Curriculum leads are based in the regions and provide frontline support to early learning settings, schools, kaupapa Māori and Māori-medium kura. They enable kaiako, teachers and leaders to understand the National Curriculum. They share and apply knowledge to support places of learning to make decisions together about local curriculum and marau-ā-kura that engage learners, promotes progress and fosters wellbeing. This means that children and young people have rich learning experiences that are relevant to them, their whānau and the community that they live in.
Curriculum leads support kaiako, teachers and leaders to design quality learning experiences for children and young people – where they experience their cultures, languages and identities through their learning.
Te Tiriti o Waitangi is at the heart of this mahi.
Curriculum leads have extensive knowledge and experience in teaching, learning, curriculum and assessment. They understand how to support professional change within their area of expertise (early learning, primary, secondary, or kaupapa Māori and Māori-medium).
Our curriculum leads have strong relationship building skills and adapt to the different styles and contexts they work in. This includes their experience supporting places of learning to build and maintain 2-way relationships with Māori whānau, hapū and iwi, Pacific and other communities.
A direct link to Te Poutāhū (The Curriculum Centre)
You’ll find our curriculum leads working across the country in Te Mahau | Te Tai Raro (north), Te Mahau | Te Tai Whenua (central), Te Mahau | Te Tai Runga (south) supplying curriculum expertise and local support. They have a direct connection to Te Poutāhū by supporting kaiako, teachers and leaders to gain a better understanding of curriculum policies and developments.
Areas of focus
The curriculum leads service was established through the Wellbeing 2020 Budget to enable all children and young people to experience well designed curriculum to support engagement and provide better education and wellbeing outcomes.
National and international research show that when children and young people have a strong sense of wellbeing they can engage meaningfully in learning. Educators tell us that children and young people who feel safe and confident in themselves and in their learning environments, engage more and achieve better outcomes in education, work, and life.
The service has been expanded and strengthened to provide advice specifically related to te reo matatini me te pāngarau | literacy & communication and maths. Our curriculum leads will continue to engage with early learning settings, schools and kura, supporting the teaching and learning of these foundational skills.
Within these areas curriculum leads have also worked with places of learning on unpacking and implementing the Relationships and Sexuality Education Guidelines (see below for more) and the Aotearoa New Zealand Histories curriculum.
As the national curriculum refresh continues, curriculum leads will also be supporting places of learning with the implementation of Te Mātaiaho and the refreshed learning areas, as well as implementation of 2 long-term strategies.
For Māori-medium settings, the strategy is Hei Raukura Mō te Mokopuna.
In English-medium settings this is the Literacy & Communication and Maths Strategy.
Relationship and Sexuality Education Guidelines
In response to an event in the Canterbury region, our curriculum leads responded to bring the resources to life.
Our curriculum leads unpacked the intent of the Sexuality and Relationship Guidelines at a large regional workshop with multiple agencies. They highlighted the resources and curriculum supports that go alongside the guidelines and gave localised support relevant to the uniqueness of the kura and schools within the region.
Curriculum leads shared feedback from participants so
- future supports are visible
- are highlighted at the right time
- implementation is improved
- future supports are fit for purpose.
You can contact our curriculum leads through your local Ministry of Education office.