1 00:00:00,080 --> 00:00:00,320 Speaker 1: Hero. 2 00:00:00,440 --> 00:00:04,080 Speaker 2: The Education Review Office says NCAA Level one and listen 3 00:00:04,160 --> 00:00:05,920 Speaker 2: up if you've got kids studying it this year or 4 00:00:05,960 --> 00:00:10,920 Speaker 2: next year, is not a fair or reliable assessment of students' 5 00:00:11,000 --> 00:00:14,040 Speaker 2: knowledge or skills. A new report by the government agency 6 00:00:14,040 --> 00:00:16,599 Speaker 2: also says less than three quarters of schools planned to 7 00:00:16,680 --> 00:00:19,360 Speaker 2: offer Level one from next year. It comes a day 8 00:00:19,400 --> 00:00:23,560 Speaker 2: after a new post COVID school achievement number that was 9 00:00:23,600 --> 00:00:27,240 Speaker 2: at a near decade low. Patrick Gale is the only 10 00:00:27,280 --> 00:00:29,440 Speaker 2: talked to all college principal with us this morning. Patrick 11 00:00:29,480 --> 00:00:32,920 Speaker 2: Morden A good morning er, How are you? Yeah, really good? 12 00:00:32,920 --> 00:00:35,960 Speaker 2: Thank you, thanks for coming on the show. You stopped 13 00:00:35,960 --> 00:00:38,839 Speaker 2: offering incail every one that started this year. Why did 14 00:00:38,880 --> 00:00:39,239 Speaker 2: you do that? 15 00:00:41,080 --> 00:00:45,040 Speaker 1: We had concerns in a number of areas. Firstly, pretty 16 00:00:45,040 --> 00:00:47,519 Speaker 1: and most important was around the quad gives support and 17 00:00:47,520 --> 00:00:51,680 Speaker 1: implementation that took place during the process. We found that 18 00:00:52,400 --> 00:00:54,200 Speaker 1: as a school, we were getting lots of information very 19 00:00:54,280 --> 00:00:57,120 Speaker 1: very late, and the more we found out, the more 20 00:00:57,160 --> 00:00:59,480 Speaker 1: concerns we had around whether it was going to be 21 00:00:58,920 --> 00:01:01,960 Speaker 1: a very tool to support the progress of our students. 22 00:01:02,480 --> 00:01:05,520 Speaker 1: So we decided to make the move away from Level 23 00:01:05,560 --> 00:01:08,880 Speaker 1: one this year, and to be honest, haven't really looked 24 00:01:08,880 --> 00:01:09,760 Speaker 1: back from that position. 25 00:01:09,920 --> 00:01:11,760 Speaker 2: What are the results been like, I mean, obviously it's 26 00:01:11,760 --> 00:01:13,679 Speaker 2: the early days, but how have you found it? 27 00:01:14,680 --> 00:01:17,360 Speaker 1: Yeah, I mean we've The main problem that exists in 28 00:01:17,440 --> 00:01:19,520 Speaker 1: usual and education the moment is the lack of a 29 00:01:19,680 --> 00:01:24,240 Speaker 1: coherent curriculum and without a map to guidance towards a destination, 30 00:01:24,680 --> 00:01:28,119 Speaker 1: a lot of schools have been foundering in the dark. Therefore, 31 00:01:28,560 --> 00:01:31,759 Speaker 1: we've developed our own really strong, rigorous curriculum which has 32 00:01:32,000 --> 00:01:35,600 Speaker 1: given our students out teaches a pathway to enable quality 33 00:01:35,600 --> 00:01:37,600 Speaker 1: assessment to occur at the end of it, rather than 34 00:01:37,600 --> 00:01:41,320 Speaker 1: assessment driving what we teach, which in affecting what's been 35 00:01:41,319 --> 00:01:43,760 Speaker 1: taking place the last a large number of years in 36 00:01:43,840 --> 00:01:48,280 Speaker 1: using an education with the poor curriculum and overriding assessment 37 00:01:48,760 --> 00:01:50,600 Speaker 1: that we've had in previous years. 