An educational phase is a stage in the child's education which is normally defined by legislation or regulation and is characterised by the age of students, school type and curriculum and assessment arrangements. The curriculum and assessment framework in this Archive is related to these phases.
The three constituent phases of the New Zealand school system are:
Primary schools provide the first level of compulsory schooling. They cater for children from the age of 5 (Year 0) to the end of Year 6 of schooling (Standard 4). Children in Years 7 and 8 (Forms 1 and 2) may either be in a separate intermediate or middle school, or in a primary, secondary, or composite/area (all-through) school. Secondary schools usually provide for students from Year 9 (Form 3) to the end of Year 13 (Form 7).
In New Zealand, the term 'early childhood education' is used to refer to the non-compulsory provision of education and care for young children and infants before they begin school. Although early childhood education is voluntary, most children receive some form of pre-school education,10 at least at the ages of 3 and 4 . Most children aged 510 are admitted to the junior phase of primary schools, although school is not compulsory until the age of 6 years, see section 3.2.2.1.40
All early childhood education services - whether home-based or centre-based - are subject to Ministry of Education regulations and are monitored by the Education Review Office (ERO). Two home-based services are directly provided by the Government: the 'Correspondence School Early Childhood Education' programme and 'Parents as First Teachers' (9,000 families involved in 1998), see below. All other services are community-run (although some of these are in government-owned buildings) or privately owned and operated.10,28
Regulations under the Education Act 19892 established minimum licensing standards for all early childhood centres. Consequently, unless meeting the specific requirements for licence-exempt services all early childhood centres are required to be licensed. Licensing regulations set minimum standards for premises, staffing, programmes, organisation and management of early childhood centres. Current minimum standards require that a 'person responsible', who holds an approved early childhood education qualification must be present with the children in an early childhood centre at all times.19
The main forms of early childhood centre are kindergartens, playcentres, childcare centres, family day-care schemes (also known as home-based services), community playgroups, and te kohanga reo (Maori 'language nests'), Pacific Islands early childhood centres (PIECCs) and Pacific Islands language groups (PILGs).4,10,19
Kindergartens operate sessional early childhood education for children from three to five years of age. Mobile kindergarten services are also available in some rural areas. Parent participation is encouraged in the kindergarten programme.19
Playcentres began in the 1940s and are parent cooperatives, where parents take responsibility for the management and supervision of mixed age sessions of up to five half-days per week for children between birth and school age. Parent support and education is an integral element of playcentres. All parents are required to help supervise sessions on a rostered basis. A playcentre trained supervisor or a group of parent supervisors take overall responsibility for the programme. Playcentres are administered through parent management committees at local and regional level, linked to a national organisation. Training and parent education programmes, which can lead to a recognised early childhood qualification, are implemented through centre-based training programmes.19
Te kohanga reo (which translates as 'language nest') is a Maori community based early childhood education programme which is delivered through the Maori language (the official indigenous language of New Zealand.) Originally established by Maori initiative, with government funding, it aims to increase participation by Maori children in pre-school education, and to promote Maori language and family and cultural values. Kohanga reo has grown rapidly since the 1980s and is now the single most popular form of early childhood education for Maori families. It is unique in that it is the only childhood service in New Zealand where Maori make up the majority of the children. Te kohanga reo centres are administered by local management groups which are affiliated to a national body - Te Kohanga Reo National Trust. This Trust receives government funding which allocates funds to individual kohanga reo.19
Pacific Islands Early Childhood Centres (PIECCs) include bilingual and full immersion centres offering programmes based on the values and languages of Pacific Islands cultures. The centres cover a range of nationalities: Samoan, Cook Islands, Maori, Niuean, Tongan, Tokelauan, Tuvaluan and Fijian.19
Childcare centres is the term used to describe sessional, all-day or flexible hours early childhood education services other than playcentres, kindergartens, kohanga reo or PIECCs. Services may describe themselves as childcare centres, kindergartens, infant centres, creches, pre-schools or by a name that indicates their particular philosophy or purpose. Childcare services may be privately owned profit-making businesses, non profit-making, e.g. an incorporated society or charitable trust, or may operate as an adjunct to the main purpose of a business or organisation, e.g. factory childcare services.19
The correspondence school is a state-funded distance education service, which includes an early childhood section. Children between the age of 3 and 5 years, who are unable to attend an early childhood centre because of isolation, illness or itinerancy, may be enrolled in the early childhood service. Trained and registered teachers work closely with parents to plan home-based early childhood education programmes. Parents receive written materials on play activities and learning experiences suited to the age level and experience of their children. A wide range of books, games, puzzles and tapes is sent on loan to use with children.19
