit. In the short term, we would develop newTeaching and Learning Guides to support teachersto build courses from existing standards while newstandards are developed.Schools would only offer a resubmission opportunityto students where a minor error prevents them fromreaching the ‘achieved’ grade (not for merit andexcellence). This would not affect the provision offurther assessment opportunities (a furtherassessment for the same standard using a newassessment task, after further learning has takenplace).

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NCEA CHANGE PACKAGE 2019 OVERVIEW6 Show clearer pathways to further6.education and employmentWhat did we hear?Students do not always get access to clear, qualitypathways, or the information to be able to makegood decisions about their future. As a result,students can end up taking subjects which do notset them up with a deliberate pathway to their nextstep, preventing them transitioning successfully tofurther education and employment and making itdifficult for them to achieve their aspirations. Thereare a range of pathways into further VET, and thiscan be confusing to navigate.A key strength of NCEA is its ability to recogniseCurriculum–related learning as well as industryrelevant knowledge, skills and capability. However,we heard concerns about the credibility of some unitstandards, and vocational learning is often perceivedas a less attractive learning option.There is a need for the purposes of each NCEA levelto be made clearer for students and whānau, so theycan make more informed decision-making in relationto NCEA. Parents and employers thought the Recordof Achievement (RoA) was difficult to understand.What you need to know‘Graduate profile’»» A ‘graduate profile’ will be developed as part of a set of‘outcome statements’ for each NCEA qualification.»» This will include a clear description of what a personawarded the qualification must be able to do and know.The minimum expectation is that any one level of thequalification should prepare the graduate to undertakestudy at the next level of qualification.»» The graduate profile will list clear purpose and outcomestatements aligned with the characteristics for thatparticular graduate (and level of qualification). Theseshould clearly communicate the expectations ondesigning and delivering the curriculum. The tools wepropose to develop through the revised assessmentstandards will support the content of these statementsfurther.»» Integrate te ao Māori and mātauranga Māori into theoutcome statements for NCEA in discussion with Māorieducationalists, iwi and hapū.»» Within each graduate profile, the list of outcomestatements will provide associated education,employment, cultural and community pathways,outlining further learning a graduate of the qualificationcan undertake.»»Key changes Create 'graduate profiles' for each level ofNCEA, which offer young people a breadth ofcourses but with opportunities to specialise Develop a Vocational Entrance (VE) Awardfor students to directly enter higher-levelVET, and to more easily build high quality andcoherent packages of vocational learning inschool and foundation tertiary education Refine the RoA to be clearer and moresummative in what the student has achievedin their NCEAs14The graduate profiles, purpose and outcome statements areavailable in section 4.Vocational Entrance (VE) AwardWe plan to explore how to better shape packages ofvocational learning for schools and foundation tertiaryproviders, including how to recognise excellence andachievement in vocational education. As part of theRoVE, we want to develop a Vocational EntranceAward.A VE Award will be developed to sit alongsideNCEA Level 3. It will play a similar role to UniversityEntrance (UE) signaling that a student has undertakenthe requisite foundation tertiary learning valuedby industry, employers and Tertiary EducationOrganisations (TEO), and is ready for direct entry

NCEA CHANGE PACKAGE 2019 OVERVIEWinto higher-level VET at Level 4 and above. This willhelp to reposition vocational education as a valuedpathway for students leaving secondary school andfoundation tertiary education.The specific design of the award and relatedprogrammes of study will be subject to furtherdevelopment, including consultation with industrystandards-setting bodies, as well as school andtertiary sectors. This will also include considerationof any common and industry-specific requirements.In the interim, we will explore ways to strengthenthe Vocational Pathways by applying the sameprinciples as applied to the achievement standardsreview to supporting unit standards commonlydelivered in schools.Record of Achievement (RoA)There will be a light-touch redesign of the RoAwhich will include an expanded summary page toquickly show a student’s key achievements. Thepage will include: The NCEAs they have achieved, including courseendorsements. Course endorsements at Achieve, Merit andExcellence. A series of brief course descriptions.15

