By removing the burden of assessment until later in the education cycle, there are lots of other creative ways to deliver targeted learning for individuals. For example, if a school were to offer its core curriculum on a common timetable, so that, say English, was taught at the same time to all students, then students could attend the class that suited their learning needs regardless of age. In this way 30 students could do the same type of work rather than one teacher try to organise and deliver 30 individual learning plans for every class subject.

Only home-schoolers can achieve truly one-to-one education with proven results. Public education needs a radical re-think to achieve meaningful individual learning.

My partner, a gifted and well-loved teacher by her students, (even tho I say so myself) now only works 1 day per week at school – worn down by the mountain of evidence required, that nobody reads…….such a waste of talent. Well done Gareth and the team

As the admin and NCEA burden falls away, there’s a risk that a range of other neglected priorities might precede one-on-one work. Since we’re trusting our highly capable teachers, prioritising will be a professional not a political or ministry decision? So, at the core of the policy, is the idea of a lot more delegated decision-making and a lot less central control?

Hooray! Having taught overseas in an environment where I could work a sensible week of 45 hours and spend 90% of my out-of-class time on planning and preparing lessons which would engage EVERY student, I came back to NZ and 60+ hour weeks where I could manage only 10% of my non-contact time focusing directly on student learning….