Home-based services (family daycare) is an organised system whereby parents of young children or babies requiring childcare are linked to caregivers who are often themselves parents. Home-based care does not include private arrangements made by parents with individuals such as nannies. Licensing regulations (see above) do not apply to home-based services. However, a home-based care order sets out minimum standards for organisations providing home-based care and education and for the homes in which the service is provided.19
Pacific Islands language groups (PILGs) are informal, family, community or church based playgroups based on a variety of Pacific Islands values and languages (similar to those catered for by PIECCs, see above). They are eligible for support as playgroups (see community playgroups, below) and may progress to become licensed and chartered services.19
Community playgroups are community-based, non profit-making groups of parents who meet to provide early childhood education for their children. Community playgroups are exempt from licensing, but must meet criteria set down by the Ministry of Education. The active participation of parents is required at all sessions. Some playgroups may operate from local community or church halls, which do not meet standards required for licensing. Others are parent-child groups which do not have trained staff. Many of these playgroups eventually develop into licensed and chartered early childhood centres.19
The Parents as First Teachers programme is based on a programme developed by the Missouri State Department of Education in the United States of America. It involves a series of regular home visits by early childhood educators to parents with children from birth to three years, which are designed to help children develop the language, intellectual and social skills on which to build learning. Programmes are funded directly by the Government and are offered by contracted providers in a range of different areas throughout the country.19
The Government has also introduced some multi-purpose centres, known as family service centres.10 These operate in six areas of the country and offer early childhood services and self-help programmes such as HIPPY (Home Instruction Programme for Preschool Youngsters) to help educationally disadvantaged parents prepare their children for school. A range of support services for parents is also available. Communities are encouraged to be involved in the running of the centres.19
In addition to being licensed, to be eligible for government funding, early childhood services must also be chartered. Under the Education Act 19892, all charters are expected to contain a Statement of Desirable Objectives and Practices (DOP) which is gazetted by the Minister of Education. The purpose of DOPs is to support early childhood services in receipt of government funding to provide a high quality of education and care. Services are required to develop their own charters, incorporating the DOPs, in consultation with parent users, caregivers and the community. Charters are then approved by the Ministry of Education on behalf of the Minister of Education.28
Early Childhood Strategic Planning Working Group/Strategic Plan for Early Childhood Education
The report of New Zealand's Early Childhood Strategic Planning Working Group provided the basis for the Government's ten-year Strategic Plan for Early Childhood Education - Pathways to the Future (Nga Huaraki Arataki). Access to the full version of the Strategic Plan is available via the Ministry of Education's website (http://www.minedu.govt.nz/ - see the 'Early Childhood' section).
Attendance in pre-compulsory education is purely voluntary. Children cannot start school until they reach 5 years of age (and education does not become compulsory until the age of 6).10
Most children attend one early childhood centre only. However, pre-school age children in rural areas can be dual enrolled in both the correspondence school, see 3.2.1 and in up to two sessions in an early childhood centre.19
Kindergartens normally provide sessional early childhood education for children aged 3 to 5 years. In general, younger children attend afternoon sessions for three afternoons a week, while the older age group attend on five mornings a week. Playcentres also offer care in sessions. This is usually for up to five half days a week for children from birth to school age. Te Kohanga reo (Maori 'language nests') either offer all day or sessional part-day care. Pacific Islands language groups (PILGs) (see 3.2.1) usually meet for three half-day sessions per week. Other childcare/early childhood education centres either open all day or offer care in sessions.22,19
Although education does not become compulsory until the age of 6, children almost universally start school at the age of 5 40 and spend two years in 'Junior Classes' (Years 1 and 2, ages 5-6 and 6-7) before moving on to 'Standards 1-4' (Years 3 to 6 for children ages 7/8 to 10/11).4
Children generally receive the next two years of schooling (Forms 1-2, Years 7 and 8, ages 11-12 and 12-13) in primary schools or in intermediate or middle schools. In rural areas, there are also composite schools which cater for the full age range ('area schools', age 5/6-18) or Form 1-7 schools (Years 7 to 13, age 11-18). These, however, are in the minority.4
There are no special pathways or programmes for different students in primary schools, except for students with a special educational need whose parents choose segregated special schools, or those whose teachers and parents choose a special unit within a mainstream school. (There are around 50 special schools [out of a total of around 2,800] which cater for students with special educational needs - sensory, physical, intellectual, behavioural. However, the majority of students with special educational needs enrol at their local school.)10,5
All state primary schools are co-educational.4 (Private (independent) schools may be either co-educational or single-sex.)
