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Speaker 1: Now the potential tinker with then cea. This time we've

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Speaker 1: got Level one which is in need of substantial reform.

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Speaker 1: Their words, not mine. The Education Review Office doesn't think

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Speaker 1: the current curriculum is a fair or reliable measure of

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Speaker 1: knowledge and skills. Report was requested by the government back

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Speaker 1: in April, and those findings are out this morning. The

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Speaker 1: ero's deputy Chief Executive rout Shinoda back with us. Good morning.

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Speaker 1: Your view generally of this whole Level one thing, we

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Speaker 1: don't seem to have got it right. There's a lot

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Speaker 1: of mucking around, many people don't like it. Where are

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Speaker 1: we at with it?

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Speaker 2: We certainly need to reform. It is just not yet

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Speaker 2: a reliable, credible, fair measure of students' knowledge.

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Speaker 1: Is that the problem with the schools who don't use it,

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Speaker 1: or no matter what you do, some won't use it.

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Speaker 2: So schools are opting out, as you said, next year,

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Speaker 2: lesson thry quarters nationally are going to be using it

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Speaker 2: in an arm or appent communities. It's less than half.

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Speaker 2: What they're saying to us is if not a reliable

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Speaker 2: measure of skills and knowledge. Sixty percent of teachers say

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Speaker 2: that an example that's fairness point is three quarters of

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Speaker 2: leaders say that the credit students get onto an equal

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Speaker 2: amount of work equally difficult. Schools offer a real variety

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Speaker 2: of number of credits. Some kids can be offered sixty

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Speaker 2: just what they need. Some got one hundred and twenty,

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Speaker 2: so it doesn't give them an equal chance. And then

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Speaker 2: when it comes to assessment, it's not equally difficult. If

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Speaker 2: you did an internal assessment, something marked in your school,

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Speaker 2: you're twice as likely to get a good grade like

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Speaker 2: an excellence. Then if you did something externally so that

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Speaker 2: other schools are dropping it because of the issue around burnout,

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Speaker 2: just too much assessment three years in a row.

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Speaker 1: Okay, so a couple of things there, this business of

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Speaker 1: getting an excellent smark, and you're more likely internally than externally.

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Speaker 1: Is that NCA level one or is that the teacher's

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Speaker 1: not doing the job properly.

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Speaker 2: It's a bit how NCA one's design. So there's a

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Speaker 2: lot of different things that can be offered that different

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Speaker 2: ways of being assessed, different standards, And what teachers and

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Speaker 2: leaders are telling us is they're not equally hard, and

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Speaker 2: that means it's not equally difficult for students or equally

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Speaker 2: easy for students, they don't have an equal chance at it.

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Speaker 2: And teachers are also really concerned about it not setting

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Speaker 2: up students well friends a level two because most students

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Speaker 2: do continue you into school into level two, and it's

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Speaker 2: just not setting them up with the knowledge they need.

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Speaker 1: Why isn't it top down instructed to do it all

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Speaker 1: the same all over the country, only a third off

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Speaker 1: of all four parts of a course. Why why don't

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Speaker 1: you just sit the rules do it and then that

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Speaker 1: will partially won't it solve your problem?

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Speaker 2: So that's one of the things we're saying we need

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Speaker 2: to perform. We're saying, Look, first of all, let's have

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Speaker 2: a look at NJA level one, two three together those

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Speaker 2: last three years of schooling, so we really want three

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Speaker 2: years of back to back assessment. We look at other countries,

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Speaker 2: they don't do that. And then if we do want

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Speaker 2: an assessment here, as you said, let's have greater consistency

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Speaker 2: of what students are taught. So let's get that curriculum

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Speaker 2: right first and then assess it, and then let's reduce

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Speaker 2: this variability so it's equal amounts of work, equal chances

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Speaker 2: of success.

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Speaker 1: All right, I appreciate it. Ruth Shanida the ro's wty

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Speaker 1: chief executive. For more from the mic Asking Breakfast, listen

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Speaker 1: live to news talks. It'd be from six am weekdays,

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