1 00:00:00,000 --> 00:00:02,760 Speaker 1: Now we know that middle schools in Darwin, Palmerston and 2 00:00:02,960 --> 00:00:05,720 Speaker 1: Alice Springs are going to be phased out to become 3 00:00:05,880 --> 00:00:09,400 Speaker 1: comprehensive high schools, with a handful of others set to 4 00:00:09,440 --> 00:00:14,480 Speaker 1: become specialized campuses. The Education Minister yesterday outlined how the 5 00:00:14,600 --> 00:00:18,000 Speaker 1: rollout will happen and joining us in the studio to 6 00:00:18,000 --> 00:00:20,840 Speaker 1: give us some further detail is the Department of Education's 7 00:00:20,960 --> 00:00:25,520 Speaker 1: Executive Director of School Support, David R. Toy. Good morning 8 00:00:25,520 --> 00:00:28,200 Speaker 1: to you, David, to be with you again. Yeah, good 9 00:00:28,200 --> 00:00:30,240 Speaker 1: to have you on the show. Now, there was four 10 00:00:30,240 --> 00:00:34,720 Speaker 1: weeks of consultation between the government and school councils. There 11 00:00:34,720 --> 00:00:39,720 Speaker 1: were students involved, families, educators, school communities and also peak bodies. 12 00:00:40,720 --> 00:00:44,400 Speaker 1: Now tell me what did that consultation tell the department? 13 00:00:44,960 --> 00:00:46,920 Speaker 2: Yeah, thanks, Codie. So the last time we spoke, which 14 00:00:46,960 --> 00:00:49,560 Speaker 2: I think was in late March, we're in the middle 15 00:00:49,560 --> 00:00:52,480 Speaker 2: of our consultation. So over those four weeks we spoke 16 00:00:52,520 --> 00:00:55,000 Speaker 2: to every school council of affected schools, We spoke to 17 00:00:55,040 --> 00:00:57,560 Speaker 2: staff groups, we spoke to students, and we also ran 18 00:00:57,600 --> 00:01:01,160 Speaker 2: a joint online survey for all of those stakeholder groups 19 00:01:01,200 --> 00:01:03,320 Speaker 2: to get in touch with us. Through the survey, with 20 00:01:03,400 --> 00:01:07,160 Speaker 2: eleven hundred responses wow across the board, and generally there 21 00:01:07,200 --> 00:01:09,840 Speaker 2: was strong support. So we had eighty five percent of 22 00:01:09,880 --> 00:01:13,000 Speaker 2: teachers that were supported strongly supportive of neutral on the process, 23 00:01:13,680 --> 00:01:16,560 Speaker 2: seventy seven percent of parents and seventy nine percent of 24 00:01:16,600 --> 00:01:17,640 Speaker 2: students were supportive. 25 00:01:17,720 --> 00:01:20,199 Speaker 1: So really quite strong support, is Nash. 26 00:01:20,440 --> 00:01:23,520 Speaker 2: Yeah, So I think people are supportive of the concept 27 00:01:23,520 --> 00:01:25,920 Speaker 2: in generally. Through that process, we also heard about a 28 00:01:25,959 --> 00:01:28,280 Speaker 2: lot of the things that we need to consider an implementation, 29 00:01:28,560 --> 00:01:30,960 Speaker 2: So part of it's about how we look after our 30 00:01:31,000 --> 00:01:33,440 Speaker 2: staff and also how we look after our students through 31 00:01:33,480 --> 00:01:36,880 Speaker 2: this change. We heard about infrastructure requirements and we need 32 00:01:36,880 --> 00:01:38,640 Speaker 2: to do up some classrooms to make them ready for 33 00:01:38,680 --> 00:01:41,400 Speaker 2: senior secondary students, and we need to make sure we've 34 00:01:41,400 --> 00:01:43,399 Speaker 2: got the right well being programs in place for the 35 00:01:43,400 --> 00:01:45,880 Speaker 2: students with additional needs or disability to transition. 36 00:01:46,240 --> 00:01:48,760 Speaker 1: And so in terms of the concerns that were raised, 37 00:01:48,800 --> 00:01:51,440 Speaker 1: I mean you've touched on some of those infrastructure support, 38 00:01:51,640 --> 00:01:54,120 Speaker 1: making sure that you know the teachers and the students 39 00:01:54,160 --> 00:01:56,760 Speaker 1: have what they need. So how do you do all 40 00:01:56,800 --> 00:02:00,080 Speaker 1: of those things while also implementing these changes A. 41 00:02:00,120 --> 00:02:03,080 Speaker 2: Great question, Katie. So the implementation that we're proposing is 42 00:02:03,160 --> 00:02:06,000 Speaker 2: staged over three years. So we're going to start next 43 00:02:06,080 --> 00:02:08,600 Speaker 2: year in the Darwin and Palmerston schools where we'll be 44 00:02:08,639 --> 00:02:11,639 Speaker 2: looking at a single year level staying on at their school. 