38 00:01:50,760 --> 00:01:54,040 Speaker 2: Speaking of assessments, this is students are twice as likely 39 00:01:54,080 --> 00:01:57,440 Speaker 2: to give an excellence on an internal assessment compared to 40 00:01:57,440 --> 00:01:58,720 Speaker 2: an exam. Why is that. 41 00:02:00,960 --> 00:02:04,960 Speaker 1: I think teachers within the existing framework are able to 42 00:02:05,000 --> 00:02:08,840 Speaker 1: target standards they may perceive to be easier they are 43 00:02:09,400 --> 00:02:12,400 Speaker 1: with internal assessment. They're also able to offer more time, 44 00:02:12,760 --> 00:02:15,680 Speaker 1: which might mean they don't enter students into all the externals, 45 00:02:16,200 --> 00:02:19,680 Speaker 1: and that causes further problems because it means that students 46 00:02:19,639 --> 00:02:23,640 Speaker 1: are actually taught the whole curriculum because you're targeting certain standards, 47 00:02:23,639 --> 00:02:25,240 Speaker 1: and that means you're not preparing them as well at 48 00:02:25,320 --> 00:02:28,960 Speaker 1: level two, three and tertiary education. If that's where students 49 00:02:28,960 --> 00:02:29,200 Speaker 1: are going. 50 00:02:29,200 --> 00:02:31,239 Speaker 2: On to the other problem I've heard of, Correct me 51 00:02:31,280 --> 00:02:33,560 Speaker 2: if I'm wrong, But it's up to the department, each 52 00:02:33,680 --> 00:02:36,880 Speaker 2: department in each school to decide how many credits their 53 00:02:36,919 --> 00:02:38,000 Speaker 2: courses are worth. 54 00:02:39,320 --> 00:02:41,440 Speaker 1: I think I would depend upon the school as a school. 55 00:02:41,480 --> 00:02:43,399 Speaker 1: We have a policies about how many credits we would 56 00:02:43,440 --> 00:02:46,799 Speaker 1: expect students to have to sit at now in that 57 00:02:47,080 --> 00:02:50,040 Speaker 1: level two and level three, and we would also ensure 58 00:02:50,040 --> 00:02:53,280 Speaker 1: that we are trying the more difficult standards or perceived 59 00:02:53,400 --> 00:02:56,160 Speaker 1: difficult standards, because we believe that prepares our students the 60 00:02:56,240 --> 00:02:59,800 Speaker 1: best for the following year. But again, different schools have 61 00:02:59,840 --> 00:03:02,639 Speaker 1: different approaches towards that. Icon comment on what other schools 62 00:03:02,639 --> 00:03:02,880 Speaker 1: are doing. 63 00:03:02,960 --> 00:03:05,440 Speaker 2: Yeah, fair enough, Well, best of luck with your new 64 00:03:05,520 --> 00:03:08,359 Speaker 2: system you've introduced for level one, Patrick, appreciate your time 65 00:03:08,400 --> 00:03:10,399 Speaker 2: this morning, Patrick Gale. That said on a talk talk 66 00:03:10,440 --> 00:03:14,760 Speaker 2: college principle with us, some other quite horrifying numbers. Really, 67 00:03:14,800 --> 00:03:19,120 Speaker 2: seventy percent of employers don't think it's a reliable measure 68 00:03:19,200 --> 00:03:22,560 Speaker 2: of knowledge and skills. This is NCAA level one. Ninety 69 00:03:22,639 --> 00:03:27,720 Speaker 2: percent of employers don't think it's a reliable measure of 70 00:03:27,880 --> 00:03:28,520 Speaker 2: hard work. 71 00:03:29,440 --> 00:03:32,400 Speaker 1: For more from Early Edition with Ryan Bridge, Listen live 72 00:03:32,520 --> 00:03:35,560 Speaker 1: to news talks. It'd be from five am weekdays, or 73 00:03:35,600 --> 00:03:37,520 Speaker 1: follow the podcast on iHeartRadio.