NCEA CHANGE PACKAGE 2019 OVERVIEW77. Keep NCEA Level 1 as an optional levelWhat did we hear?Last year, we had lots of conversations aboutwhether or not to keep NCEA Level 1.We heard that, for many students, Level 1 is a vitalpart of NCEA. It introduces them to the format ofNCEA assessment and prepares them for their nextstep. Many school leaders wanted to keep Level 1 asit keeps their students motivated by giving them agoal to work towards. Māori and Pacific people toldus that they also value Level 1 highly.For around 10% of students, NCEA Level 1 will betheir highest level qualification. Removing it as anoption has the potential to disadvantage this groupof students.Others have suggested that removing Level 1 willallow teachers to focus more on teaching and less onassessment. By reducing their assessment workload,teachers would be free to develop innovativeapproaches to Year 11 which would be of more valueto students than a Level 1 qualification.16What you need to knowWe want to keep NCEA Level 1 as an optional levelfor those schools and communities that feel it wouldbe of value for them. Others would be free to adoptalternative approaches to Year 11, in a way that bestmeets the needs of their students.As part of our rebuild of NCEA standards, Level 1 willbe refocused on a broad education across a widerange of Learning Areas Wāhanga Ako. We willwork closely with teachers and subject associationsto build these standards.Through this process, we want to explore ways thatstudents can access opportunities to credential awider variety of content, such as extracurricularactivities, strengths and skills, or work experience, aspart of their NCEA.

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NCEA CHANGE PACKAGE 2019 OVERVIEW3. How an NCEAprogramme could look*This illustration is intended as a visual aid to show how an NCEA programme could lookin the future. All standards and credit values are indicative only.Through the review of achievement standards, we will rebuild the standards within eachsubject. Each subject will have around 4-5 available standards (around 20 credits).Literacy and Numeracy requirement - 20 credits (all external)ZZ Students will need to achieve these standards to be awarded any level of NCEAZZ Co-requisite (does not contribute to the 60 credit requirement)ZZ Students are able to be assessed when ready from year 7Level 1A broad educationunderpinned by a foundationexploration of a range of disciplinesFull year programme of up to 6subjects – 120 credits. 60 level 1credits required to be awarded level 1Level 2Promote more specialisation, deeperdisciplinary knowledge and skills, andreadiness to transition to furthereducation and the world of workFull year programme of up to 6subjects – 120 credits. 60 level 2credits required to be awarded level 2Level 3Promote more specialisation, deeperdisciplinary knowledge and skills andreadiness to transition to furthereducation and the world of workFull year programme of up to 5subjects – 100 credits. 60 level 3credits required to be awarded level 3Record ofAchievement18Subject 2 (e.g. Science)Subject 1 (e.g. Te Reo Māori)20 credits from AchievementStandards20 credits from AchievementStandards6 CreditInternal6 CreditExternal6 CreditInternal6 CreditExternal4 CreditExternal4 CreditInternal4 CreditExternal4 CreditInternalSubject 1 (e.g. Te Reo Māori)20 credits from AchievementStandardsSubject 2 (e.g. Physics)20 credits from AchievementStandards6 CreditInternal6 CreditExternal6 CreditInternal6 CreditExternal4 CreditExternal4 CreditInternal4 CreditExternal4 CreditInternalSubject 1 (e.g. Te Reo Māori)20 credits from AchievementStandardsSubject 2 (e.g. Physics)20 credits from AchievementStandards6 CreditInternal6 CreditExternal5 CreditInternal5 CreditExternal4 CreditExternal4 CreditInternal5 CreditExternal5 CreditInternalCertificate Endorsement- NCEA Level 1 achieved with merit- NCEA Level 2 achieved with merit- NCEA Level 3 achieved withexcellenceCourse Endorsements(with brief course description)-Physics level 2 endorsed with achievementTe Reo Māori level 3 endorsed with excellencePhysics level 3 endorsed with meritMaths level 3 endorsed with excellence