45 00:02:11,760 --> 00:02:14,840 Speaker 2: So for schools like Nycliff, Dripstone and Sanderson who are 46 00:02:14,880 --> 00:02:17,799 Speaker 2: for currently year sevens to nine, next year they'll be 47 00:02:17,840 --> 00:02:20,200 Speaker 2: offering a year ten subjects, our students will be allowed 48 00:02:20,200 --> 00:02:23,079 Speaker 2: to or able to stay at those schools. That way, 49 00:02:23,240 --> 00:02:26,120 Speaker 2: we can progressively roll out implementation over the three years 50 00:02:26,120 --> 00:02:28,200 Speaker 2: and support that cohort as it goes from year ten 51 00:02:28,240 --> 00:02:30,880 Speaker 2: to year eleven in twenty twenty seven, and finally in 52 00:02:30,960 --> 00:02:32,600 Speaker 2: year twelve and twenty twenty eight, and we'll have our 53 00:02:32,639 --> 00:02:35,160 Speaker 2: first graduating classes at the end of twenty twenty eight 54 00:02:35,200 --> 00:02:36,400 Speaker 2: from the new secondary system. 55 00:02:36,480 --> 00:02:39,440 Speaker 1: Yeah right, So you touched on which schools are going 56 00:02:39,520 --> 00:02:42,200 Speaker 1: to be sort of taking the next steps as of 57 00:02:42,400 --> 00:02:46,640 Speaker 1: next year. How exactly is it going to happen? You know, 58 00:02:47,120 --> 00:02:50,440 Speaker 1: not only for the Education Department but to those parents 59 00:02:50,520 --> 00:02:53,200 Speaker 1: listening this morning, to those families listening, I know that 60 00:02:53,280 --> 00:02:55,200 Speaker 1: the biggest question that people sort of say to me 61 00:02:55,240 --> 00:02:58,040 Speaker 1: when we talk about middle schools being phased out is 62 00:02:58,400 --> 00:03:00,160 Speaker 1: what's it kind of going to look like it's some 63 00:03:00,200 --> 00:03:01,040 Speaker 1: of these schools. 64 00:03:01,280 --> 00:03:04,200 Speaker 2: Yeah, thanks, So we circulated information to all of the 65 00:03:04,280 --> 00:03:06,760 Speaker 2: parents of year six students in the year nine students yesday. 66 00:03:06,800 --> 00:03:09,000 Speaker 2: So everybody should have a fact sheet and if you don't, 67 00:03:09,000 --> 00:03:11,919 Speaker 2: please reach out to your school principle around what's happening 68 00:03:11,960 --> 00:03:14,720 Speaker 2: for next year. So for the year nine students that 69 00:03:14,760 --> 00:03:17,800 Speaker 2: are currently attending middle schools, you don't need to change anything. 70 00:03:17,960 --> 00:03:20,800 Speaker 2: So you're enrollment for year ten will extend through at 71 00:03:20,800 --> 00:03:23,600 Speaker 2: the school that you are out at the moment. If 72 00:03:23,639 --> 00:03:26,639 Speaker 2: you do choose or want to explore education at another 73 00:03:26,680 --> 00:03:28,959 Speaker 2: school in the territory, you can also about yourself for 74 00:03:28,960 --> 00:03:32,040 Speaker 2: the enrollment process there for our year six students. For 75 00:03:32,200 --> 00:03:34,720 Speaker 2: most students it's business as usual, so what would have 76 00:03:34,720 --> 00:03:37,920 Speaker 2: occurred if we hadn't made any changes. So across Darwin 77 00:03:38,560 --> 00:03:41,240 Speaker 2: the year six prior to enrollment areas aren't changing. You'll 78 00:03:41,280 --> 00:03:43,640 Speaker 2: be attending the schools that you were expecting to attend 79 00:03:43,640 --> 00:03:47,360 Speaker 2: in year seven. The exception is for Palmerston. In Palmerston 80 00:03:47,440 --> 00:03:50,880 Speaker 2: we are establishing two full comprehensive schools where previously we 81 00:03:50,960 --> 00:03:53,640 Speaker 2: had Palmerston College split over two campuses at Driver in 82 00:03:53,760 --> 00:03:57,000 Speaker 2: Rosebery yep. Both of those schools will commence from