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Speaker 1: So the big headline out of the nets get together

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Speaker 1: over the weekend is that their new plan on maths

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Speaker 1: is being implemented early. And you don't need to be

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Speaker 1: a maths genius to see the numbers are shocking, just

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Speaker 1: twenty two percent of the year rates rechieving at benchmark.

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Speaker 1: So a curriculum and money to teach the teachers. Education

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Speaker 1: Minister Erica Stanford is with us. Very good morning, Good morning,

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Speaker 1: manch Just for clarification's sake, this is what you were

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Speaker 1: going to do anyway, simply implemented a year earlier.

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Speaker 2: That's right. This was actually in our Teaching the Basics

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Speaker 2: brilliantly version one plan before the election that we pulled

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Speaker 2: out because it was just a little bit too much

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Speaker 2: for the election campaign. But now it's time to implement

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Speaker 2: it urgently.

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Speaker 1: How urgently is it being implemented in the sense, where

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Speaker 1: did these numbers come from, When did they arrive on

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Speaker 1: somebody's desk? And how many meetings were called to say

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Speaker 1: we need to change the plan.

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Speaker 2: We got the data about two weeks ago. It was

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Speaker 2: that the assessments were done last year, towards the end

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Speaker 2: of last year, and for the first time we're actually

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Speaker 2: seeing data of kids and your eighte where they should

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Speaker 2: be rather than over many many years. So it's the

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Speaker 2: very first time we've ever actually seen how our year

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Speaker 2: eights before they go into high school are actually doing.

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Speaker 2: And the results were dismal. And so that meant taking

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Speaker 2: that plan and putting it in place for term one

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Speaker 2: next year.

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Speaker 1: So let's look at the size of the turnaround that

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Speaker 1: you promised sixty three percent of more than a year behind.

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Speaker 1: If it's Mari at seventy seven percent more than a

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Speaker 1: year behind. You've said that you want eighty percent at

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Speaker 1: or above by twenty thirty. You've got six years to

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Speaker 1: do it.

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Speaker 2: Well, that's a whole cohort of kids through primary school,

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Speaker 2: and that was always our plan. We thought we could

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Speaker 2: get there if we've got six years of kids at

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Speaker 2: primary school learning under the new curriculum, the science of learning,

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Speaker 2: explicit teaching, no more of this. Your kid turns up

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Speaker 2: the school and decides what they want to learn. So

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Speaker 2: we thought that with six years, where you get our

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Speaker 2: kids there. I'm still confident we can. We just have

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Speaker 2: to push a bit harder and a bit faster.

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Speaker 1: How much of this is just about math. Some of

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Speaker 1: us just struggle with maths. I don't care who teaches it.

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Speaker 1: Do we have comparison with other countries of a similar

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Speaker 1: ilk that shows that they're sup rear to us, and

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Speaker 1: obviously so or does everybody in the Western world to

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Speaker 1: some degree struggle with maths.

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Speaker 2: Now we've compared ourselves to other countries who are doing

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Speaker 2: a much better job than us, who have been actually

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Speaker 2: climbing the ranks and the OECD, whereas we've been dropping

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Speaker 2: for many, many years. And I don't believe for a

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Speaker 2: second that there are some people who just can't do math.

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Speaker 2: That is completely untrue. Everybody can do maths. It's just

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Speaker 2: the constant and having wonderful teachers and great curriculum and

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Speaker 2: great resources. And we've seen other countries like Singapore and

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Speaker 2: Australia and the UK surge ahead because they have those

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Speaker 2: things right and we don't, and we are going to

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Speaker 2: get them right under this government.

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Speaker 1: How much of it's the curriculum versus how much of

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Speaker 1: it's the teacher's ability to teach the curriculum, it's a

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Speaker 1: bit of both.

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Speaker 2: The curriculum has been vague, it hasn't been year by year,

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Speaker 2: it's been a multi year band. So teachers can decide

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Speaker 2: what they teach rather than having explicitly said you must

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Speaker 2: teach these things in this order in this year, so

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Speaker 2: when they go on next year, they've mastered these basics

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Speaker 2: so they can then get have success in the following year.

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Speaker 2: The other thing is, and we know from all of

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Speaker 2: the reports that have been done recently that the system

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Speaker 2: has let teachers down and that they are not confident

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Speaker 2: and mass generally at primary school. So there's two things

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Speaker 2: we have to do professional learning and development and also

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Speaker 2: provide them with the teacher guides and resources and workbooks

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Speaker 2: for students, which means in the short term they can

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Speaker 2: use those while they're undertaking their PLD.

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Speaker 1: Unions are already this morning saying they do fine, that's

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Speaker 1: what they're paid to do. They quote unquote, there was

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Speaker 1: a unionist on this morning said they do it well.

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Speaker 1: When you've got a union saying they do it well

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Speaker 1: and the results say that we don't, you've got to

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Speaker 1: fight on your hands.

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Speaker 2: Haven't you. Well, they're completely out of touch. And I

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Speaker 2: tell you what, I have been around the country for

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Speaker 2: the last couple of years talking with principles of high

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Speaker 2: schools and primary schools and they all agree that we

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Speaker 2: have a massive problem and maths. Nobody agrees with the

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Speaker 2: union apart from the union, and I don't think we

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Speaker 2: should be listening to them high school to high school principles.

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Speaker 2: Tell me when I walk in the door, Eerica, the

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Speaker 2: first thing we have to do with our year year

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Speaker 2: nine or our third format is teach them their time

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Speaker 2: tables because they don't know them without fail every high

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Speaker 2: school they go into. So there is a problem, and

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Speaker 2: they unions can have their heads in the sands. But

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Speaker 2: I'm going to move on despite that and implement our

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Speaker 2: plans because it has to happen.

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Speaker 1: Corrareciate time very much. Erica Stanford, who is the Education

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Speaker 1: minister with us this morning. They're astonishing numbers, aren't they.

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Speaker 1: Sixty three percent more than a year behind. Fifteen percent

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Speaker 1: are less than a year behind, so they're behind but

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Speaker 1: just under a year. So sixty three plus fifteen let's

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Speaker 1: do some maths. You know what the number is at

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Speaker 1: seventy eight. So virtually, I mean, for all intents and purpose,

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Speaker 1: virtually everyone's behind. And so they've got to do something

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Speaker 1: between now and twenty thirty to get virtually everyone from

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Speaker 1: being behind to eighty percent being at or above. Extraordinary

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