1 00:00:00,160 --> 00:00:03,600 Speaker 1: NCAA is out as the government promise Level one gone 2 00:00:03,800 --> 00:00:07,400 Speaker 1: year elevens will now do literacy and numeracy tests instead 3 00:00:07,520 --> 00:00:10,160 Speaker 1: Level two and three. That's being replaced with a new 4 00:00:10,240 --> 00:00:12,840 Speaker 1: qualification where students will need to pass four out of 5 00:00:12,880 --> 00:00:17,000 Speaker 1: the five subjects each year and say goodbye to achieved 6 00:00:17,120 --> 00:00:21,040 Speaker 1: merit and excellence not achieved. We're going old school again, 7 00:00:21,160 --> 00:00:25,880 Speaker 1: back to ab CD and E grades and a percentage 8 00:00:25,960 --> 00:00:27,880 Speaker 1: to boot. Blanting your talk to college is one of 9 00:00:27,880 --> 00:00:30,800 Speaker 1: the many schools that dropped NCAA Level one. Principal Patrick 10 00:00:30,840 --> 00:00:32,600 Speaker 1: Gales with me now, Hi Patrick. 11 00:00:32,960 --> 00:00:34,080 Speaker 2: Good morning, How are you good? 12 00:00:34,080 --> 00:00:38,320 Speaker 1: Thank you so well? First question is this going to 13 00:00:38,400 --> 00:00:41,760 Speaker 1: make people who've got an NCAA qualification? Does it sort 14 00:00:41,760 --> 00:00:42,720 Speaker 1: of devalue their. 15 00:00:44,280 --> 00:00:46,680 Speaker 2: All? I think what we applied to propose here is 16 00:00:46,680 --> 00:00:50,840 Speaker 2: an ongoing resirement. I think if we stand still in education, 17 00:00:50,920 --> 00:00:54,200 Speaker 2: we go backwards. So it's important we step forward whilst 18 00:00:54,200 --> 00:00:56,480 Speaker 2: continuing to value the qualifications that are you know, the 19 00:00:56,520 --> 00:00:58,680 Speaker 2: plus twenty years of students have got and have achieved 20 00:00:58,680 --> 00:00:59,680 Speaker 2: and have done very well with. 21 00:01:00,680 --> 00:01:03,880 Speaker 1: You have already decided to ditch you in ca level one? 22 00:01:03,960 --> 00:01:07,440 Speaker 1: Will you then do this new what standard that the 23 00:01:07,560 --> 00:01:09,680 Speaker 1: Government's talking about Yeah. 24 00:01:09,720 --> 00:01:13,640 Speaker 2: Absolutely, So the Foundation Award essentially replaces what is already 25 00:01:13,640 --> 00:01:15,880 Speaker 2: in place in terms of what we call the cias 26 00:01:15,920 --> 00:01:18,120 Speaker 2: or the co equisit literaty in uniscity we's done further 27 00:01:18,120 --> 00:01:20,720 Speaker 2: down in the school. We'll bring that intentis into year 28 00:01:20,720 --> 00:01:23,679 Speaker 2: eleven and then we'll continue to do years twelve and 29 00:01:23,720 --> 00:01:24,679 Speaker 2: thirteen as we already do. 30 00:01:25,600 --> 00:01:28,480 Speaker 1: For a year eleven student, if you're in the first cohort, 31 00:01:28,760 --> 00:01:31,240 Speaker 1: what will be different for you about your school year? 32 00:01:32,480 --> 00:01:35,280 Speaker 2: I think the most important thing to remember is that 33 00:01:35,600 --> 00:01:37,959 Speaker 2: the assessment system is just the result of a really 34 00:01:37,959 --> 00:01:40,679 Speaker 2: well taught curriculum. So we've got curriculum reform coming into 35 00:01:41,280 --> 00:01:43,880 Speaker 2: New Zealand starting next year in the secondary school, and 36 00:01:44,200 --> 00:01:46,160 Speaker 2: the quality of teaching and learning that takes place there, 37 00:01:46,160 --> 00:01:48,960 Speaker 2: we're hoping to see was significantly improved. Now we've got 38 00:01:49,360 --> 00:01:51,640 Speaker 2: a curriculum's going to guide us effectively and that will 39 00:01:51,640 --> 00:01:53,360 Speaker 2: allow students to have far better outcomes. 