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Speaker 1: To education where we have the longer way to draft

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Speaker 1: curriculum for years one through ten this morning. Key changes

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Speaker 1: include broading out social sciences and New Zealand history, along

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Speaker 1: with introducing civics and financial education. Erica Stanford is the

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Speaker 1: Education Minister and is with us out of Australia. As

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Speaker 1: it turns out, morning, good morning. It seems correct me

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Speaker 1: if I'm wrong, less controversial than some of your higher

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Speaker 1: school decisions and subjects and the battle you've got going

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Speaker 1: there is that fair?

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Speaker 2: No, it's not controversial at all. I mean what we

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Speaker 2: have is a knowledge rich curriculum. It's been a few

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Speaker 2: years in the making. It's carefully sequenced. It lays out

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Speaker 2: what students have to know and what they need to

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Speaker 2: be able to do, and it's consistent so that every child,

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Speaker 2: no matter where they go to school, they get access

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Speaker 2: to quality learning and it's exciting and engaging and it's

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Speaker 2: a really exciting day in.

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Speaker 1: Terms of results. What do you expect and when?

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Speaker 2: But we know that knowledge builds on knowledge builds on knowledge,

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Speaker 2: so we have to be teaching children knowledge so that

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Speaker 2: they can then work towards those higher skills that businesses

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Speaker 2: and universities and everybody likes critical thinking and problem solving,

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Speaker 2: and so what we expect to see, especially for the

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Speaker 2: most disadvantaged kids who come to school without lots of

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Speaker 2: prior knowledge, that we will see a closing of the

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Speaker 2: equity gap. It's like velcrow, knowledge sticks to knowledge. So

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Speaker 2: now that we have this consistent curriculum, no matter where

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Speaker 2: you go to school, no matter what family you are from,

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Speaker 2: you will get the knowledge that you need to be

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Speaker 2: able to be successful in life a good results.

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Speaker 1: Sure is any part of this about actually getting kids

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Speaker 1: to turn up? Does a curriculum do that? Or is

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Speaker 1: that a whole different matter.

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Speaker 2: Look, I think it will be in a way, and

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Speaker 2: that is because children will start to experience success, they'll

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Speaker 2: feel good about themselves, and it's an exciting, engaging curriculum.

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Speaker 2: But actually it's the incredible teachers that bring it to

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Speaker 2: life with their professionalism and judgment and know how to

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Speaker 2: engage the children in front of them, and that will

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Speaker 2: continue to happen. But what this will do is it

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Speaker 2: no matter where you go to school, you will be

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Speaker 2: learning the same thing and have access to the same knowledge.

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Speaker 2: So if you're a transient child, for example, and you

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Speaker 2: change schools, you'll be learning the same thing, so it

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Speaker 2: will mean that it's less likely that you will disengage

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Speaker 2: you from your learning. But it'll also mean that kids

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Speaker 2: are building up knowledge and feeling good about themselves, and

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Speaker 2: so when you feel good about yourself, you're more likely

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Speaker 2: to turn up to school. So it's a great curriculum.

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Speaker 1: The rephrasing of the implementation, did you buy it off

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Speaker 1: more than you could chew?

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Speaker 2: No? Well, if you think about what we inherited, the

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Speaker 2: whole curriculum was supposed to land in twenty twenty seven,

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Speaker 2: the whole thing, the whole every single area. We've introduced

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Speaker 2: Maths and English to start with, and they have been

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Speaker 2: introduced this year and they'll just be required next year.

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Speaker 2: That's it. Then there's three more areas the next year,

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Speaker 2: and then we've now phased out another three a year

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Speaker 2: after that. So we've actually carefully phased it over a

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Speaker 2: much longer period than was originally intended to give teachers

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Speaker 2: time to learn a new curriculum, get the professional learning

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Speaker 2: and development understand than your resources, and teach it to

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Speaker 2: our kids.

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Speaker 1: Not that I'm against civics, because I'm not, but one

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Speaker 1: of the great arguments around civics is you've got to

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Speaker 1: know how the system works and understand it so you

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Speaker 1: can participate. They do, of course, and have done for decades.

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Speaker 1: Do that in America and half of America doesn't turn up.

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Speaker 1: So what's the point of civics.

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Speaker 2: Well, I think we can be a bit more ambitious

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Speaker 2: for our kids. It's long We've long called for teaching

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Speaker 2: kids about societies and how they were formed, and what

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Speaker 2: democracy is and what it was like in other countries,

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Speaker 2: and is there democracy in every other country? And now

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Speaker 2: what is a voting system like? We have a relatively

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Speaker 2: complicated voting system. Many people still don't understand MMP. So

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Speaker 2: teaching our kids about it it's really important. Will it

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Speaker 2: lead to higher voting I hope so. But I guess

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Speaker 2: we'll see.

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Speaker 1: Line from Act and the indoctrination and history is over.

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Speaker 1: Did you see this as indoctrination?

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Speaker 2: Oh? Look, what I wanted to see in this curriculum,

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Speaker 2: the social Science's curriculum was not just New Zealand history,

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Speaker 2: and that's what we've had, just a huge amount of

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Speaker 2: content on local New Zealand history. What we wanted to

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Speaker 2: see in terms of balance was New Zealand history, our

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Speaker 2: place in the world, world history, what are the great

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Speaker 2: events of the world that shape the world that we

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Speaker 2: live in, as well as geography, civics and society and

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Speaker 2: financial literacy, which are all in there now. So it's

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Speaker 2: a much broader curriculum because Ero told us last year

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Speaker 2: that kids enjoy history more when they are learning about

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Speaker 2: far away places and overseas events and how we connected.

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Speaker 2: So you're now going to learn about the Stone Age

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Speaker 2: and the Romans and the Greeks and the Egyptians and

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Speaker 2: kings and queens and revolutions. It's really exciting.

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Speaker 1: What's your rule of thumb when you've arrived with no

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Speaker 1: bags before you go shopping? How long with no luggage

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Speaker 1: before you shop?

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Speaker 2: Actually, when we turned up last night in Sydney, we

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Speaker 2: went straight to a night and day around the corner

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Speaker 2: and I have really you can imagine and the quality

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Speaker 2: of my moisturizer tona deodorant. So yeah, there's are more,

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Speaker 2: luckily across the road. So we're going to hit hit

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Speaker 2: there being on nine and try and tidy ourselves up.

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Speaker 1: Go well, appreciate that education. Minister Erica Stamford, who's up

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Speaker 1: in the early hours of a Sydney morning forest for

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