As indicated in our December newsletter, from 2024 we will no longer be focusing on our students gaining Level 1 within Year 11. The focus will shift to increasing the learning time available within the Year 11 to better prepare students for success at Level 2 and beyond.

In Year 11, students will still study courses aligned to the New Zealand Curriculum, continuing to be assessed and given feedback on their progress and achievement against the curriculum levels. However, assessments will not be dictated by the NCEA Assessment Framework and the focus of the assessment will be on informing learning, rather than accumulating credits.

This decision has been prompted, in part, by the Ministry of Education review of the New Zealand Curriculum and NCEA as a qualification. More significantly, it is as a result of the wide ranging review of our curriculum and pastoral systems over the last two years, and is one of the changes we are making to address areas where we can increase student engagement and achievement. Our review raised increasing concerns about the excessive amount of assessment and the waning engagement by students as they move through their senior years. We currently over-assess our senior students with three years of NCEA assessment. We believe this impacts negatively on student learning, motivation and well-being as they move through the senior school.

Our review has revealed that the NCEA system, starting at Year 11, has “trained” our students to become “credit gatherers” rather than learners. Schools are not required to assess students using NCEA at Level 1, but as a consequence of us doing so, and therefore focusing on NCEA assessment throughout Year 11, valuable learning time is lost. This time will alternatively be used to broaden and deepen knowledge, and improve key competencies and skills which would result in better engagement, learning and achievement at higher qualification levels.

Prior to NCEA, School Certificate was the minimum exit qualification. Now NCEA Level 2 is the gateway qualification that is the prerequisite for the great majority of tertiary courses and job opportunities. Nationally, the government expectation is that 85% of those leaving education should obtain Level 2 NCEA as a minimum qualification. In time, our ultimate aim would be to increase this to 100%.

Please see below for a selection of questions and answers relevant to this change. As always, if you would like to discuss this information, or any of the other changes and enhancements we are making in 2024 and beyond, please do not hesitate to get in touch.

Questions and Answers:

Summary of why we are not focusing on Level 1 achievement in Year 11

Please see the above information for further detail. However, in summary:

• We want to place more emphasis on learning. The national NCEA review and our internal review clearly identified that too much learning time is being spent on assessment. With more time to focus on learning we could provide more flexible and engaging learning experiences.

• NCEA Level 2 is the qualification that helps create a strong pathway for young people in terms of jobs and further education. Better preparing for this should be the focus.

• The amount of NCEA assessment over three years negatively impacts student wellbeing and we need to reduce this impact.

Don’t schools have to offer NCEA Level 1?

Since its introduction, NCEA Level 1 has always been optional and is offered by schools at their discretion. Our students would still have the opportunity to gain Level 1 as a by-product of gaining Level 2 and above. However, for most, they will not achieve Level 1 until part way through Year 12.

The national NCEA review considered removing Level 1 completely. One of the reasons for keeping it as an option for schools is that for around 10% of students nationally it is their highest level qualification. For CSC students this figure was approximately 8% in 2022.

One of the reasons stated in the NCEA review, for keeping it as an option, was:

We want to keep NCEA Level 1 for schools who wish to continue to use this qualification. Others would be free to adopt alternative approaches to Year 11, in a way that best meets the needs of their students.

We believe our change in approach to Level 1 NCEA (and enhancements to curriculum delivery at CSC) will better meet the needs of our students. An increasing number of schools have already taken a similar approach to what we are planning. We have been in communication with a number of them to learn from their experience.

Interesting fact: There are very few countries in the world, if any, that have three years of national assessment, apart from New Zealand.

Does this mean students would not get NCEA Level 1?

Level 1 is obtained automatically by achievement of Level 2 or higher. Students would still
be able to achieve Level 1, by achieving Level 2 in their Year 12 year, or higher.

If a student left school at the end of Year 11, won’t this mean they don’t have NCEA Level 1?

The number of our students who leave education at the end of Year 11 is very small. However, if a student intended to do this, we would ensure they had an individualised programme that provides the opportunity to gain the credits needed for Level 1. This might be a combination of Level 1 and Level 2 standards, delivered in their Year 11 year.

What could a Year 11 NCEA programme look like?

A Year 11 programme could consist of:

• A course designed and assessed against the New Zealand Curriculum, appropriate to the expected level of a Year 11 student. The courses would be designed around the NZC and key competencies, rather than around the requirements of NCEA assessment.

• Some courses may offer an NCEA standard if it is still the most appropriate way to assess and provide feedback on a particular skill set or knowledge. However, the courses will not be designed around this and accumulating credits will not be the focus.

• Students will be assessed against the new Literacy and Numeracy standards which become mandatory in 2024. They will be assessed when ready, but this may be from as early as Year 10. The achievement of these standards is a required component to achieving NCEA at any level.

Why do any Level 1 NCEA assessments at all?

If it is the most appropriate method of assessment and supports the learning, then an NCEA Level 1 assessment may be selected as part of the assessment of a course. For some students, the opportunity to try some NCEA assessment, either internally or externally assessed, prior to Level 2, may be appropriate. Allowing the flexibility for some assessment will cater for this. However, the focus will not be on gathering credits from these assessments at Level 1. The focus will be on using the experience for learning and progression into Level 2.

How would students be assessed for their courses in Year 11 if you’re not using NCEA assessments?

A range of assessment types will continue to be used. These will include tests, assignments, portfolios, recordings and performances. If appropriate, some courses may have an NCEA assessment. Overall, there would be much less assessment and what assessment there is would be focused on improving knowledge and skills as the basis for entry to Year 12 courses.

Don’t we need NCEA assessments to motivate students?

NCEA assessments do provide some extrinsic motivation. However, we believe that engaging and relevant courses, quality teaching and self-motivation, along with supportive and involved parents/caregivers, are key to students being motivated to learn and succeed. Currently the negative effects of over-assessing our students over three years is outweighing the motivation factor. Many schools that are not offering a full Level 1 NCEA programme have replaced it with a comprehensive Year 11 Diploma. They have a wide range of criteria including academic performance, attendance, literacy and numeracy, and effort. We are in the early stages of planning a similar CSC Year 11 Diploma.

What curriculum content will be covered in Year 11?

It would be the same, or similar, to what is currently covered as it is needed in preparation for Level 2 content. However, there will be opportunity for innovation and greater breadth and depth, as much less time would be spent on assessment.