1 00:00:00,200 --> 00:00:02,400 Speaker 1: Let's get to some more excellent news for the country, 2 00:00:02,400 --> 00:00:05,400 Speaker 1: because it doesn't stop. We have yet more amazing results 3 00:00:05,400 --> 00:00:09,080 Speaker 1: from the government's education changes, this time the new Maths curriculum. 4 00:00:09,240 --> 00:00:11,360 Speaker 1: Remember the pilot you might remember this. It was run 5 00:00:11,400 --> 00:00:12,920 Speaker 1: to help the kids in year seven and eight who 6 00:00:12,960 --> 00:00:15,200 Speaker 1: was struggling with maths to get just a little bit 7 00:00:15,200 --> 00:00:17,560 Speaker 1: of extra help. It turns out that in the space 8 00:00:17,600 --> 00:00:20,800 Speaker 1: of twelve weeks three months, these kids have caught up 9 00:00:20,840 --> 00:00:23,560 Speaker 1: on two years worth of maths. Erica Stanford is the 10 00:00:23,640 --> 00:00:27,520 Speaker 1: Education Minister. High Erica hi Gez's results just getting better 11 00:00:27,560 --> 00:00:28,360 Speaker 1: and better, aren't they. 12 00:00:29,400 --> 00:00:33,800 Speaker 2: It's really encouraging. And what was the most interesting thing 13 00:00:34,040 --> 00:00:37,520 Speaker 2: about this was that control group we expected to see 14 00:00:37,560 --> 00:00:41,120 Speaker 2: really good gains were students who were receiving tuition extra tuition. 15 00:00:41,240 --> 00:00:45,199 Speaker 2: But what was so groundbreaking was those students who were 16 00:00:45,240 --> 00:00:47,720 Speaker 2: in the control group, who were more than a year 17 00:00:47,720 --> 00:00:50,640 Speaker 2: behind the curriculum, just receiving an hour a day of 18 00:00:50,640 --> 00:00:53,960 Speaker 2: maths with teachers who had received professional learning and development 19 00:00:54,000 --> 00:00:56,720 Speaker 2: and structured maths. The new maths books that we flooded 20 00:00:56,760 --> 00:01:00,760 Speaker 2: into classrooms, the workbooks and guidebooks, and the new year 21 00:01:00,760 --> 00:01:05,039 Speaker 2: by year internationally benchmarked curriculum those kids made a year's 22 00:01:05,080 --> 00:01:07,520 Speaker 2: worth a progress in twelve weeks, and that's a bit 23 00:01:07,520 --> 00:01:09,759 Speaker 2: that has absolutely blown us away, and it shows our 24 00:01:09,760 --> 00:01:10,600 Speaker 2: reforms are working. 25 00:01:10,720 --> 00:01:12,959 Speaker 1: Okay, what does it tell you about what has been 26 00:01:13,000 --> 00:01:13,800 Speaker 1: going on in maths? 27 00:01:13,840 --> 00:01:18,120 Speaker 2: Then, well, it tells me that there's no substitute for 28 00:01:18,440 --> 00:01:21,440 Speaker 2: excellent explicit teaching in a structured way. And what that 29 00:01:22,000 --> 00:01:25,160 Speaker 2: shows is that when we have a curriculum that supports that, 30 00:01:25,680 --> 00:01:28,760 Speaker 2: and professional learning and development that supports that, then you 31 00:01:28,800 --> 00:01:32,040 Speaker 2: get these results. I think when we have a system 32 00:01:32,080 --> 00:01:34,760 Speaker 2: that has let teachers down an initial teacher education and 33 00:01:34,800 --> 00:01:37,720 Speaker 2: it's been pretty woeful in mathematics. When you have a 34 00:01:37,720 --> 00:01:41,440 Speaker 2: curriculum that is waftly and over multiple years and doesn't 35 00:01:41,480 --> 00:01:43,120 Speaker 2: tell you what to teach and when, and is not 36 00:01:43,280 --> 00:01:46,959 Speaker 2: internationally benchmarked, and we don't have any resource to support 37 00:01:46,959 --> 00:01:48,800 Speaker 2: it or assess our kids to see how they're going, 38 00:01:49,040 --> 00:01:51,760 Speaker 2: then what do you expect decades of decline, which is 39 00:01:51,760 --> 00:01:53,320 Speaker 2: what we have had, and we're turning that around. 40 00:01:53,400 --> 00:01:55,640 Speaker 1: I mean, because it gives the impression that what's been 41 00:01:55,680 --> 00:01:57,400 Speaker 1: happening in maths glasses up to now is a whole 42 00:01:57,400 --> 00:02:01,360 Speaker 1: bunch of kind of just unguided or directionless facthing around 43 00:02:01,440 --> 00:02:05,000 Speaker 1: is that what's been going on well the curriculum. 44 00:02:05,200 --> 00:02:07,880 Speaker 2: To give you an example, between years one and three, 45 00:02:08,960 --> 00:02:11,800 Speaker 2: the old curriculum, we've just turfed fit on an a 46 00:02:11,919 --> 00:02:15,160 Speaker 2: four page that tells you everything you need to know. 47 00:02:15,240 --> 00:02:17,840 Speaker 2: We were not being clear about what must be taught 48 00:02:17,880 --> 00:02:20,600 Speaker 2: in when and in mathematics it's so important because you 49 00:02:20,680 --> 00:02:22,959 Speaker 2: have to do things in a certain sequential order, and 50 00:02:23,000 --> 00:02:25,320 Speaker 2: you have to master it before you can move on, 51 00:02:25,360 --> 00:02:27,840 Speaker 2: because if you miss an essential building block in maths, 52 00:02:28,240 --> 00:02:29,680 Speaker 2: it's very hard to catch up. 53 00:02:29,880 --> 00:02:31,520 Speaker 1: Erica, do you think I mean, you are facing a 54 00:02:31,560 --> 00:02:33,800 Speaker 1: huge amount of opposition from teachers at the moment in 55 00:02:33,840 --> 00:02:35,760 Speaker 1: principles for what you're trying to do. Do you think 56 00:02:35,800 --> 00:02:38,320 Speaker 1: that as these results come out by bit showing that 57 00:02:38,400 --> 00:02:40,320 Speaker 1: you are making progress in your ideas of working, do 58 00:02:40,360 --> 00:02:41,600 Speaker 1: you think you're going to get them on board. 