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Speaker 1: More good news from the government's education reforms. In just

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Speaker 1: twelve weeks, Year seven and eight's on a maths acceleration

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Speaker 1: trial for extra support made on average a year to

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Speaker 1: two years progress in the space of twelve weeks, and

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Speaker 1: the rest just doing an hour of maths a day.

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Speaker 1: The basics also made a full year's progress in that time.

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Speaker 1: Chris Abercrombie the PPTA with me this morning, get.

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Speaker 2: A Chris, good morning, How are you good?

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Speaker 1: Thank you? So this is this is more good news.

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Speaker 1: Do we think something I don't know? Is there something

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Speaker 1: in the water, Is there something perhaps from Wellington happening

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Speaker 1: that's working?

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Speaker 2: Well? We know an intensive intervention does support young people.

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Speaker 2: You know, when you get that one on one time,

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Speaker 2: that small group, it definitely makes progress. So it's great

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Speaker 2: to see. Great.

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Speaker 1: So we need more of.

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Speaker 2: It, absolutely, and we need to have a different year

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Speaker 2: levels as well. So one of the things we really

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Speaker 2: want is to get that support into year nine, ten

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Speaker 2: and year eleven students. They sort of have missed out

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Speaker 2: on some of the support there for literacy and numeracy,

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Speaker 2: so hopefully this can be rolled out in other year levels.

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Speaker 1: Great, and what about the data for those who aren't

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Speaker 1: in the accelerated program. But just you know, your general

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Speaker 1: students who are doing an hour of math today with

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Speaker 1: the new books and all that sort of stuff, they

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Speaker 1: are showing massive improvement too.

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Speaker 2: Again, you know, I say, like when they've got the

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Speaker 2: intense focus, it's definitely going to have a benefit. So

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Speaker 2: it's good to say that numeracy is increasing.

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Speaker 1: Great, Why do we stop the intense focus on basics?

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Speaker 2: Oh, I wouldn't say we stopped the intense focus. It's

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Speaker 2: just that we've we had different ways of doing it,

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Speaker 2: and this is another way of doing it. But one

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Speaker 2: of the issues with intense focus is that it is

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Speaker 2: resource heavy, and that's you know, and that's fine as

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Speaker 2: long as that resource continues. It is a very resource

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Speaker 2: heavy way of doing it. But it's not a necessarily

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Speaker 2: bad thing, just that resource needs to continue.

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Speaker 1: What's resource here? V about doing an hour of math today, Well.

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Speaker 2: Everything about it, and in the intensive part of it,

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Speaker 2: the twelve week program, the hour of day is having

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Speaker 2: that that focus means you need to do less of

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Speaker 2: other things and you have to have resources to make

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Speaker 2: sure you can do that and focus. So the textbooks,

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Speaker 2: as you mentioned, the teacher time, the expert time, that's

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Speaker 2: all resource.

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Speaker 1: Hevery what were they doing if I understand that, yes,

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Speaker 1: you have to spend an hour on maths today, but

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Speaker 1: what else were they doing?

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Speaker 2: Well, there's other things that it's a very broad curriculum.

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Speaker 1: Was that a bad idea? Was that a bad idea?

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Speaker 2: I mean, do you like you know this is the thing?

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Speaker 2: Is that?

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Speaker 1: But you can do You can do art at home, christ,

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Speaker 1: can't you? I mean you've got to learn message that's

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Speaker 1: at home, can you?

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Speaker 2: Well?

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Speaker 1: No, most parents probably wouldn't be able to teach their

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Speaker 1: kids maths. Most of them can probably give them a

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Speaker 1: paintbrush and let them go nuts.

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Speaker 2: I have more faith and parents about teaching maths. I

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Speaker 2: teach my kids maths, So I'm not a math teacher.

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Speaker 2: I think. I think that's there's doing a bit of

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Speaker 2: a disserviced appearance. But what I'm saying is there's always

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Speaker 2: trade offs in these decisions. So and that's and that's

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Speaker 2: perfectly fine as long as we're all willing to deal

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Speaker 2: with those trade offs.

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Speaker 1: I think we are. Do you think Erica Stanford is

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Speaker 1: the best education minister that we've had in decades?

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Speaker 2: Ah Ron, You know, I'm not going to answer a

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Speaker 2: silly question like that.

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Speaker 1: Appreciate your time, Chris Chris Ebercrombie, p PTA President.

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Speaker 2: For more from Early Edition with Ryan Bridge.

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