40 00:01:53,480 --> 00:01:58,080 Speaker 1: So the curriculum reform actually more important than the system itself. 41 00:01:58,160 --> 00:02:01,720 Speaker 2: In CAA, the curriculum determines what you do in the 42 00:02:01,720 --> 00:02:04,360 Speaker 2: classroom and what students learned. That's been a little bit 43 00:02:04,400 --> 00:02:06,920 Speaker 2: absent in the past due to a lack of details. Now, 44 00:02:06,920 --> 00:02:08,920 Speaker 2: with a much more knowledge or EICH curriculum coming into place, 45 00:02:08,960 --> 00:02:11,200 Speaker 2: we hope to teach some have funnel guidance into what 46 00:02:11,440 --> 00:02:14,680 Speaker 2: how teach so that students can learn more effectively. 47 00:02:14,919 --> 00:02:17,880 Speaker 1: Anything wrong with giving a percentage when someone you know 48 00:02:18,160 --> 00:02:20,040 Speaker 1: seventy percent eighty percent past. 49 00:02:20,919 --> 00:02:23,720 Speaker 2: Yeah, I think it's a little bit hidden. What's effectively 50 00:02:23,720 --> 00:02:26,360 Speaker 2: happened is that each assessment poventry will be out of 51 00:02:26,360 --> 00:02:28,960 Speaker 2: twenty five. Some might be out of fifty depending upon 52 00:02:28,960 --> 00:02:32,120 Speaker 2: how the internal external split lands. So when you add 53 00:02:32,200 --> 00:02:33,840 Speaker 2: up the total market in the subject, it will be 54 00:02:33,880 --> 00:02:35,560 Speaker 2: come on to one hundred. And I think that makes 55 00:02:35,560 --> 00:02:39,000 Speaker 2: it easier for the community and employers particularly to understand what. 56 00:02:39,040 --> 00:02:40,960 Speaker 1: About this idea? And we've heard from a couple of 57 00:02:41,080 --> 00:02:44,440 Speaker 1: teachers and certainly the Green Party over the last twenty 58 00:02:44,480 --> 00:02:49,000 Speaker 1: four hours in of your assessments are very stressful for 59 00:02:49,040 --> 00:02:51,400 Speaker 1: students and we should do everything to protect students from 60 00:02:51,440 --> 00:02:54,160 Speaker 1: stress and anxiety. Do you subscribe to that view? 61 00:02:55,520 --> 00:02:58,160 Speaker 2: My point of view is that actually our students well 62 00:02:58,200 --> 00:03:00,400 Speaker 2: being is determined by their academic achievements. We know if 63 00:03:00,400 --> 00:03:02,280 Speaker 2: they get good academic results, we sent them well up 64 00:03:02,320 --> 00:03:04,519 Speaker 2: for future life. They will achieve well in life, and 65 00:03:04,560 --> 00:03:07,040 Speaker 2: I would assume that will reduce anxiety and stress in 66 00:03:07,040 --> 00:03:10,480 Speaker 2: the future. So at some point students need to face 67 00:03:10,480 --> 00:03:12,400 Speaker 2: a situation whereby they're going to be under a bit of pressure. 68 00:03:12,400 --> 00:03:15,119 Speaker 2: That's part of life. We already have external exams in place. 69 00:03:15,160 --> 00:03:17,080 Speaker 2: That's not changing. It's just some schols have chosen not 70 00:03:17,080 --> 00:03:17,839 Speaker 2: to engage. 71 00:03:17,560 --> 00:03:21,480 Speaker 1: In those, Patrick, appreciate your time this morning, Patrick Goward, 72 00:03:21,480 --> 00:03:23,440 Speaker 1: I'm going to talk to a college principle. 73 00:03:23,880 --> 00:03:26,840 Speaker 2: For more from Early Edition with Ryan Bridge. Listen live 74 00:03:26,960 --> 00:03:30,000 Speaker 2: to news Talks. It'd be from five am weekdays, or 75 00:03:30,040 --> 00:03:31,959 Speaker 2: follow the podcast on iHeartRadio.