1 00:00:00,080 --> 00:00:03,040 Speaker 1: So another thirty million heading towards the classroom. Today, the 2 00:00:03,080 --> 00:00:05,640 Speaker 1: government is announcing further support for teachers worried about new 3 00:00:05,640 --> 00:00:08,520 Speaker 1: Maths curriculum. The finding has been reprioritized, The funding has 4 00:00:08,560 --> 00:00:11,280 Speaker 1: been reprioritized from a scheme that offered free to Rayo 5 00:00:11,440 --> 00:00:14,640 Speaker 1: lessons for teachers. The funny thing about that was it 6 00:00:14,640 --> 00:00:18,200 Speaker 1: was unaccredited and cost double that of similar courses. So 7 00:00:18,400 --> 00:00:19,880 Speaker 1: a little bit of a waste of money, it seems. 8 00:00:20,000 --> 00:00:23,360 Speaker 1: Education Minister Erica Stanford with this good morning, good morning. 9 00:00:23,800 --> 00:00:26,520 Speaker 1: That money you've found, How much of that's out there 10 00:00:26,600 --> 00:00:29,080 Speaker 1: if you look hard enough, that's just sloshing around doing 11 00:00:29,120 --> 00:00:29,800 Speaker 1: god knows what. 12 00:00:31,600 --> 00:00:33,640 Speaker 2: I think there's plenty of money in education for us 13 00:00:33,640 --> 00:00:37,080 Speaker 2: to reprioritize and too things like literacy and numerous eat 14 00:00:37,080 --> 00:00:39,120 Speaker 2: and I'm make sure that our kids are getting the 15 00:00:39,240 --> 00:00:41,680 Speaker 2: very best and we're raising achievement. I go through line 16 00:00:41,720 --> 00:00:43,760 Speaker 2: by line the last budget. I'm doing it again this 17 00:00:43,880 --> 00:00:48,920 Speaker 2: budget to reprioritize into evinced based initiatives work for our kids. 18 00:00:48,960 --> 00:00:50,400 Speaker 1: And what's the thirty million this time? 19 00:00:50,440 --> 00:00:55,680 Speaker 2: By Well, we said that in August with those pretty 20 00:00:55,680 --> 00:00:58,040 Speaker 2: awful Maths results that came out in the twenty percent 21 00:00:58,080 --> 00:01:00,760 Speaker 2: of our kids are at curriculum by the time they 22 00:01:00,840 --> 00:01:03,400 Speaker 2: leave intermediate. We set at that point we launching on 23 00:01:03,480 --> 00:01:07,160 Speaker 2: new campaign. We're bringing forward the Maths, the new Math 24 00:01:07,280 --> 00:01:10,720 Speaker 2: curriculum for next year. We're investing in professional learning and development. 25 00:01:10,920 --> 00:01:14,080 Speaker 2: But we always knew that we needed to provide high 26 00:01:14,200 --> 00:01:17,160 Speaker 2: quality curriculum aligned resources to schools. So I'm talking about 27 00:01:17,920 --> 00:01:21,800 Speaker 2: lesson plans and teacher guides for teachers and high quality 28 00:01:21,800 --> 00:01:24,600 Speaker 2: workbooks for our kids. Many schools who can afford them 29 00:01:24,600 --> 00:01:27,000 Speaker 2: already buy them. We are now making them free of 30 00:01:27,080 --> 00:01:30,520 Speaker 2: charge for every single child in every single school. 31 00:01:30,800 --> 00:01:34,240 Speaker 1: The specialist nature if you like, of maths. How difficult 32 00:01:34,400 --> 00:01:36,080 Speaker 1: is this potentially making it for you? 33 00:01:38,319 --> 00:01:43,000 Speaker 2: Look, it is difficult for our primary school teachers to 34 00:01:43,120 --> 00:01:46,720 Speaker 2: be experts and everything mathematics and science and art, music 35 00:01:46,760 --> 00:01:50,600 Speaker 2: and English. It's a monumental effort every day for them 36 00:01:50,640 --> 00:01:53,840 Speaker 2: to deliver those multiple curricular areas, and we need to 37 00:01:53,840 --> 00:01:56,200 Speaker 2: make sure that we're supporting them with high quality PLD 38 00:01:56,400 --> 00:02:00,120 Speaker 2: and all of these high quality curriculum aligned resources. We 39 00:02:00,160 --> 00:02:00,360 Speaker 2: don't know. 40 00:02:00,960 --> 00:02:02,440 Speaker 1: So what you seem to be saying, correct me if 41 00:02:02,480 --> 00:02:04,520 Speaker 1: I'm wrong, is that if you need it, you will 42 00:02:04,520 --> 00:02:06,960 Speaker 1: get it. If they're genuine. And what I can't work 43 00:02:07,000 --> 00:02:09,720 Speaker 1: out is how much of what they need is based 44 00:02:09,760 --> 00:02:12,280 Speaker 1: on need versus the union's going, I just want more money. 45 00:02:12,320 --> 00:02:13,919 Speaker 1: I just want more money. I just want more money. 46 00:02:13,960 --> 00:02:15,680 Speaker 1: And that's my singular solution to everything. 47 00:02:17,200 --> 00:02:19,800 Speaker 2: Well, look, there's multiple parts of this. He just need 48 00:02:19,880 --> 00:02:23,400 Speaker 2: lots of support from the government and from the Ministry 49 00:02:23,400 --> 00:02:26,880 Speaker 2: of Education, whether that's PLD or resources. Of course, they 50 00:02:26,880 --> 00:02:29,200 Speaker 2: will always talk about teacher pay, and we've made sure 51 00:02:29,240 --> 00:02:32,679 Speaker 2: that we've said every teacher bargaining around where we'll pay 52 00:02:32,720 --> 00:02:36,400 Speaker 2: teachers more. But it's also important because they also talk 53 00:02:36,440 --> 00:02:40,079 Speaker 2: about their day and the workload on them, and I 54 00:02:40,120 --> 00:02:42,000 Speaker 2: want to take that away. That's why we have a 55 00:02:42,760 --> 00:02:46,400 Speaker 2: curriculum that is year by year that is highly specific 56 00:02:46,440 --> 00:02:48,400 Speaker 2: about what needs to be taught, so that they don't 57 00:02:48,400 --> 00:02:51,880 Speaker 2: have to create that themselves. We're providing them should they 58 00:02:51,880 --> 00:02:55,320 Speaker 2: need it, with lesson plans and high quality resources so 59 00:02:55,360 --> 00:02:57,720 Speaker 2: they don't have to go and spend hours and hours 60 00:02:57,760 --> 00:03:00,600 Speaker 2: after school every day finding their own. So this is 61 00:03:00,639 --> 00:03:03,560 Speaker 2: all designed to support them and to take away some 62 00:03:03,720 --> 00:03:06,720 Speaker 2: of that load because they, as I say, it's a 63 00:03:06,880 --> 00:03:09,480 Speaker 2: huge effort to be across all of those curricular areas, 64 00:03:09,720 --> 00:03:12,360 Speaker 2: find resources for all those areas. We're making it easier 65 00:03:12,400 --> 00:03:13,840 Speaker 2: so we've got better outcomes for our kids. 66 00:03:13,840 --> 00:03:16,680 Speaker 1: Good stuff, good luck with the Erica Stamford Education Minister 67 00:03:16,919 --> 00:03:18,840 Speaker 1: since twenty nineteen. By the way, the one hundred million 68 00:03:18,880 --> 00:03:22,960 Speaker 1: dollar funded this initiative isn't accredited more than double the 69 00:03:23,000 --> 00:03:25,600 Speaker 1: cost of similar courses available, and evaluation of the program 70 00:03:25,639 --> 00:03:29,120 Speaker 1: found no evidence that directly impacted progress or achievement for students. 71 00:03:29,160 --> 00:03:31,680 Speaker 1: The review also couldn't quantify what impact the program had 72 00:03:31,680 --> 00:03:35,600 Speaker 1: on Tayo Mara use in the classroom one hundred million dollars. 73 00:03:36,520 --> 00:03:39,440 Speaker 2: For more from the Mic Asking Breakfast, listen live to 74 00:03:39,560 --> 00:03:40,120 Speaker 2: news talks. 75 00:03:40,120 --> 00:03:43,320 Speaker 1: It'd be from six am weekdays, or follow the podcast 76 00:03:43,360 --> 00:03:44,240 Speaker 1: on iHeartRadio.