1 00:00:00,120 --> 00:00:02,480 Speaker 1: Here are the numbers on maths from Erica stand for 2 00:00:02,560 --> 00:00:05,040 Speaker 1: one hundred million dollars over four years. That's twenty five 3 00:00:05,040 --> 00:00:06,760 Speaker 1: million dollars a year. This is going to come out 4 00:00:06,760 --> 00:00:08,960 Speaker 1: in the budget. Well it's a pre budget announcement. Really, 5 00:00:09,080 --> 00:00:12,240 Speaker 1: every kid will now get a new Math's ability check 6 00:00:12,280 --> 00:00:14,880 Speaker 1: in the first two years of their schooling life, one 7 00:00:14,920 --> 00:00:18,320 Speaker 1: hundred and forty three new maths intervention teachers, and forty 8 00:00:18,320 --> 00:00:22,880 Speaker 1: million dollars for tutoring. Robin Brown, Upperhart Principals Association with me, Robin, good. 9 00:00:22,720 --> 00:00:25,040 Speaker 2: Morning, Good morning, how are you going. 10 00:00:25,120 --> 00:00:27,360 Speaker 1: I'm good? Thank you. This all sounds like it's got 11 00:00:27,400 --> 00:00:28,120 Speaker 1: to be a good thing. 12 00:00:30,600 --> 00:00:34,320 Speaker 2: It's always been when we're investing in education, so absolutely, 13 00:00:34,400 --> 00:00:38,120 Speaker 2: we're always we value that. But unfortunately our problem doesn't 14 00:00:38,120 --> 00:00:44,599 Speaker 2: sit in maths. We are desperate for learning support. If 15 00:00:44,600 --> 00:00:47,240 Speaker 2: we want to improve achievement, we need to put every 16 00:00:47,240 --> 00:00:51,839 Speaker 2: cent we have into learning support rather than ring fencing 17 00:00:51,840 --> 00:00:55,240 Speaker 2: it just for maths. We know that that's not going 18 00:00:55,280 --> 00:00:57,680 Speaker 2: to make a huge difference. At the moment. We have 19 00:00:58,360 --> 00:01:01,880 Speaker 2: an adequate PLD or professor development for teachers on a 20 00:01:01,920 --> 00:01:04,520 Speaker 2: curriculum that they've only had two terms to teach so far. 21 00:01:04,959 --> 00:01:09,720 Speaker 2: It's not being implemented with fability. We have no way 22 00:01:09,760 --> 00:01:14,119 Speaker 2: of even assessing it yet. For us in New Zealand, 23 00:01:14,120 --> 00:01:17,800 Speaker 2: we need New Zealand based resources led by New Zealand 24 00:01:17,840 --> 00:01:19,720 Speaker 2: based educators for teachers. 25 00:01:20,160 --> 00:01:23,880 Speaker 1: What's do we not have New Zealand based educators? 26 00:01:23,959 --> 00:01:24,120 Speaker 2: Are you? 27 00:01:24,360 --> 00:01:25,959 Speaker 1: Are you saying you don't want us to bring in 28 00:01:26,000 --> 00:01:28,199 Speaker 1: teachers from overseas to fill these maths jobs? 29 00:01:28,760 --> 00:01:31,160 Speaker 2: Well, that said, we're going to walk one hundred and 30 00:01:31,200 --> 00:01:32,240 Speaker 2: forty three maths jobs. 31 00:01:32,280 --> 00:01:34,840 Speaker 1: What's wrong to get people from What's wrong with teachers 32 00:01:34,880 --> 00:01:39,440 Speaker 1: and materials from overseas for maths? 33 00:01:39,680 --> 00:01:43,000 Speaker 2: It's not designed for New Zealand. Children in New Zealand different. 34 00:01:43,040 --> 00:01:46,280 Speaker 1: What's different about a New Zealander learning to count than 35 00:01:46,319 --> 00:01:48,000 Speaker 1: an Australian or an American. 36 00:01:49,680 --> 00:01:52,040 Speaker 2: What's different is the way in which children learn. The 37 00:01:52,120 --> 00:01:54,880 Speaker 2: language that we're using for those children is not always English. 38 00:01:54,880 --> 00:01:56,840 Speaker 2: Are today our children need to be taught today and 39 00:01:56,880 --> 00:01:59,640 Speaker 2: the resources are being translated. 40 00:02:00,080 --> 00:02:04,240 Speaker 1: Separate resources. They've got separate resources that will be translated for. 41 00:02:04,520 --> 00:02:08,280 Speaker 2: Cur Translation doesn't mean that it's actually designed for the children. 42 00:02:08,520 --> 00:02:10,280 Speaker 1: But Robin, you're not going to sit here this morning 43 00:02:10,320 --> 00:02:14,800 Speaker 1: surely and protest more money going into maths resources on 44 00:02:14,840 --> 00:02:18,840 Speaker 1: the basis that there might be a translation of some tests. 45 00:02:19,600 --> 00:02:22,280 Speaker 2: I'm not protesting more money going into math resources. I'm 46 00:02:22,280 --> 00:02:25,440 Speaker 2: protesting money going into math resources when we have an 47 00:02:25,480 --> 00:02:29,520 Speaker 2: extraordinary large need for learning support. We needed to go 48 00:02:29,560 --> 00:02:33,840 Speaker 2: into learning support. We need additional support in classrooms for teachers. 49 00:02:34,440 --> 00:02:37,800 Speaker 2: When we have children where behavior is an issue, where 50 00:02:37,840 --> 00:02:43,280 Speaker 2: diverse needs a neurodiversity in our schools. We've got children 51 00:02:43,320 --> 00:02:48,359 Speaker 2: that are going to be accessing additional tier two support 52 00:02:48,400 --> 00:02:52,440 Speaker 2: for literacy. It's additional tear to support for nu mecy 53 00:02:53,000 --> 00:02:56,919 Speaker 2: when they actually need additional support for their learning needs. 54 00:02:56,960 --> 00:02:59,480 Speaker 1: So what you're saying is basically, the kids are coming 55 00:02:59,520 --> 00:03:04,320 Speaker 1: in too frazzled to you know, they've either got neglect 56 00:03:04,360 --> 00:03:09,120 Speaker 1: issues or behavior issues. They're not even ready to learn 57 00:03:09,680 --> 00:03:13,360 Speaker 1: that step one. That's what you're saying. Yes, okay, all right, 58 00:03:13,360 --> 00:03:15,600 Speaker 1: I appreciate your time. Robin. Robin Brown, who's the Upper 59 00:03:15,600 --> 00:03:18,960 Speaker 1: Heart Principals Association with us this morning. For more from 60 00:03:19,000 --> 00:03:22,280 Speaker 1: Early Edition with Ryan Bridge, listen live to news Talks 61 00:03:22,280 --> 00:03:25,560 Speaker 1: it'd be from five am weekdays, or follow the podcast 62 00:03:25,600 --> 00:03:26,440 Speaker 1: on iHeartRadio.