NCEA CHANGE PACKAGE 2019 OVERVIEW4 CreditExternalSubject 3 (e.g. English)20 credits from AchievementStandards6 CreditExternal6 CreditExternal4 CreditExternalSubject 4 (e.g. PE)20 credits from AchievementStandardsSubject 5 (e.g. Maths)20 credits from AchievementStandardsSubject 6 (e.g. Health)20 credits6 CreditInternal6 CreditExternal6 CreditInternal6 CreditExternal5 CreditInternal5 CreditExternal6 CreditInternal6 CreditExternal4 CreditExternal4 CreditInternal4 CreditExternal4 CreditInternal5 CreditExternal5 CreditInternal4 CreditExternal4 CreditInternalSubject 3 (e.g. English)20 credits from AchievementStandardsSubject 4 (e.g. FoodTechnology) 20 credits fromAchievement StandardsSubject 5 (e.g. Maths)20 credits from AchievementStandards6 CreditInternal6 CreditExternal5 CreditInternal5 CreditExternal6 CreditInternal5 CreditExternal4 CreditExternal4 CreditInternal6 CreditExternal4 CreditInternal5 CreditExternal5 CreditInternalSubject 3 (e.g. English)20 credits from AchievementStandardsSubject 4 (e.g. Health)20 credits from AchievementStandards6 CreditInternal6 CreditExternal5 CreditInternal5 CreditExternal4 CreditExternal4 CreditInternal6 CreditExternal4 CreditInternalSubject 6 (e.g. building andconstruction) 20 credits fromUnit Standards20 credits froma number of unitstandardsSubject 5 (e.g. Hospitality)20 credits from Unit Standards20 credits froma number of unitstandardsVocational Entrance AwardTo signal that a student has undertakenfoundation tertiary learning valued byindustry, employers and TEOs, and is readyfor direct entry into higher-level VET.University Entrance AwardAnd / OrStudents gain sufficient credits from the listof UE approved NCEA subjects to meet therequirements for entrance to University.19

NCEA CHANGE PACKAGE 2019 OVERVIEW4. Purpose andoutcome statementsAs part of registering a reviewed NCEA on the New ZealandQualifications Framework, we will develop new purposeand outcome statements for each level of NCEA. Thesewill indicate what students working towards an NCEA canexpect to learn - what the characteristics, knowledge, skillsand capabilities of an NCEA graduate are - and what nextsteps an NCEA might lead to.The draft purpose and outcome statements are designedto reflect the change package above. Where appropriate,te ao Māori and mātauranga Māori will be included inthe statements and designed in discussion with Māorieducationalists, iwi and hapū.a. Strategic Purpose statement/ Te rautaki o te tohuPurposestatementNCEA Level 1NCEA Level 2NCEA Level 3NCEA Level 1 is an open-fieldqualification, which qualifieslearners with basic knowledgeand skills aligned to Level 6 of theNational Curriculum and literacyand numeracy capabilities for life,employment and further study.NCEA Level 2 is an open-fieldqualification, which qualifieslearners with knowledge, skills,and capabilities aligned to level 7of the National Curriculum.NCEA Level 3 is an open-fieldqualification, which qualifieslearners with knowledge, skills,and capabilities aligned to level 8of the National Curriculum.This qualification recognisesa broad range of educationoutcomes that prepare learnersfor further education at Level 3of the New Zealand QualificationFramework and employmentpathways.This qualification recognisesa broad range of educationoutcomes that prepare learnersfor further education at Level 4and beyond of the New ZealandQualifications Framework.This qualification recognisesa broad range of educationoutcomes that prepare learnersfor further education at Level 2of the New Zealand QualificationFramework where the focus shiftstowards transitions or furtherspecialisation.Graduates of this qualificationhave engaged in a broad andholistic education. Throughexperiencing achievementsuccess in meaningful contexts,graduates are enabled tocontinue on a learning pathway.20Graduates of this qualificationhave engaged in a broadand holistic education withopportunities to specialise.Through experiencingachievement success inmeaningful contexts, graduatesare enabled to continue on alearning pathway or a range ofemployment pathways.Graduates of this qualificationhave engaged in a broadand holistic education withopportunities to specialise.Through experiencingachievement success inmeaningful contexts, graduatesare enabled to continue on atertiary learning pathway ora wide range of employmentpathways.

NCEA CHANGE PACKAGE 2019 OVERVIEWb. A qualification outcome statement Graduate Profile/Ngā hua o te tohuGraduateprofileknowledgeNCEA Level 1NCEA Level 2NCEA Level 3Graduates of thisqualification will be able to:Graduate of this qualification willbe able to:Graduate of this qualification will beable to:Demonstrate foundationknowledge in a range ofcurriculum areas.Demonstrate knowledgeand emerging conceptualunderstanding of severalcurriculum areas.Demonstrate a knowledge of coreconcepts in several discipline areas.Demonstrate emergent awarenessof how disciplinary knowledge iscreated and validated.Graduateprofilecompetencies /capabilitiesDemonstrate functionalliteracy and numeracy anda basic understan

Along with NCEA fees, the design of assessments disadvantage some of our most vulnerable students, making NCEA hard to access. Key changes End NCEA fees and fees for NZ Scholarship Design achievement standards to be accessible for all, so that students with disabilities and students with learning support