Catholic, Anglican, Presbyterian, Baptist, Islamic, Hebrew groups and some smaller religious sects run their own schools. The Catholic schools and some other denominations have integrated into the state sector. Integrated schools have special provisions in law to allow them to retain their special character. Integrated schools associated with religious denominations are permitted to provide religious instruction; all other state schools are secular.10
All state and integrated schools in New Zealand are required to produce a school charter which is deemed to contain the aim of following the National Education Guidelines and the national curriculum. The National Education Guidelines give direction to schools in a number of areas. They contain a set of desired government outcomes for education and a set of administrative requirements for schools. 31,36
There are also kura kaupapa Maori schools, where Maori is the principal language of instruction. These cater for around three per cent of Maori students. There are also other schools offering some Maori-medium education. Kura kaupapa Maori are state schools. In addition to being Maori-medium schools, they are also based on Maori culture and values. The curriculum is essentially the same as that in other state schools, but it is not a direct translation of the English version; it reflects Maori culture.26,18 Kura kaupapa Maori were developed to build on the success of kohanga reo (Maori language early education centres) in preserving and increasing the use of the Maori language. One of the key goals is to produce students who are competent in both Maori and English.13
Rudolph Steiner and Montessori schools also exist and these have curriculum variations.10
Most children attend the school closest to where they live. However, any child may enrol in any school unless the parent-elected school board (board of trustees) has successfully applied to the Ministry of Education to be allowed to limit numbers due to a risk of overcrowding. More specifically, reforms in the early 1990s abolished 'zoning' for New Zealand schools and obliged every school to accept all children who apply. However, popular schools may ask the Ministry of Education for permission to set up an 'enrolment scheme' to limit numbers, provided they can demonstrate that there is a threat of overcrowding. At present, overcrowding is judged largely in relation to the number of teachers available compared to enrolment, and also by curriculum and health and safety considerations. Once permission has been given for an enrolment scheme to be established, the school's board of trustees is responsible for developing the scheme. In accordance with the Education Amendment Act 1998, boards must then admit such schemes to the Minister for Education for approval. Schemes must embody certain principles, the most important of which is the desirability of students being able to attend a (geographically) reasonably convenient school.43,43,16
Students may enrol and receive a free education at any state school from their fifth birthday until the 1 January following their nineteenth birthday. Some students with handicaps may be permitted to attend school on a part-time basis.10Schools are not allowed to enrol children under the age of 5.13
Although children cannot start school until they reach 5 years of age, education does not become compulsory until age 6.10School entry is flexible throughout the year, with children enrolled at any time after they turn 5 years of age.28Exemptions may be granted for some students up to their seventh birthday, if they are unable to attend school because of travelling distance. In practice, nearly all New Zealand children commence school on their fifth birthday.5
The school year begins in late January. In accordance with section 65 of the Education Act 19892, in primary schools, the school year comprises 394 half days. This figure cannot be varied.36 Children usually attend school on five days, Monday to Friday, and the school day generally begins at about 9:00 a.m. and finishes at about 3:00 p.m. with intervals mid morning, for lunch and in the afternoon.26 Consequently, the teaching day/time in class usually consists of around five hours.37In other words, teachers' average number of class contact hours per week is around 25.5
Since 1996, the school year in New Zealand has been divided into a four-term year, with periods of holiday between each. (Previously three terms was the norm, but pilot studies demonstrated that students became less tired and were able to concentrate and work better when terms were shorter and holiday breaks more frequent.) The terms are now organised as follows and students have a six-week summer holiday (in December and January) with three two-week breaks between each of the four terms:
Term 1 End of January to mid April
Term 2 Late April to early July
Term 3 Mid July to late September
Term 4 Mid October to mid December.26
