1 00:00:00,560 --> 00:00:03,400 Speaker 1: School report cards are getting in government make over. It's 2 00:00:03,480 --> 00:00:06,920 Speaker 1: rolling out a standardized system for years zero through ten 3 00:00:07,000 --> 00:00:14,520 Speaker 1: covering reading, writing, Mass reports have used five clear markers emerging, developing, consolidating, proficient, 4 00:00:14,640 --> 00:00:19,239 Speaker 1: and exceeding. Steve mccrack and his Secondary Principals School Council 5 00:00:19,320 --> 00:00:22,439 Speaker 1: Chair and joins us now Steve, good morning, Mordan Ryan, 6 00:00:22,440 --> 00:00:24,720 Speaker 1: how are you very well? Thank you? Does that sound 7 00:00:24,760 --> 00:00:27,040 Speaker 1: all very simple and easy to understand? 8 00:00:27,960 --> 00:00:31,080 Speaker 2: Look from a parent's perspective, absolutely, and there's no doubting 9 00:00:31,200 --> 00:00:34,040 Speaker 2: there's a need for that national consistency to ensure that 10 00:00:34,080 --> 00:00:38,519 Speaker 2: we know, as parents are selves where our students are 11 00:00:38,520 --> 00:00:42,080 Speaker 2: at exactly. And I suppose the biggest concern is the school. Yeah, 12 00:00:42,120 --> 00:00:45,280 Speaker 2: starts the timing once again in this announcement. It seems 13 00:00:45,280 --> 00:00:46,920 Speaker 2: to be quite quite rush strong. 14 00:00:47,360 --> 00:00:50,879 Speaker 1: But this is talking about a mid year progress report, 15 00:00:51,080 --> 00:00:52,800 Speaker 1: so you wouldn't have to do that till the middle 16 00:00:52,800 --> 00:00:53,800 Speaker 1: of the year presumably. 17 00:00:54,880 --> 00:00:57,000 Speaker 2: Yeah, it's a little bit unclear on the exact timing 18 00:00:57,600 --> 00:01:01,120 Speaker 2: as yet, so we're eagerly awaiting a little bit more detail, 19 00:01:01,480 --> 00:01:04,280 Speaker 2: but once a year in that there's no doubting the 20 00:01:04,360 --> 00:01:07,280 Speaker 2: need for it, and once of course the students get 21 00:01:07,360 --> 00:01:10,360 Speaker 2: through some of their curriculum work, and particularly in English 22 00:01:10,400 --> 00:01:14,080 Speaker 2: and Mathematics. Then yeah, it's only obvious that we report 23 00:01:14,120 --> 00:01:15,280 Speaker 2: to parents on their progress. 24 00:01:15,560 --> 00:01:19,160 Speaker 1: Why haven't we had a national standardized one until now? 25 00:01:20,200 --> 00:01:22,880 Speaker 2: Yeah, that's a really good question. The legislation is still saying, 26 00:01:23,560 --> 00:01:26,560 Speaker 2: and the fact that schools still have to report two 27 00:01:26,600 --> 00:01:30,960 Speaker 2: times a year formerly to parents. Yeah, but it's going 28 00:01:31,000 --> 00:01:34,520 Speaker 2: a question around than the need for it. Yeah, just 29 00:01:34,560 --> 00:01:36,160 Speaker 2: to develop that consistency, of course. 30 00:01:36,480 --> 00:01:38,479 Speaker 1: Yeah, because you do hear from parents they say, oh, 31 00:01:39,120 --> 00:01:41,880 Speaker 1: it's too confusing. I don't really understand where they're at. 32 00:01:42,520 --> 00:01:47,640 Speaker 1: Although in saying that emerging, developing, consolidating, proficient, and exceeding, 33 00:01:47,720 --> 00:01:51,640 Speaker 1: I guess you can understand all of those words. Consolidating 34 00:01:51,680 --> 00:01:53,320 Speaker 1: is an odd one, but there we go. I suppose 35 00:01:53,360 --> 00:01:55,200 Speaker 1: you've got to have some nerdy words in there. 36 00:01:56,560 --> 00:02:00,320 Speaker 2: Yeah, obviously, but there is a bit of a risk 37 00:02:00,360 --> 00:02:03,120 Speaker 2: in the detail, right, and it's not too bad in 38 00:02:03,200 --> 00:02:06,720 Speaker 2: terms of putting five key descriptors in there. But we 39 00:02:06,800 --> 00:02:09,360 Speaker 2: know into yet nine and ten, for example in the 40 00:02:09,520 --> 00:02:12,480 Speaker 2: English and Mathematics curriculum, which we're now expected to report against, 41 00:02:12,840 --> 00:02:16,560 Speaker 2: far more nuanced and detailed than what just for example, 42 00:02:16,560 --> 00:02:20,360 Speaker 2: in the English curriculum in English assessments, where it says 43 00:02:20,440 --> 00:02:23,960 Speaker 2: around our text and language studies. There's a lot more 44 00:02:23,960 --> 00:02:26,399 Speaker 2: in the English curriculum than just putting things into five 45 00:02:26,600 --> 00:02:27,360 Speaker 2: broad categories. 46 00:02:27,480 --> 00:02:29,880 Speaker 1: What about a box that just is must pull finger 47 00:02:30,080 --> 00:02:32,959 Speaker 1: another one that says get tutoring. You know, why don't 48 00:02:32,960 --> 00:02:36,280 Speaker 1: we make it really really brutal, quite simple. 49 00:02:37,440 --> 00:02:39,320 Speaker 2: Oh well, that sounds like my report card when I 50 00:02:39,360 --> 00:02:42,640 Speaker 2: was at school, Ryan, But in all seriousness, it's further 51 00:02:42,720 --> 00:02:45,239 Speaker 2: in the detail that we've looked overnight. Then. Yet it 52 00:02:45,280 --> 00:02:48,680 Speaker 2: does say that there's expected comments and things for individual students. 53 00:02:48,720 --> 00:02:50,680 Speaker 2: And if you look at a learner or a student 54 00:02:50,760 --> 00:02:57,040 Speaker 2: with individual learning needs and maybe some discrete learning challenges, 55 00:02:57,800 --> 00:03:00,560 Speaker 2: then there's a whole lot more intricousy that needs to 56 00:03:00,560 --> 00:03:02,320 Speaker 2: go into this in five forward categories. 57 00:03:02,960 --> 00:03:06,160 Speaker 1: Steve McCracken, Secondary Principal, School Cheer, I appreciate your time 58 00:03:06,200 --> 00:03:06,640 Speaker 1: this morning. 59 00:03:07,480 --> 00:03:10,480 Speaker 2: For more from Early Edition with Ryan Bridge, listen live 60 00:03:10,600 --> 00:03:13,600 Speaker 2: to News Talks it be from five am weekdays, or 61 00:03:13,680 --> 00:03:15,520 Speaker 2: follow the podcast on iHeartRadio.