Latest / Early Edition with Ryan Bridge / Patrick Gale: Rangitoto College Principal on the issues with NCEA Level 1

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Patrick Gale: Rangitoto College Principal on the issues with NCEA Level 1 · Early Edition with Ryan Bridge

• 0:00
  Speaker 1: Hero.
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  Speaker 2: The Education Review Office says NCAA Level one and listen
• 0:04
  Speaker 2: up if you've got kids studying it this year or
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  Speaker 2: next year, is not a fair or reliable assessment of students'
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  Speaker 2: knowledge or skills. A new report by the government agency
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  Speaker 2: also says less than three quarters of schools planned to
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  Speaker 2: offer Level one from next year. It comes a day
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  Speaker 2: after a new post COVID school achievement number that was
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  Speaker 2: at a near decade low. Patrick Gale is the only
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  Speaker 2: talked to all college principal with us this morning. Patrick
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  Speaker 2: Morden A good morning er, How are you? Yeah, really good?
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  Speaker 2: Thank you, thanks for coming on the show. You stopped
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  Speaker 2: offering incail every one that started this year. Why did
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  Speaker 2: you do that?
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  Speaker 1: We had concerns in a number of areas. Firstly, pretty
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  Speaker 1: and most important was around the quad gives support and
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  Speaker 1: implementation that took place during the process. We found that
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  Speaker 1: as a school, we were getting lots of information very
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  Speaker 1: very late, and the more we found out, the more
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  Speaker 1: concerns we had around whether it was going to be
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  Speaker 1: a very tool to support the progress of our students.
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  Speaker 1: So we decided to make the move away from Level
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  Speaker 1: one this year, and to be honest, haven't really looked
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  Speaker 1: back from that position.
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  Speaker 2: What are the results been like, I mean, obviously it's
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  Speaker 2: the early days, but how have you found it?
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  Speaker 1: Yeah, I mean we've The main problem that exists in
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  Speaker 1: usual and education the moment is the lack of a
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  Speaker 1: coherent curriculum and without a map to guidance towards a destination,
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  Speaker 1: a lot of schools have been foundering in the dark. Therefore,
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  Speaker 1: we've developed our own really strong, rigorous curriculum which has
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  Speaker 1: given our students out teaches a pathway to enable quality
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  Speaker 1: assessment to occur at the end of it, rather than
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  Speaker 1: assessment driving what we teach, which in affecting what's been
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  Speaker 1: taking place the last a large number of years in
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  Speaker 1: using an education with the poor curriculum and overriding assessment
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  Speaker 1: that we've had in previous years.
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  Speaker 2: Speaking of assessments, this is students are twice as likely
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  Speaker 2: to give an excellence on an internal assessment compared to
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  Speaker 2: an exam. Why is that.
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  Speaker 1: I think teachers within the existing framework are able to
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  Speaker 1: target standards they may perceive to be easier they are
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  Speaker 1: with internal assessment. They're also able to offer more time,
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  Speaker 1: which might mean they don't enter students into all the externals,
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  Speaker 1: and that causes further problems because it means that students
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  Speaker 1: are actually taught the whole curriculum because you're targeting certain standards,
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  Speaker 1: and that means you're not preparing them as well at
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  Speaker 1: level two, three and tertiary education. If that's where students
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  Speaker 1: are going.
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  Speaker 2: On to the other problem I've heard of, Correct me
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  Speaker 2: if I'm wrong, But it's up to the department, each
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  Speaker 2: department in each school to decide how many credits their
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  Speaker 2: courses are worth.
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  Speaker 1: I think I would depend upon the school as a school.
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  Speaker 1: We have a policies about how many credits we would
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  Speaker 1: expect students to have to sit at now in that
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  Speaker 1: level two and level three, and we would also ensure
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  Speaker 1: that we are trying the more difficult standards or perceived
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  Speaker 1: difficult standards, because we believe that prepares our students the
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  Speaker 1: best for the following year. But again, different schools have
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  Speaker 1: different approaches towards that. Icon comment on what other schools
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  Speaker 1: are doing.
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  Speaker 2: Yeah, fair enough, Well, best of luck with your new
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  Speaker 2: system you've introduced for level one, Patrick, appreciate your time
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  Speaker 2: this morning, Patrick Gale. That said on a talk talk
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  Speaker 2: college principle with us, some other quite horrifying numbers. Really,
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  Speaker 2: seventy percent of employers don't think it's a reliable measure
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  Speaker 2: of knowledge and skills. This is NCAA level one. Ninety
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  Speaker 2: percent of employers don't think it's a reliable measure of
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  Speaker 2: hard work.
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• 3:32
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• 3:35
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