ESSENZ: Draft Science Curriculum Survey Results

Earth and Space Science Educators of New Zealand (ESSENZ) have published their findings-to-date of their curriculum survey. Bay Science has shared their official post, with permission, below.

Summary of responses to the "Initial thoughts on the October 2025 draft science curriculum" survey. If you are an ESS teacher and would like to add your thoughts, please use this form. 

Respondents were asked to rate each aspect on a 1-5 star scale. Chart shows average response. Click to enlarge. Source: ESSENZ.

Key points from the written responses:

1. Concerns about the "knowledge rich" curriculum

   There is a debate on the value of a "knowledge rich" curriculum versus a focus on skills, with some finding the term vague or poorly defined, and others feeling it is a necessary part of the subject. Some respondents believe it focuses too much on recall and content memorization, resembling outdated curricula.
   

2. Learning Outcomes are deemed unrealistic and advanced

   A significant number of comments state that the sheer quantity and cognitive level of the learning outcomes are unrealistic for the allocated time, especially in primary school. Some concepts are considered too advanced for the target year levels, potentially leading to gaps in knowledge for students entering high school.
   

3. Earth and Space Science (ESS) and Nature of Science (NOS) are underrepresented and poorly structured

   Many respondents feel that ESS content has been inappropriately moved to the Social Science curriculum, which negatively impacts the coherence and logical progression of the science curriculum. Similarly, the inclusion of NOS is criticized as being non-explicit, an afterthought, or heavily lacking compared to its current central role.
   

4. Lack of Local and Cultural Knowledge (Mātauranga Māori)

   Several educators express disappointment and strong concern over the perceived minimal or tokenistic inclusion of local and cultural knowledge, including Mātauranga Māori, stating that it does not meet obligations or reflect recent work in the education sector.
   

   
   

5. Practicality and Implementation Challenges A recurring theme is the difficulty of implementing the draft curriculum, primarily due to the high content load and the need for significant teacher professional development, especially for primary teachers who may lack the necessary science background or confidence. Concerns also exist about the necessary resources and the overall timeline for implementation.

Source: ESSENZ.

Source: ESSENZ.