The Phase 1–4 Curriculum changes currently underway will shape how learning is structured across Years 1–10 in Aotearoa New Zealand. Within Health and Physical Education, these changes include a revised structure for Physical Education, with Outdoor Education positioned within this framework.

This page provides access to key documents, outlines what is being proposed, and shares EONZ’s recommended approach to Outdoor Education within the draft curriculum. It supports schools and educators to understand the implications and engage in the consultation process.

Consultation on the draft curriculum is open until Friday 24 April 2026, and input from the sector is important in shaping how Outdoor Education is positioned moving forward.

EONZ has developed a set of recommended changes to the draft curriculum, outlining a clearer and more developmentally appropriate progression of knowledge and practices across Phases 1–4.

The EONZ recommendations strengthen:

• The sequencing of learning across phases
• Accessibility for primary teachers
• Delivery within local environments such as school grounds and nearby places
• Progression that does not rely on specialised equipment or contexts

The proposed knowledge and practices include:

• place and environmental interpretation
• navigation and wayfinding
• responding to dynamic conditions and weather
• preparation and risk management
• group roles, leadership, and shared decision-making
• wellbeing, agency, and learning through challenge

These elements reflect Outdoor Education’s role in supporting safe participation, decision-making, and connection to place, while providing a structure that can be implemented across a wide range of school settings.

When reviewing the draft and the EONZ proposed approach, you may wish to consider:

• How Outdoor Education is positioned within Physical Education
• Whether Outdoor Education is visible as a distinct and coherent area of learning
• How well the proposed knowledge and practices support progression across phases
• Whether the sequencing of learning reflects how students develop in outdoor contexts
• How practical the learning is to deliver within typical school settings (e.g. school grounds, local environments, camps)
• The extent to which the programme can be delivered by classroom teachers without reliance on specialised equipment or contexts
• What opportunities or challenges this creates for your school or setting