Maths and writing reports show stable achievement during curriculum change

2024 Curriculum Insights and Progress Study reveals stable performance during a time of curriculum change in Aotearoa New Zealand

The 2024 foundation area reports of Curriculum Insights provide the first national snapshot of writing achievement and the second for mathematics under the refreshed New Zealand Curriculum. In both areas, results are similar to previous assessments, indicating that achievement remains stable.

The study’s new benchmarking, aligned to the refreshed curriculum, sets higher performance expectations than in the past and shows where students currently sit against these updated expectations.

“These results provide an early indication of student achievement in relation to the national performance aspirations of the refreshed curriculum,” says Dr Charles Darr, Conceptual Lead for the study.

“They give us an important starting point for understanding how students are progressing and how expectations are taking shape during this time of change.”

The findings at a glance:

• Maths: Average achievement remained stable at all three year levels between 2023 and 2024. Overall, 22% of Year 3 students, 30% of Year 6 students, and 23% of Year 8 students met the provisional curriculum benchmarks in 2024. > Read the maths reports.
• Writing: At each year level, relatively low proportions of students reached benchmark scores set to mark curriculum expectations. These proportions should be interpreted with care given the newness of the curriculum and the complexity of determining what students should be able to score under assessment conditions. Overall, 41% of Year 3 students, 33% of Year 6 students, and 24% of Year 8 students were scoring above the curriculum benchmarks. Year 8 scores showed no statistically significant change from a similar assessment conducted in 2019, indicating stable performance over time. > Read the writing reports.
• Equity patterns: Achievement varied by equity index, ethnicity, and gender.
• Student attitudes: Across both subjects, students’ enjoyment of learning and confidence in their abilities were positively associated with achievement. Year 3 students reported the highest levels of enjoyment and confidence, with a decline observed at higher year levels.

About the foundation area assessments

Curriculum Insights carries out annual assessments in the foundation areas of reading, writing, and maths. In the first two years of the study, two foundation areas were assessed each year. From 2025, all three assessment areas will be assessed each year.

In each area, student achievement at Year 3, Year 6, and Year 8 is reported using a common scale. Benchmark scores, developed with subject matter experts, indicate when students are meeting curriculum expectations at the end of each phase. These benchmarks allow the study to report the proportion of students meeting end-of-phase curriculum expectations.

The study also includes learning area assessments, covering two of the curriculum’s eight learning areas each year, and a research panel of schools that explores specific aspects of teaching and learning to provide insights into the factors that influence student progress.

Looking ahead

The 2025 foundation assessments, covering reading, writing, and maths, will be conducted in Term 4.

“We’re grateful to the schools, teachers, and students who take part each year. We know this is a busy time for schools as they navigate curriculum changes, and we truly appreciate their commitment” says Dr Jenny Ward, Curriculum Insights Project Lead.

“Their contribution creates a clear national picture of achievement, offering valuable insights for understanding learning across Aotearoa at this time of change.”

The work to finalise and embed the refreshed curriculum is ongoing. These findings are an important step in building a long-term picture of student achievement as expectations are established. We also look forward to sharing findings from other parts of the study, including learning area assessments and insights from the research panel of schools.

The reports are also accessible on the Education Counts website.