Tēnā koutou katoa.
Recently, the teaching profession has been responding to two significant education developments. Consultation on the draft Years 0–10 curriculum has just closed, and the structure of the new qualification system to replace NCEA has been set out, with a foundational award at Year 11 from 2028, and new qualifications for Years 12 and 13. These intended shifts have sharpened questions about how centrally directed changes to curriculum and assessment should be informed, adapted, and enacted so that reform enables—rather than constrains—sound practice for learners.
This issue of Set supports teachers to navigate changing expectations with clarity and care. The articles help unpack curriculum and assessment language, while also offering theoretically-grounded ideas with practical implications for teaching.