next year. 83 00:03:57,120 --> 00:03:59,560 Speaker 2: So at the Driver Campus, if you're on the western 84 00:03:59,640 --> 00:04:03,480 Speaker 2: side of Armiston, year seven students from or year six 85 00:04:03,480 --> 00:04:05,760 Speaker 2: students this year will be transitioning to year seven at 86 00:04:05,800 --> 00:04:08,680 Speaker 2: the Driver Campus. At the Rosary campus, the year nine 87 00:04:08,720 --> 00:04:09,880 Speaker 2: will be staying onto year ten. 88 00:04:10,080 --> 00:04:13,800 Speaker 1: Okay, So let's say you're a year nine student at 89 00:04:14,080 --> 00:04:17,280 Speaker 1: Darwin Middle School currently and you know the school is 90 00:04:17,320 --> 00:04:21,360 Speaker 1: now obviously going into this comprehensive model. How's it going 91 00:04:21,400 --> 00:04:24,280 Speaker 1: to be different for those kids and for their families. 92 00:04:25,080 --> 00:04:26,720 Speaker 2: So a couple of things in that for next year, 93 00:04:26,720 --> 00:04:28,080 Speaker 2: there's not going to be a lot of change for 94 00:04:28,120 --> 00:04:30,720 Speaker 2: the kids at Darwin Middle School, so though as they 95 00:04:30,800 --> 00:04:33,720 Speaker 2: would normally do move over to the Darwin High site 96 00:04:34,080 --> 00:04:37,159 Speaker 2: and start accessing the senior secondary education there. As we 97 00:04:37,200 --> 00:04:40,040 Speaker 2: progress through to twenty twenty eight, for the Darwinhei and 98 00:04:40,120 --> 00:04:43,000 Speaker 2: Darwen Middle schools, there will be a more integrated model 99 00:04:43,000 --> 00:04:45,599 Speaker 2: of education there. So that means that the teaching staff 100 00:04:45,839 --> 00:04:48,440 Speaker 2: may operate across both year seven, eight nine as well 101 00:04:48,480 --> 00:04:51,360 Speaker 2: as ten, eleven twelve. It also means that the middle 102 00:04:51,360 --> 00:04:54,400 Speaker 2: school kids get access to the great facilities in the 103 00:04:54,480 --> 00:04:57,359 Speaker 2: High or in the Senior Secondary campus and the students 104 00:04:57,400 --> 00:04:59,800 Speaker 2: in the senior secondary campus get access to the really 105 00:04:59,800 --> 00:05:02,159 Speaker 2: great facilities in the middle school as well as the 106 00:05:02,200 --> 00:05:03,440 Speaker 2: expertise there well. 107 00:05:03,560 --> 00:05:08,200 Speaker 1: In terms of teaching and administration jobs or support jobs, 108 00:05:08,279 --> 00:05:10,600 Speaker 1: are we anticipating that any of those jobs are going 109 00:05:10,640 --> 00:05:11,679 Speaker 1: to be lost. 110 00:05:11,760 --> 00:05:14,680 Speaker 2: No, so there won't be any job losses through this transition. 111 00:05:15,360 --> 00:05:17,160 Speaker 2: In fact, in the territory, like with the rest of 112 00:05:17,200 --> 00:05:19,720 Speaker 2: the Australia, we are in need of teachers and we're 113 00:05:19,760 --> 00:05:22,560 Speaker 2: constantly recruiting for more teachers. A big part of this 114 00:05:22,640 --> 00:05:25,320 Speaker 2: transition is actually supporting the staff that we've got and 115 00:05:25,360 --> 00:05:27,880 Speaker 2: building the capacity of those teachers that probably haven't taught 116 00:05:27,920 --> 00:05:30,480 Speaker 2: senior secondary for a while to be able to deliver 117 00:05:30,520 --> 00:05:34,039 Speaker 2: that full comprehensive education. Okay, that was a strong theme 118 00:05:34,120 --> 00:05:36,080 Speaker 2: of the review that happened in twenty twenty three that 119 00:05:36,120 --> 00:05:38,080 Speaker 2: teachers want to be able to see kids through from 120 00:05:38,160 --> 00:05:39,799 Speaker 2: year seven all the way through to year twelve. 