Secondary education caters for students aged 13 to 18 years, although compulsory lower secondary schooling ends at age 16. Most secondary schools are Year 9 to 13 (Form 3-7) schools (students aged 13-18), although in rural areas there are Year 7 to 13 (Form 1-7) schools (age 11-18) and composite schools ('area schools') catering for the full age range, 5/6-18 years.4
There are around 50 special schools (out of a total of around 2,800) which cater for students with special educational needs - sensory, physical, intellectual, behavioural. The majority of students with special educational needs enrol at their local school.10,5
During this phase, some state and some private (independent) schools are single-sex, others are co-educational. Single-sex schools are more common in urban areas, and for schools associated with particular religious denominations. Catholic, Anglican, Presbyterian, Baptist, Islamic, Hebrew groups and some smaller religious sects run their own schools. The Catholic schools and some other denominations have integrated into the state sector. Integrated schools have special provisions in law to allow them to retain their special character. Integrated schools associated with religious denominations are permitted to provide religious instruction; all other state schools are secular.10
All state and integrated schools in New Zealand are required to produce a school charter which is deemed to contain the aim of following the National Education Guidelines and the national curriculum. The National Education Guidelines give direction to schools in a number of areas. They contain a set of desired government outcomes for education and a set of administrative requirements for schools (National Administration Guidelines).36
There are also kura kaupapa Maori schools, where Maori is the principal language of instruction. These cater for around three per cent of Maori students. There are also other schools offering some Maori-medium education. Kura kaupapa Maori are state schools. In addition to being Maori-medium schools, they are also based on Maori culture and values. The curriculum is essentially the same as that in other state schools, but it is not a direct translation of the English version; it reflects Maori culture. 26,18
Rudolph Steiner and Montessori schools also exist and these have curriculum variations.10
In New Zealand, any child may enrol in any school unless the parent-elected school board (board of trustees) has successfully applied to the Ministry of Education to be allowed to limit numbers due to a risk of overcrowding. More specifically, reforms in the early 1990s abolished 'zoning' for New Zealand schools and obliged every school to accept all children who apply. However, popular schools may ask the Ministry of Education for permission to set up an 'enrolment scheme' to limit numbers, provided they can demonstrate that there is a threat of overcrowding. Overcrowding is judged largely in relation to the number of teachers available compared to enrolment and also by curriculum and health and safety considerations. Once permission has been given for an enrolment scheme to be established, the school's board of trustees is responsible for developing the scheme. In accordance with the Education Amendment Act 1998, boards must then admit such schemes to the Minister for Education for approval. Schemes must embody certain principles, the most important of which is the desirability of students being able to attend a (geographically) reasonably convenient school. 43,13,16
Especially in the larger cities, schools that are over-subscribed are now able to devise their own enrolment policies, which could include an element of selection.4
Generally, New Zealand operates a programme of social promotion, that is, students pass from one phase to the next without restriction or selection until they reach post-compulsory upper secondary education (senior secondary school).10
Students may enrol and receive a free education at any state school from their fifth birthday until the 1 January following their nineteenth birthday. Some students with handicaps may be permitted to attend school on a part-time basis.10
The majority of students with special educational needs enrol at their local school.10
The school year begins in late January. In accordance with section 65 of the Education Act 19892 , in secondary schools (and composite schools), the school year comprises 380 half days. This figure cannot be varied.36 Students usually attend school on five days per week, Monday to Friday and the school day generally begins at about 9:00 a.m. and finishes at about 3:30 p.m. with intervals mid morning, for lunch, and in the afternoon.26 Consequently, the teaching day/time in class usually consists of around five hours, or around 25 hours per week of teacher class contact time.37
Since 1996, the school year in New Zealand has been divided into a four-term year, with periods of holiday between each. (Previously three terms was the norm, but pilot studies demonstrated that students became less tired and were able to concentrate and work better when terms were shorter and holiday breaks more frequent.) The terms are now organised as follows and students have a six-week summer holiday with three two-week breaks between each of the four terms:
