Educational Thoughts

At Manukau Christian School, we are unapologetically results-driven because pursuing academic excellence is a core part of our mission. But what does that actually mean?

Academic excellence is not just an abstract goal—it is something measurable, something we constantly evaluate to ensure that we are fulfilling our mission and providing the best education possible. One of the most effective ways to assess this is through external Cambridge examinations. These internationally recognized exams provide an independent and objective measure of how well our students are achieving.

Unlike school-based assessments, which can sometimes be subjective, Cambridge exams give us an honest reality check. They help us ask the critical questions: is what we are doing working? Are our students truly achieving at the high standard we aim for?

These results are not about chasing numbers for their own sake. Rather, they reflect our commitment to excellence, our dedication to our students, and our faithfulness to the mission God has given us. Clear targets provide focus, accountability, and motivation—ensuring that we do not settle for mediocrity but instead continue to strive for the very best for our students.

Cambridge assessments at every level—Primary Checkpoints in Year 6, IGCSE at Year 10 and 11, AS, and A-Level at Year 12 and 13—are like monitoring our school’s pulse. They help us see where we are thriving and where we need to grow. This process of reflection and refinement is essential to our vision for education, and we are deeply thankful for the hard work of our students and teachers in pursuing these high standards.

You may have seen a New Zealand Herald article raising serious concerns about the future of NCEA. According to the report, government officials are worried about the depth and consistency of student learning and the long-term credibility of the qualification.

One major concern is that students are encouraged to “stockpile credits” across a range of disconnected subjects rather than pursuing a coherent course of study that prepares them well for the future. In many cases, students are avoiding external exams altogether, gaining their qualifications through internal assessments — which vary widely in quality and are vulnerable to inconsistency and, increasingly, to artificial intelligence misuse.

The article noted that students are now frequently using unit standards like “provide basic life support” or “produce a personal CV” to gain credits toward Level 2 or 3. While these may have some practical value, the system’s flexibility has led to a pattern of credit collection over meaningful learning.

At Manukau Christian School, we don’t use the NCEA system — and we’re thankful for that. Our students work toward Cambridge International qualifications, which are based on rigorous external examinations. These exams are completed by hand-written answer, under exam conditions where no electronic devices are permitted.  They are marked independently and objectively, meaning there’s no room for bias, manipulation, or AI-generated responses. Students must learn a substantial and relevant body of knowledge over the course of a year (or more) and apply that knowledge to a range of unfamiliar questions.  This is real assessment, real learning, preparing students for the real world. 

We regularly speak with our graduates, and again and again, we hear that those who completed Cambridge are significantly better prepared for the demands of university — especially when it comes to writing essays, thinking critically, and applying knowledge under pressure.

We’re glad our students are in a system that values depth, integrity, and academic seriousness. We believe this equips them not just for exams, but for life.