121 00:05:39,920 --> 00:05:42,640 Speaker 1: Will you form a good rapport with students right and 122 00:05:42,720 --> 00:05:45,040 Speaker 1: some you know, like some kids do just gell with 123 00:05:45,080 --> 00:05:47,960 Speaker 1: different teachers in terms of the way in which they teach, 124 00:05:48,279 --> 00:05:48,919 Speaker 1: and it helps with the. 125 00:05:48,920 --> 00:05:51,520 Speaker 2: Attention as well for kids. If you're going from a 126 00:05:51,560 --> 00:05:53,720 Speaker 2: school where everybody knows you where you're comfortable with the 127 00:05:53,760 --> 00:05:56,200 Speaker 2: teaching staff. To a senior secondary school where you don't 128 00:05:56,200 --> 00:05:58,440 Speaker 2: know anyone, the chances are if things aren't going well, 129 00:05:58,440 --> 00:05:59,479 Speaker 2: you might choose not to go to. 130 00:05:59,480 --> 00:06:01,800 Speaker 1: Schooling, yeah, or you might slip through the gaps a 131 00:06:01,839 --> 00:06:03,839 Speaker 1: little bit, not really know who you can ask for 132 00:06:03,880 --> 00:06:05,839 Speaker 1: a bit of help. And I know the schools do 133 00:06:05,880 --> 00:06:08,200 Speaker 1: a lot to support kids, but it does make it 134 00:06:08,240 --> 00:06:10,400 Speaker 1: easier if you've got a familiar face and a teacher 135 00:06:10,400 --> 00:06:12,120 Speaker 1: that you know to be able to raise those things 136 00:06:12,160 --> 00:06:17,159 Speaker 1: sometimes absolutely in terms of the teachers and making sure 137 00:06:17,200 --> 00:06:20,080 Speaker 1: that they are up to date with delivering that curriculum 138 00:06:20,560 --> 00:06:22,640 Speaker 1: to different grades that they may not have been over 139 00:06:22,680 --> 00:06:25,120 Speaker 1: the last couple of years, what work has to happen there. 140 00:06:25,560 --> 00:06:28,240 Speaker 2: Yeah, So we've got a series of professional development opportunities 141 00:06:28,240 --> 00:06:30,480 Speaker 2: for the remainder of this year for our teachers that 142 00:06:30,600 --> 00:06:33,160 Speaker 2: haven't taught an anti Certificate of Education training for a 143 00:06:33,200 --> 00:06:37,400 Speaker 2: little while. So there's introductions to those subjects as well 144 00:06:37,440 --> 00:06:40,240 Speaker 2: as all of the curriculum and materials required at those 145 00:06:40,240 --> 00:06:42,760 Speaker 2: schools to stand it up. We're also hopeful that we'll 146 00:06:42,800 --> 00:06:45,560 Speaker 2: be working with our senior secondary teachers in established schools 147 00:06:45,560 --> 00:06:48,479 Speaker 2: particularly our lead teachers, to get them to support some 148 00:06:48,560 --> 00:06:53,120 Speaker 2: of the more junior teachers in developing their capacity. 149 00:06:53,320 --> 00:06:55,359 Speaker 1: Now, I know there've been some discussion yesterday with the 150 00:06:55,440 --> 00:06:58,680 Speaker 1: Education Minister as well about what those changes, all of 151 00:06:58,720 --> 00:07:00,719 Speaker 1: these changes are going to mean. And you talk about 152 00:07:00,760 --> 00:07:04,320 Speaker 1: students being involved in trades, is there going to be 153 00:07:04,360 --> 00:07:07,320 Speaker 1: more opportunity for kids to go down that stream. 154 00:07:07,800 --> 00:07:10,480 Speaker 2: Yeah. One of the great parts of this announcement is 155 00:07:10,560 --> 00:07:14,120 Speaker 2: the establishment of specialized trade and industry colleges in Darwin 156 00:07:14,200 --> 00:07:16,040 Speaker 2: and in other springs, and we're also looking at those 157 00:07:16,080 --> 00:07:19,520 Speaker 2: options for Palmerston. So the specialized trade or technical college 158 00:07:19,720 --> 00:07:22,600 Speaker 2: will be a partnership with industry to support kids who 159 00:07:22,640 --> 00:07:26,560 Speaker 2: are interested in that vocational education pathway to develop the skills, 160 00:07:26,720 --> 00:07:29,600 Speaker 2: but also then move straight into employment after they finish. 161 00:07:29,680 --> 00:07:32,200 Speaker 2: So in other jurisdictions they've been seeing them up for 162 00:07:32,200 --> 00:07:35,400 Speaker 2: a little while and these become highly competitive facilities for 163 00:07:35,440 --> 00:07:38,000 Speaker 2: students that want to jump straight into industry. 