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School leaders and teachers will be supported with professional development opportunities to lead National Standards to improve students’ learning and achievement across The New Zealand Curriculum. This will ensure all students build strong foundations for a lifetime of learning in the 21st century.

Progress and Consistency Tool (PaCT)

The Progress and Consistency Tool (PaCT) supports teachers as they make judgments about students’ progress and achievement in relation to the New Zealand Curriculum National Standards.

Learning Progression Frameworks (LPF)

The Learning Progression Frameworks (LPF) is an online tool that illustrates the significant steps that students take as they develop their expertise in reading, writing, and mathematics from years 1–10, spanning levels 1–5 of the New Zealand Curriculum (NZC).

Interactive professional learning and development (PDL) modules are also provided on the website. Login or register to view and use the Learning Progression Frameworks tool or the PDL modules.

Illustrations and the National Standards

This series of modules has been developed to help teachers and other education professionals work with the National Standards and the illustrations in reading, writing and mathematics. A key message throughout the modules is that the standards can be integral to effective practice rather than perceived as an “extra” task over and above effective practice.

The modules are housed on the nzmaths website. Use the NZC Online image in the banner to return to this site.

Professional learning modules

These professional learning modules support schools to understand the reading, writing, and mathematics standards and how they relate to The New Zealand Curriculum.

Dimensions of effective practice honeycomb


Establishing shared expectations

Building effective partnerships

Knowledge of the learner

Meeting the needs of English language learners

Knowledge of literacy learning

Knowledge of mathematics learning

Engaging learners with texts

Engaging learners with mathematics

(If you cannot view or read this diagram, select this link to open a text version)

Updated on: 09 Mar 2017