There is a well-known whakatauki (Māori proverb) that goes: “Ka mua, ka muri” – “walking backwards into the future”. It applies to many areas of life, but in education the idea of looking to the past to inform our way forward seems more relevant than ever.
In the early 1970s, New Zealand was formerly at the forefront of reading achievement. At that time, prominent literacy educator Warwick Elley led advancements in this area.
reminds us
, New Zealand teenagers achieved the highest scores among all participating nations in the International Association for the Evaluation of Educational Achievement assessment.
New Zealand students remained good readers throughout the 1990s, earning the top results for reading out of 32 participating countries in the first
Assessment of International Students Program Survey
in 2000.
In general, New Zealand’s children remain above average. However, even though numerous kids manage to read proficiently, considerable groups struggle with this skill. This has sparked concerns regarding their reading abilities, leading to various initiatives aimed at addressing these issues.
recent curriculum overhaul
.
The reforms aim at boosting reading levels through frequent assessments. However, previous experiences indicate that our performance was stronger when there wasn't such an emphasis on improving test outcomes. Actually, it was a more adaptable and well-rounded method towards teaching English that established a solid base for developing literacy skills.
Several insights into how this became feasible can be gleaned from the 1953 Primary School Reading Syllabus issued by the former Department of Education. This syllabus was part of numerous evidence-backed literacy programs during the middle of the 20th century, alongside various others.
Ready to Read
Books from the 1960s, and the
Reading Recovery
The program created by Marie Clay in the 1970s.
Considering New Zealand was a conservative post-war society still coming to terms with its colonial past and Treaty obligations, the document proves to be more flexible than one would anticipate.
Actually, it is mostly compatible with
contemporary ideas
Regarding education and learning, certain aspects of the 1953 syllabus appear more forward-thinking compared to today’s curriculum. It explicitly advocates for inclusivity and tailoring instruction to address each student's specific requirements.
Paradoxically, numerous current parents and grandparents – including those who advocate for a "back to basics" educational framework – were themselves taught through this adaptable and goal-oriented method.
New Zealand in 1953
As stated in the New Zealand Official Yearbook from 1953, the nation was experiencing postwar economic growth, with 72% of its exports destined for other Commonwealth nations.
England remained the "mother country," and Queen Elizabeth II's tour right after her coronation in 1953 ignited strong loyalty towards the monarchy. During this time, Edmund Hillary ascended Mount Everest, and an extensively covered air race from London to Christchurch contributed to the popularity of air travel.
The society was much more equal. With a total populace slightly above two million, merely 15 individuals received unemployment benefits (however, several other forms of social support existed like war pensions).
At the same time, New Zealand didn’t see itself as bicultural in the manner it does now. To numerous Pākehā, Māori culture was merely an object of interest or a form of tourism.
Education was mandatory for children between the ages of seven and 15, with approximately 17% of the populace registered in primary schools. It was these students who learned to read following the curriculum established in 1953.
A concise A5 pamphlet comprising only 13 pages, this recognizes reading as an essential part of a fulfilling life—and notes that it can serve "practical, benign, or malicious" ends.
Rivaling other attractions like "Superman's adventures and Mighty Mouse," along with competition from movies and radio, poses challenges for this medium. However, its primary objective is to "instruct children in reading techniques [..] fostering their ability to utilize these skills spontaneously and effortlessly."
Avoiding a standardised approach
The course outline details key elements for an effective class reading program, including silent individual reading, reading aloud with classmates, listening to stories and poems, engaging in dramatic performances, exploring vocabulary, and developing study techniques.
Word studies ought to incorporate phonics education. However, the curriculum moderates this guidance by suggesting that "it is beyond question that an excessive focus on"
phonics
might end up extinguishing the joy of reading.
This could just as easily be penned nowadays by individuals worried that systematic methods for teaching reading may overshadow other crucial aspects of early education in this area.
The 1953 curriculum indicates that reading materials ought to include fiction (with an emphasis on local writers), non-fiction works, dramas, and poems. Although achieving proficient reading skills for everyone is the objective, the document also notes: "Setting a single level of accomplishment [...] is misguided."
Critics argue that this acknowledgment of differing personal abilities is absent from contemporary curriculums. The expectations are standardized for each grade level, prompting educators to focus their instruction accordingly.
There is concern that some students might lag behind as their class advances, whereas the pace for others could slow down if they are ahead of these expectations.
The 1953 curriculum advises that "the outcomes from standardized tests ought to be considered alongside the teacher's observations [...] and adjusted as necessary."
Encouraging teacher autonomy
In contrast, the revised English syllabus spans 108 pages, making it quite lengthy and intricate with detailed instructions. The objectives are grouped into three main categories: "Understand," "Know," and "Do."
The initial category includes five major concepts that students should cultivate throughout their education. The subsequent one pertains to the understanding needed in English for literacy development. The final section details the specific actions learners will undertake at various stages of their schooling journey.
In fairness, the updated curriculum seeks to ensure that every child develops a positive attitude towards reading. It promotes the use of various types of texts, emphasizes cumulative assessment tasks, and assists educators in tailoring their approach to cater to individual student needs.
Moreover, considering today’s climate, there is recognition of the significant part played by culture and the distinctive position of Māori within New Zealand that is completely absent from the 1953 document.
However, the updated curriculum includes instructions that were cautioned against in the 1953 syllabus—specifically an emphasis on teaching phonetics, along with instruction tied to rigidly defined assessment metrics and predetermined learning outcomes.
Despite its brevity, the 1953 document has a wider reach and necessitates that educators possess more advanced abilities. One advantage of the previous curriculum was that it fostered teacher professionalism, independence, and decision-making when determining the most suitable subsequent actions for individual students.
In general, the 2025 curriculum appears to be the more restrictive document. The 1953 syllabus emphasizes reading from a perspective that values human experience—viewing reading both as an aesthetic journey and a practical ability.
The content of this article originates from initial research conducted by Jayne Jackson, who serves as a senior lecturer and educational researcher at the Manukau Institute of Technology, along with support fromAUT’s resources.
LitPlus
research group.
The authors are not employed by, advising, holding stocks in, or receiving financial support from any entity that could profit from this article. They have declared no additional associations outside of their university positions.
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