59 00:02:43,560 --> 00:02:45,840 Speaker 2: I couldn't have done any of this without the incredible 60 00:02:45,880 --> 00:02:49,200 Speaker 2: work of teachers and principles have been implementing our reforms 61 00:02:49,280 --> 00:02:51,639 Speaker 2: over the last year or so. They've done a huge 62 00:02:51,680 --> 00:02:54,639 Speaker 2: amount of heavy lifting, and they should be extraordinarily proud 63 00:02:54,639 --> 00:02:57,960 Speaker 2: of these results. They did this and I didn't teach 64 00:02:57,960 --> 00:03:00,440 Speaker 2: any kids to do maths it was there, and I 65 00:03:00,480 --> 00:03:03,480 Speaker 2: think you're right that the more of these results that 66 00:03:03,520 --> 00:03:05,679 Speaker 2: we see, the more confidence we will build. But I'm 67 00:03:05,840 --> 00:03:09,040 Speaker 2: really clear, I am in this job fighting for our kids, 68 00:03:09,440 --> 00:03:13,560 Speaker 2: and I will continue to keep going because parents. That's 69 00:03:13,600 --> 00:03:17,560 Speaker 2: what parents expect, that their kids are confident, capable across 70 00:03:17,600 --> 00:03:19,680 Speaker 2: all subjects and can then go on to live the 71 00:03:19,680 --> 00:03:20,400 Speaker 2: life that they want. 72 00:03:21,040 --> 00:03:23,440 Speaker 1: Now, listen, the other thing that is remarkable is, of 73 00:03:23,480 --> 00:03:26,040 Speaker 1: course the kids who are really really far behind, who 74 00:03:26,320 --> 00:03:29,600 Speaker 1: managed to do this extra math situition over twelve weeks 75 00:03:29,720 --> 00:03:32,600 Speaker 1: and accelerate their learning by two years. Is that going 76 00:03:32,639 --> 00:03:34,320 Speaker 1: to be available now that this is just a pilot, 77 00:03:34,360 --> 00:03:36,320 Speaker 1: is that going to be available to a wider group now? 78 00:03:37,440 --> 00:03:39,920 Speaker 2: Well, the results that we saw with the children who 79 00:03:39,960 --> 00:03:42,960 Speaker 2: were doing thirty minute sessions four times a week showed 80 00:03:42,960 --> 00:03:45,200 Speaker 2: that they made two years worth of catch up in 81 00:03:45,240 --> 00:03:48,720 Speaker 2: twelve weeks. So we are looking to roll that out 82 00:03:48,880 --> 00:03:53,240 Speaker 2: next year to for fifteen thousand children, So thirteen thousand 83 00:03:53,280 --> 00:03:54,840 Speaker 2: in the beginning of the year and another two thousand 84 00:03:54,880 --> 00:03:57,960 Speaker 2: a bit later on, so fifteen thousand children will receive that. 85 00:03:58,280 --> 00:04:00,600 Speaker 2: There'll be a little bit of on line, but we're 86 00:04:00,600 --> 00:04:02,840 Speaker 2: trying to do as much as we can that is 87 00:04:02,920 --> 00:04:05,920 Speaker 2: that teacher in front of a small group, because we 88 00:04:05,920 --> 00:04:08,880 Speaker 2: could see that that was the most effective and the 89 00:04:08,880 --> 00:04:10,560 Speaker 2: most beneficial to catch those kids up. 90 00:04:10,680 --> 00:04:12,760 Speaker 1: Yeah, brilliant. Listen, where are you at with a pay deal? 91 00:04:14,640 --> 00:04:18,280 Speaker 2: Well, we're always hopeful. Of course, we're working hard. The 92 00:04:18,279 --> 00:04:20,800 Speaker 2: Public Service Commissioner is working very hard. He is at 93 00:04:20,839 --> 00:04:26,159 Speaker 2: the table and negotiations are a proceeding. So we really 94 00:04:26,200 --> 00:04:28,599 Speaker 2: don't want to start next year in a situation where 95 00:04:28,600 --> 00:04:31,080 Speaker 2: we're back into rolling strikes. We want to come to 96 00:04:31,839 --> 00:04:35,039 Speaker 2: an agreement. We've put everything on the table and good faith. 97 00:04:35,400 --> 00:04:38,000 Speaker 2: We've been very open and honest about what we can do, 98 00:04:38,160 --> 00:04:39,920 Speaker 2: and negotiations are ongoing. 99 00:04:40,040 --> 00:04:42,480 Speaker 1: Brilliant. Hey, thank you very much, Erica, really appreciate your time. 100 00:04:42,520 --> 00:04:44,880 Speaker 1: That Serica is Standford Education Minister who obviously just keeps 101 00:04:44,880 --> 00:04:49,360 Speaker 1: on smashing it out of the park. For more from 102 00:04:49,400 --> 00:04:52,680 Speaker 1: Heather Duplessy Allen Drive, listen live to News Talk sai'd 103 00:04:52,720 --> 00:04:56,800 Speaker 1: be from four pm weekdays, or follow the podcast on iHeartRadio.