1
00:00:00,120 --> 00:00:02,400
Speaker 1: Back to the classroom. This advice to the government to

2
00:00:02,440 --> 00:00:04,920
Speaker 1: use checkpoints throughout each school year to test children on

3
00:00:04,960 --> 00:00:09,000
Speaker 1: their literacy and numeracy. Handwriting lessons also recommended. Curse of writing.

4
00:00:09,400 --> 00:00:11,559
Speaker 1: We should be encouraging kids to write by hand for

5
00:00:11,600 --> 00:00:13,480
Speaker 1: the first three years. It's all in a report into

6
00:00:13,480 --> 00:00:17,200
Speaker 1: content for the Revised Curriculum and Literacy. New Zealand Chair

7
00:00:17,400 --> 00:00:19,400
Speaker 1: Alice Wilson's with us on all of this. Alice, very

8
00:00:19,400 --> 00:00:22,599
Speaker 1: good morning to you, good morning. We're a union member

9
00:00:22,600 --> 00:00:24,520
Speaker 1: on earlier on doesn't like testing it all. Shouldn't be

10
00:00:24,520 --> 00:00:27,120
Speaker 1: testing kids at all because kids are stressed. So what

11
00:00:27,160 --> 00:00:27,640
Speaker 1: do we do?

12
00:00:28,800 --> 00:00:31,880
Speaker 2: Look, the thing about testing is that it needs to

13
00:00:31,880 --> 00:00:35,319
Speaker 2: be an important part of the teaching process. It's not

14
00:00:35,520 --> 00:00:38,400
Speaker 2: just that we're testing. Kids are testing so we're testing

15
00:00:38,479 --> 00:00:43,640
Speaker 2: kids as part of our systematic teaching process to have

16
00:00:43,840 --> 00:00:46,479
Speaker 2: information to know where that child is at and what

17
00:00:46,560 --> 00:00:50,120
Speaker 2: the issues are and what we're wanting to see. What

18
00:00:50,280 --> 00:00:53,600
Speaker 2: this report is emperizing will come through from the NAG

19
00:00:53,960 --> 00:00:57,160
Speaker 2: and the direction of the government's now taking is that

20
00:00:57,360 --> 00:01:01,640
Speaker 2: a use and approach to teaching literacy and teaching mathematics

21
00:01:01,840 --> 00:01:06,480
Speaker 2: that is informed by where the children are at. Its

22
00:01:06,480 --> 00:01:12,479
Speaker 2: systematic and it's diagnostic, so it's a structure practically, So.

23
00:01:12,600 --> 00:01:14,959
Speaker 1: You're talking to me like it's eighteen thirty seven and

24
00:01:15,000 --> 00:01:17,360
Speaker 1: we've just started the education system and we're not sure

25
00:01:17,400 --> 00:01:19,240
Speaker 1: how to do it as opposed to twenty twenty four,

26
00:01:19,280 --> 00:01:20,759
Speaker 1: and we actually do know how to do it. It's

27
00:01:20,840 --> 00:01:23,680
Speaker 1: just we're not doing it properly, and some are refusing

28
00:01:23,720 --> 00:01:24,240
Speaker 1: to fix it.

29
00:01:25,360 --> 00:01:29,240
Speaker 2: Yes, yeah, but I think we've got pretty good agreement

30
00:01:29,280 --> 00:01:33,399
Speaker 2: now that it needs fixing. There are a few naysayers

31
00:01:33,560 --> 00:01:35,440
Speaker 2: out there, and there are a few naysayers that some

32
00:01:35,560 --> 00:01:38,160
Speaker 2: of the aren't nay says now that there's a lot

33
00:01:38,160 --> 00:01:41,080
Speaker 2: of money to be training teachers as well. Mike and

34
00:01:41,120 --> 00:01:42,600
Speaker 2: I think that's something we should talk about it and

35
00:01:42,920 --> 00:01:46,959
Speaker 2: we need to set But yeah, absolutely, teachers haven't been

36
00:01:47,080 --> 00:01:52,000
Speaker 2: trained in the evidence space teaching practices, particularly structured literacy

37
00:01:53,000 --> 00:01:56,760
Speaker 2: that helps them to be able to use good quality

38
00:01:56,800 --> 00:02:00,920
Speaker 2: assessments as part of the teaching process, not so that

39
00:02:00,960 --> 00:02:04,400
Speaker 2: we can grade heads against each other, but that so

40
00:02:04,480 --> 00:02:10,160
Speaker 2: that we provide useful information into the teaching process, so

41
00:02:10,240 --> 00:02:14,440
Speaker 2: that teacher knows where that child is at, what they

42
00:02:14,480 --> 00:02:18,480
Speaker 2: have and have retained in the classroom, and what they

43
00:02:18,520 --> 00:02:21,480
Speaker 2: need to now do to progress them. It's about that.

44
00:02:21,560 --> 00:02:25,040
Speaker 2: It's a diagnostic information in the teching process, and these

45
00:02:25,160 --> 00:02:28,920
Speaker 2: checkpoints they're talking about are essentially.

46
00:02:29,919 --> 00:02:30,000
Speaker 1: That.

47
00:02:30,560 --> 00:02:33,680
Speaker 2: So they're actually in the slope and sequence and working

48
00:02:33,680 --> 00:02:36,000
Speaker 2: on a scope and sequence of what's being taught and

49
00:02:36,120 --> 00:02:39,320
Speaker 2: how and at a certain point you're wanting to be

50
00:02:39,440 --> 00:02:42,919
Speaker 2: able to assess that child, not in an necesarily stressful way.

51
00:02:43,000 --> 00:02:45,919
Speaker 2: This is not some kind of test where they're all,

52
00:02:46,320 --> 00:02:51,760
Speaker 2: you know, that's not how No, And I think you know,

53
00:02:52,520 --> 00:02:58,560
Speaker 2: we have had a lot of discussion about assessment in

54
00:02:59,320 --> 00:03:02,280
Speaker 2: you know, natural standards and etc. And you know, some

55
00:03:02,360 --> 00:03:06,760
Speaker 2: assessments are not useful. They're just assessments. We need assessments

56
00:03:06,800 --> 00:03:10,320
Speaker 2: that are providing the right type of information into the

57
00:03:10,400 --> 00:03:13,840
Speaker 2: teaching process. And that's what's being talks about exactly.

58
00:03:13,840 --> 00:03:16,880
Speaker 1: All right, Ellis, appreciate it very much. Ellis Wilson, Lifting Literacy.

59
00:03:17,520 --> 00:03:20,400
Speaker 1: For more from the Mic Asking Breakfast, listen live to

60
00:03:20,520 --> 00:03:23,600
Speaker 1: news talks that'd be from six am weekdays, or follow

61
00:03:23,639 --> 00:03:25,200
Speaker 1: the podcast on iHeartRadio.