Latest / Early Edition with Ryan Bridge / Patrick Gale: Rangitoto College Principal on overhaul of NCEA

Transcript

Patrick Gale: Rangitoto College Principal on overhaul of NCEA · Early Edition with Ryan Bridge

• 0:00
  Speaker 1: NCAA is out as the government promise Level one gone
• 0:03
  Speaker 1: year elevens will now do literacy and numeracy tests instead
• 0:07
  Speaker 1: Level two and three. That's being replaced with a new
• 0:10
  Speaker 1: qualification where students will need to pass four out of
• 0:12
  Speaker 1: the five subjects each year and say goodbye to achieved
• 0:17
  Speaker 1: merit and excellence not achieved. We're going old school again,
• 0:21
  Speaker 1: back to ab CD and E grades and a percentage
• 0:25
  Speaker 1: to boot. Blanting your talk to college is one of
• 0:27
  Speaker 1: the many schools that dropped NCAA Level one. Principal Patrick
• 0:30
  Speaker 1: Gales with me now, Hi Patrick.
• 0:32
  Speaker 2: Good morning, How are you good?
• 0:34
  Speaker 1: Thank you so well? First question is this going to
• 0:38
  Speaker 1: make people who've got an NCAA qualification? Does it sort
• 0:41
  Speaker 1: of devalue their.
• 0:44
  Speaker 2: All? I think what we applied to propose here is
• 0:46
  Speaker 2: an ongoing resirement. I think if we stand still in education,
• 0:50
  Speaker 2: we go backwards. So it's important we step forward whilst
• 0:54
  Speaker 2: continuing to value the qualifications that are you know, the
• 0:56
  Speaker 2: plus twenty years of students have got and have achieved
• 0:58
  Speaker 2: and have done very well with.
• 1:00
  Speaker 1: You have already decided to ditch you in ca level one?
• 1:03
  Speaker 1: Will you then do this new what standard that the
• 1:07
  Speaker 1: Government's talking about Yeah.
• 1:09
  Speaker 2: Absolutely, So the Foundation Award essentially replaces what is already
• 1:13
  Speaker 2: in place in terms of what we call the cias
• 1:15
  Speaker 2: or the co equisit literaty in uniscity we's done further
• 1:18
  Speaker 2: down in the school. We'll bring that intentis into year
• 1:20
  Speaker 2: eleven and then we'll continue to do years twelve and
• 1:23
  Speaker 2: thirteen as we already do.
• 1:25
  Speaker 1: For a year eleven student, if you're in the first cohort,
• 1:28
  Speaker 1: what will be different for you about your school year?
• 1:32
  Speaker 2: I think the most important thing to remember is that
• 1:35
  Speaker 2: the assessment system is just the result of a really
• 1:37
  Speaker 2: well taught curriculum. So we've got curriculum reform coming into
• 1:41
  Speaker 2: New Zealand starting next year in the secondary school, and
• 1:44
  Speaker 2: the quality of teaching and learning that takes place there,
• 1:46
  Speaker 2: we're hoping to see was significantly improved. Now we've got
• 1:49
  Speaker 2: a curriculum's going to guide us effectively and that will
• 1:51
  Speaker 2: allow students to have far better outcomes.
• 1:53
  Speaker 1: So the curriculum reform actually more important than the system itself.
• 1:58
  Speaker 2: In CAA, the curriculum determines what you do in the
• 2:01
  Speaker 2: classroom and what students learned. That's been a little bit
• 2:04
  Speaker 2: absent in the past due to a lack of details. Now,
• 2:06
  Speaker 2: with a much more knowledge or EICH curriculum coming into place,
• 2:08
  Speaker 2: we hope to teach some have funnel guidance into what
• 2:11
  Speaker 2: how teach so that students can learn more effectively.
• 2:14
  Speaker 1: Anything wrong with giving a percentage when someone you know
• 2:18
  Speaker 1: seventy percent eighty percent past.
• 2:20
  Speaker 2: Yeah, I think it's a little bit hidden. What's effectively
• 2:23
  Speaker 2: happened is that each assessment poventry will be out of
• 2:26
  Speaker 2: twenty five. Some might be out of fifty depending upon
• 2:28
  Speaker 2: how the internal external split lands. So when you add
• 2:32
  Speaker 2: up the total market in the subject, it will be
• 2:33
  Speaker 2: come on to one hundred. And I think that makes
• 2:35
  Speaker 2: it easier for the community and employers particularly to understand what.
• 2:39
  Speaker 1: About this idea? And we've heard from a couple of
• 2:41
  Speaker 1: teachers and certainly the Green Party over the last twenty
• 2:44
  Speaker 1: four hours in of your assessments are very stressful for
• 2:49
  Speaker 1: students and we should do everything to protect students from
• 2:51
  Speaker 1: stress and anxiety. Do you subscribe to that view?
• 2:55
  Speaker 2: My point of view is that actually our students well
• 2:58
  Speaker 2: being is determined by their academic achievements. We know if
• 3:00
  Speaker 2: they get good academic results, we sent them well up
• 3:02
  Speaker 2: for future life. They will achieve well in life, and
• 3:04
  Speaker 2: I would assume that will reduce anxiety and stress in
• 3:07
  Speaker 2: the future. So at some point students need to face
• 3:10
  Speaker 2: a situation whereby they're going to be under a bit of pressure.
• 3:12
  Speaker 2: That's part of life. We already have external exams in place.
• 3:15
  Speaker 2: That's not changing. It's just some schols have chosen not
• 3:17
  Speaker 2: to engage.
• 3:17
  Speaker 1: In those, Patrick, appreciate your time this morning, Patrick Goward,
• 3:21
  Speaker 1: I'm going to talk to a college principle.
• 3:23
  Speaker 2: For more from Early Edition with Ryan Bridge. Listen live
• 3:26
  Speaker 2: to news Talks. It'd be from five am weekdays, or
• 3:30
  Speaker 2: follow the podcast on iHeartRadio.