Term 1 End of January to mid April
Term 2 Late April to early July
Term 3 Mid July to late September
Term 4 Mid October to early December.26
Post-compulsory upper secondary students are catered for in secondary schools and elsewhere.10
Secondary education generally (that is, compulsory lower secondary and post-compulsory upper secondary phases) caters for students aged 13 to 18 years, although compulsory lower secondary schooling ends at age 16. Most secondary schools are Year 9 to 13 (Form 3-7) schools (students aged 13-18), although in rural areas there are Year 7 to 13 (Form 1-7) schools (for ages 11-18) and composite schools ('area schools') catering for the full age range, 5/6-18 years.4
There are also around 50 special schools (out of a total of around 2,800) which cater for students with special educational needs - sensory, physical, intellectual, behavioural. The majority of students with special educational needs enrol at their local school.10,5
During this phase, some state and private schools are single-sex, some are co-educational. Single-sex schools are more common in urban areas, and for schools associated with particular religious denominations. Catholic, Anglican, Presbyterian, Baptist, Islamic, Hebrew groups and some smaller religious sects run their own schools. The Catholic schools and some other denominations have integrated into the state sector. Integrated schools have special provisions in law to allow them to retain their special character. Integrated schools associated with religious denominations are permitted to provide religious instruction; all other state schools are secular.10
There are no different schools for different courses. All aim to offer a full range of senior secondary courses, staff permitting.
In New Zealand, any child may enrol in any school unless the parent-elected school board (board of trustees) has successfully applied to the Ministry of Education to be allowed to limit numbers due to a risk of overcrowding. More specifically, reforms in the early 1990s abolished 'zoning' for New Zealand schools and obliged every school to accept all children who apply. However, popular schools may ask the Ministry of Education for permission to set up an 'enrolment scheme' to limit numbers, provided they can demonstrate that there is a threat of overcrowding. Overcrowding is judged largely in relation to the number of teachers available compared to enrolment, and also by curriculum and health and safety considerations. Once permission has been given for an enrolment scheme to be established, the school's board of trustees is responsible for developing the scheme. In accordance with the Education Amendment Act 1998, boards must then admit such schemes to the Minister for Education for approval. Schemes must embody certain principles, the most important of which is the desirability of students being able to attend a (geographically) reasonably convenient school.43,16,16
Especially in the larger cities, schools that are over-subscribed are now able to devise their own enrolment policies, which could include an element of selection.4 Generally, however, there are no formal criteria for entry to (post-compulsory) upper secondary education. Each school determines which students progress and, in most cases, a policy of open access to senior secondary (sixth form) studies is operated (termed 'social advancement').10
Students may enrol and receive a free education at any state school from their fifth birthday until the 1 January following their nineteenth birthday (although education is only compulsory until age 16). Some students with handicaps may be permitted to attend school on a part-time basis.10
The school year begins in late January. In accordance with section 65 of the Education Act 19892 , in secondary schools, the school year comprises 380 half days. This figure cannot be varied.36 Students usually attend school five days per week, Monday to Friday, and the school day generally begins at about 9:00 a.m. and finishes at about 3:30 p.m. with intervals mid morning, for lunch, and in the afternoon.26 Consequently, the teaching day/time in class usually consists of around five hours, or around 25 hours per week of teacher class contact time.37
Since 1996, the school year in New Zealand has been divided into a four-term year, with periods of holiday between each. (Previously three terms was the norm, but pilot studies demonstrated that students became less tired and were able to concentrate and work better when terms were shorter and holiday breaks more frequent.) The terms are now organised as follows and students have a six-week summer holiday with three two-week breaks between each of the four terms:
Term 1 End of January to mid April
Term 2 Late April to early July
Term 3 Mid July to late September
Term 4 Mid October to early December.26