164 00:07:38,480 --> 00:07:41,400 Speaker 1: David to any parents listening this morning that you know, 165 00:07:41,520 --> 00:07:43,840 Speaker 1: maybe thinking to themselves, So I'm still not one hundred 166 00:07:43,880 --> 00:07:46,480 Speaker 1: percent sure about this change. I mean, why do you 167 00:07:46,640 --> 00:07:49,640 Speaker 1: think this is going to mean that students are better off? 168 00:07:49,680 --> 00:07:51,680 Speaker 1: Why will they be better off under this new model. 169 00:07:52,040 --> 00:07:54,960 Speaker 2: I think a big part is the opportunities available to students. 170 00:07:55,000 --> 00:07:58,000 Speaker 2: So with more comprehensive skills and more senior secondary provision 171 00:07:58,080 --> 00:08:01,400 Speaker 2: means we can provide different specialization across the territory, what 172 00:08:01,400 --> 00:08:04,440 Speaker 2: we in education call a differentiated response. So one of 173 00:08:04,480 --> 00:08:07,360 Speaker 2: those specializations is the trade pathways we've talked about. The 174 00:08:07,440 --> 00:08:11,520 Speaker 2: other is expediting university and Tree four professions where we 175 00:08:11,560 --> 00:08:13,880 Speaker 2: really need those workers in the territory like teachers and 176 00:08:13,880 --> 00:08:17,680 Speaker 2: healthcare professionals. So this change will mean there's more opportunities 177 00:08:17,680 --> 00:08:20,800 Speaker 2: to explore those specializations. It will also mean that kids 178 00:08:20,840 --> 00:08:24,000 Speaker 2: get better continuity through their secondary journey, so that the 179 00:08:24,080 --> 00:08:26,320 Speaker 2: teachers know them, they know the schools, and they become 180 00:08:26,320 --> 00:08:28,600 Speaker 2: comfortable where they are. We don't want to move kids 181 00:08:28,600 --> 00:08:30,560 Speaker 2: around too much because it tends to be at that 182 00:08:30,600 --> 00:08:31,560 Speaker 2: point that they drop out. 183 00:08:31,640 --> 00:08:33,600 Speaker 1: Yeah, and I also I always think as well about 184 00:08:33,640 --> 00:08:36,440 Speaker 1: that role modeling as well. From the older school students. 185 00:08:36,440 --> 00:08:38,440 Speaker 1: You know, when you've got the year twelves there, that 186 00:08:38,520 --> 00:08:41,280 Speaker 1: you're seeing them sort of behaving, you know in a 187 00:08:41,320 --> 00:08:44,480 Speaker 1: way that's good role models for some of those younger students. 188 00:08:44,520 --> 00:08:45,480 Speaker 1: That's a good thing. As well. 189 00:08:45,559 --> 00:08:47,960 Speaker 2: Right, yeah, absolutely, so you want to be what you 190 00:08:48,000 --> 00:08:50,839 Speaker 2: can see, and having the year twelves on canvas means 191 00:08:50,840 --> 00:08:52,440 Speaker 2: that the year sevens can look and say, hey, I 192 00:08:52,440 --> 00:08:54,960 Speaker 2: want to do that. Those kids they're out doing work, 193 00:08:55,040 --> 00:08:57,320 Speaker 2: or they're doing a trade pathway, or they're doing high 194 00:08:57,400 --> 00:08:59,400 Speaker 2: level science. I want to do that too, and I 195 00:08:59,400 --> 00:09:03,080 Speaker 2: can aspire to it. In creating a comprehensive campus, though, 196 00:09:03,080 --> 00:09:05,280 Speaker 2: we do need to be aware that there are younger 197 00:09:05,360 --> 00:09:06,959 Speaker 2: kids mixing with the older kids, so we need to 198 00:09:07,000 --> 00:09:10,559 Speaker 2: put the right processes in place and manage those campuses 199 00:09:10,559 --> 00:09:12,720 Speaker 2: in a way that we don't cause any risk of kids. 200 00:09:12,760 --> 00:09:14,960 Speaker 2: But we're confident that we've got the right processes there. 201 00:09:15,240 --> 00:09:18,280 Speaker 1: Well, David R. Toy, the Department of Education and Training's 202 00:09:18,400 --> 00:09:22,000 Speaker 1: Executive Director of School Support, really appreciate your time this morning. 203 00:09:22,040 --> 00:09:24,719 Speaker 1: I know lots of parents listening will appreciate hearing from 204 00:09:24,760 --> 00:09:26,560 Speaker 1: you as well. So thanks so much for joining us 205 00:09:26,559 --> 00:09:29,120 Speaker 1: in the studio. Thanks Katie, thank you.