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Welcome to our NCEA Page, this page links to TENZ hosted resources, useful MoE & NZQA links, and much more.

Achievement Standards
  • Subject Areas Learning, Teaching, & Assessment - Ministry of Education Website
  • About Subject Areas - NZQA Website
  • Other Links
  • Presentations / Support Documents
Unit and Skills Standards and Vocational Education
  • Workforce Development Councils
  • Centres of Vocational Excellence (CoVEs)
  • Other Links
  • Presentations / Support Documents
General NCEA Information
  • Useful NCEA Links
  • TENZ NCEA Blog Posts

Achievement Standards

About Subject Areas

NZQA Website

On this page

  • About Subject Area
  • Subject Area standards
  • Exemplars, reports, past exams and assessment schedules
  • Useful exam information
  • Assessment specifications
  • Assessor support materials for internal assessment
  • More resources
  • Tools

Unit and Skills Standards and Vocational Education

Workforce Development Councils

Workforce Development Councils (WDCs)
Workforce Development Councils (WDCs) ensure the vocational education system meets industry needs and gives a stronger voice to Māori business and iwi development. There are six WDCs and their responsibilities include setting standards, developing qualifications and helping shape the curriculum of vocational education.


For those teaching the following subjects, we’d recommend you should look at.

  • Hospitality - Ringa Hora
  • Building, Construction, BCATs - Waihanga
    Ara Rau
  • Computing - Toi Mai
  • Metal Technology and Engineering,
    Competenz - Hanga Aro Rau

Waihanga Ara Rau - Construction and Infrastructure

Represents industries including Construction, Concrete, Plumbing, Infrastructure, Water, Gas, Electricity, Telecommunication, and Roading.

Toi Mai

Represents industries including Creative, Technology, Entertainment, Hairdressing and Barbering, Makeup Artistry, Skincare, Journalism, Radio and Television Broadcasting, Gambling, and Sports & Recreation.

Toitū te Waiora - Community, Health, Education and Social Services

Represents industries including Care Services, Disability Services, Education and Education Support Services, Funeral Services, Health Services, Public Order Safety, Regulatory Services, Skin and Nail Therapy Services, Social Services, and Urban Pest Control.

Ringa Hora - Services

Represents industries including Advisory Services, Aviation, Cleaning Services, Business Services, Contact Centres, Financial Services, Hospitality, Local Government, Real Estate, Retail, Security Services, State Sector, Tourism, and Travel.

Hanga-Aro-Rau - Manufacturing, Engineering, and Logistics

Represents industries including Manufacturing, Processing, Extractives and Drilling, Transport, Postal, and Warehousing.

Muka Tangata - People, Food, and Fibre

Represents industries including Dairy, Sheep and Beef, Other Livestock, Arable, Horticulture, Fishing, Seafood Processing, Winemaking, Aquaculture, Livestock Farming, Sports Turf Management, and Forestry.

Centres of Vocational Excellence (CoVEs)

Centres of Vocational Excellence (CoVEs)

Centres of Vocational Excellence (CoVEs) play a significant role in driving innovation and excellence in vocational education. They do this by strengthening links with industry and communities.

Each CoVE addresses specific issues and opportunities and operates as part of the vocational education system, working closely with Workforce Development Councils, Regional Skills Leadership Groups and Te Pūkenga. The Government has allocated $5 million of funding a year, for up to five years, for the two CoVEs.

CoVEs are intended to be an enduring part of the vocational education system, but their purpose, deliverables and membership may change over time. The Tertiary Education Commission (TEC) makes sure each CoVE is a genuine centre of excellence, bringing together the right people to identify opportunities, solve problems and drive innovation.

Food and Fibre CoVE

Food and Fibre CoVE is an initiative of the Food and Fibre Centre of Vocational Excellence Society Incorporated. Members of the Society include industry peak bodies, employers and training providers from the food and fibre sector.

ConCOVE

ConCOVE connects and aligns industry, learners and vocational education to re-imagine clear, equitable and supported career pathways within the Construction and Infrastructure sector.

General NCEA Information

TENZ NCEA Blog Posts

Link
New Updates to the “Changes to the NCEA Assessment Framework”

Upcoming Changes to the NCEA Assessment Framework

The NCEA assessment framework is undergoing key changes across Levels 1, 2, and 3, with significant implications for students and teachers alike. Here is a summary of the key changes:

  • New literacy and numeracy co-requisites:
    Mandatory for all students before receiving an NCEA qualification.
  • Reduction in the number of Achievement Standards:
    Fewer, larger standards at NCEA Level 1 to encourage deeper learning and reduce over-assessment.
  • Changes to Levels 2 and 3:
    Focus on preparing students for higher education or vocational pathways through broader standards.
  • Implementation Timeline:
    Full roll-out of changes expected by 2026, with professional development and resources provided to support teachers during the transition.

NEW Updated Information

  • Achieving the 60 course credits and the 20-credit NCEA co-requisite during the transition
    During the transition period (2024-2027), credits from the approved list of literacy and numeracy-rich standards can be used to meet the NCEA co-requisite.
  • Submitted reports to be discontinued as an external assessment method from 2025
    Digital Technologies 92007 will now be Portfolio
    Materials and Processing Technology 92014 and 92015 will now be Portfolios 

For more detailed information about the changes, visit https://ncea.education.govt.nz/understanding-how-ncea-requirements-are-changing for details of exactly what the changes will mean for you.

Link
NZQA Update – July

An Alternative Evidence Gathering Templates and some updated Remote Assessment Matrix for Level 1 RAS standards have been published on the Technology subject pages. 

 

Alternative Evidence Gathering Templates

These templates must only be used to record student achievement and report results where remote assessment is the only practical option and the collection of direct assessment evidence from students has not been at all possible.

Alternative evidence is student evidence for internally assessed standards that has been seen or heard within the teaching and learning programme. These templates do not signal a reduction in what is accepted for each grade, but rather a means of summarising evidence for reporting.

These templates must be viewed in conjunction with the standard and assessment advice forwarded to schools to ensure that valid, credible and reliable assessment and learning has occurred before the standard is awarded. While physical evidence of student work does not need to be attached, the assessor decisions made must also be verified internally before reporting results.

 

Remote Assessment Matrix

Similar to a piece of work TENZ did during Covid Lockdowns, these subject matrices are a guide to assessment where remote teaching, learning and assessment have to take place due to a significant event leading to closure of schools over an extended period of time. For example, lockdown, natural disaster, etc.

 

The Useful Links

Technology

 

Digital Technologies

 

Design and Visual Communication

 

Materials and Processing Technology (Level 1 only)