1 00:00:00,000 --> 00:00:02,080 Speaker 1: One more change coming to a junior classroom near you. 2 00:00:02,160 --> 00:00:05,080 Speaker 1: We've got the new national reporting framework for primary and intermediate's. 3 00:00:05,120 --> 00:00:07,440 Speaker 1: Parents get an update on reading, writing, and maths. Five 4 00:00:07,520 --> 00:00:12,000 Speaker 1: clear markers emerging, developing, consolidating, proficient, and exceeding. Erica Stanford 5 00:00:12,160 --> 00:00:14,640 Speaker 1: is the Education Minister and it's back with this morning. 6 00:00:14,840 --> 00:00:15,520 Speaker 2: Good morning, mate. 7 00:00:15,600 --> 00:00:18,119 Speaker 1: So I'm watching a press conference yesterday as you unfolded that. 8 00:00:18,200 --> 00:00:23,080 Speaker 1: Somebody asked whether these words that you're using, emerging, developing, consolidating, 9 00:00:23,120 --> 00:00:27,360 Speaker 1: profession or exceeding were to be able to be understood 10 00:00:27,360 --> 00:00:29,360 Speaker 1: by parents. Are we just that thick now or what? 11 00:00:30,800 --> 00:00:33,120 Speaker 2: I didn't think that when the journalist asked, may I thought, actually, 12 00:00:33,200 --> 00:00:36,680 Speaker 2: parents are perfectly capable of understanding a scale and a key. 13 00:00:37,640 --> 00:00:42,720 Speaker 2: And actually what the journalists saw missed was the intense 14 00:00:42,840 --> 00:00:45,160 Speaker 2: detail you're now going to get in your math report. 15 00:00:45,200 --> 00:00:48,240 Speaker 2: For example, it won't just be maths, it'll be algebra, 16 00:00:48,360 --> 00:00:51,959 Speaker 2: geometry measurement, so you actually know in detail where your 17 00:00:52,040 --> 00:00:54,560 Speaker 2: child is at with each of the strands of maths. 18 00:00:54,560 --> 00:00:58,120 Speaker 2: And all of their rush to look at what the 19 00:00:58,120 --> 00:01:00,800 Speaker 2: words we were using for the descriptors they missed Actually 20 00:01:00,880 --> 00:01:02,920 Speaker 2: the detail that we're going to be providing to parents 21 00:01:02,920 --> 00:01:04,120 Speaker 2: so they know where their kids are at. 22 00:01:04,280 --> 00:01:07,480 Speaker 1: So what's the important part is that the series of strands. Therefore, 23 00:01:07,560 --> 00:01:10,720 Speaker 1: the detail or the way it's explained and the explanation 24 00:01:10,760 --> 00:01:12,320 Speaker 1: got a bit woolly, So we didn't know where we 25 00:01:12,319 --> 00:01:12,720 Speaker 1: were at. 26 00:01:14,480 --> 00:01:17,800 Speaker 2: Well, we weren't giving enough detail, so we look to 27 00:01:17,800 --> 00:01:21,600 Speaker 2: be fair, some schools were, but many schools weren't providing 28 00:01:21,640 --> 00:01:26,839 Speaker 2: that level of detail by strand, and we weren't also 29 00:01:27,440 --> 00:01:31,800 Speaker 2: using a nationwide consistent way of measuring, so it was 30 00:01:31,840 --> 00:01:35,319 Speaker 2: based on teacher judgment or assessments that they were using 31 00:01:35,400 --> 00:01:37,399 Speaker 2: in class that were all different. We are now using 32 00:01:37,440 --> 00:01:41,280 Speaker 2: an assessment tool called smart or PAT. Schools can choose 33 00:01:41,959 --> 00:01:45,840 Speaker 2: to consistently measure across the country how our children are 34 00:01:45,880 --> 00:01:49,520 Speaker 2: doing and use that to triangulate teacher judgment and other 35 00:01:49,600 --> 00:01:53,920 Speaker 2: in class observations. So now we have, for the first 36 00:01:53,920 --> 00:01:57,840 Speaker 2: time in our history at primary intermediate, a nationwide consistent tool. 37 00:01:58,000 --> 00:02:00,560 Speaker 1: Where does the sit in terms of importance? Given what 38 00:02:00,600 --> 00:02:02,520 Speaker 1: I also read yesterday was the year twelves, the year 39 00:02:02,520 --> 00:02:05,080 Speaker 1: thirteen's the thousands of kids who have just not got 40 00:02:05,320 --> 00:02:08,440 Speaker 1: across the line by the time they leave school. If 41 00:02:08,480 --> 00:02:12,040 Speaker 1: I keep saying seeing emerging emerging, emerging, emerging their entire 42 00:02:12,080 --> 00:02:14,760 Speaker 1: school life. What's the point of that if they're still failing. 43 00:02:16,600 --> 00:02:18,240 Speaker 2: Well, the point of it is you know, and you 44 00:02:18,280 --> 00:02:19,920 Speaker 2: can do something about it, and you can go and 45 00:02:19,960 --> 00:02:22,280 Speaker 2: sit down with their teacher and have a conversation about 46 00:02:22,639 --> 00:02:24,520 Speaker 2: what are the next steps in they're learning. How can 47 00:02:24,560 --> 00:02:27,040 Speaker 2: I help at home? How do I go to the 48 00:02:27,080 --> 00:02:29,760 Speaker 2: parent Portal for example, that we've now created, which has 49 00:02:30,120 --> 00:02:32,200 Speaker 2: all of the resources for you to be able to 50 00:02:32,240 --> 00:02:36,000 Speaker 2: help your child at home. But without all that, parents 51 00:02:36,000 --> 00:02:38,440 Speaker 2: have been in the dark. And so many times I 52 00:02:38,520 --> 00:02:40,760 Speaker 2: hear parents say to me, my child's at high school 53 00:02:40,760 --> 00:02:42,000 Speaker 2: and I've just learned for the first time that they 54 00:02:42,000 --> 00:02:44,680 Speaker 2: don't know the timetables. I thought that was happening, but 55 00:02:44,800 --> 00:02:47,639 Speaker 2: I never knew. Now you will know, and you can 56 00:02:47,720 --> 00:02:49,880 Speaker 2: do something about it and have a conversation with your teacher, 57 00:02:50,200 --> 00:02:53,400 Speaker 2: do something at home, and have a good understanding of 58 00:02:53,440 --> 00:02:54,280 Speaker 2: your child's progress. 59 00:02:54,280 --> 00:02:57,560 Speaker 1: Well type so Eric appreciated Erica Stanford, Education Minister. For 60 00:02:57,680 --> 00:03:01,040 Speaker 1: more from the Mic Asking Breakfast, listen to News Talks 61 00:03:01,080 --> 00:03:04,240 Speaker 1: it B from six am weekdays, or follow the podcast 62 00:03:04,280 --> 00:03:05,160 Speaker 1: on iHeartRadio.