March 2, 2023 • 7 mins
QLD School Hours Facing Dramatic Changes
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Robin terial Kid on Brisbane's Kiss ninety seven to three.
You should say, please parents, I mean, you know there's
drop offs happening for high school kids or people getting
in cars getting ready to go, certainly for the next
hour and a half thirteen one oh six five, because
this is going to potentially impact all of you and us,
because they are talking about Queensland changing the hours of schooling.
Speaker 2 (00:22):
And when you look at the hours, initially go how
can that work? But we've changed so many things since COVID,
with people working from home, all sorts of things.
Speaker 1 (00:29):
So maybe, and to be fair, this has been discussed
for years, Like you know, it is kind of a
little illogical the way that school hours work. There isn't
the flexibility now and it hasn't changed since. You know,
if you think twenty years ago, there weren't as many
working both working parents like you know, and childcare and
all of that is structured around the school hours. But
(00:49):
what if we blew that up and started to operate
the way that the kids probably may learn better rather
than just making it accommodating for the parents in this scenario.
And that's what it looks like, and that tays you're
much better with statistics than me. But it's all Queensland schools,
which is interesting because we are being the focal point
for the rest of the country.
Speaker 2 (01:09):
Yeah, they've been trying to suspiciously, No, not really on
the Gold Coast, in the Sunny Coast, so Varsity College
Secondary Camp as the Gold Coast. They finished at twelve
forty five every Friday they finished, they've finished five.
Speaker 3 (01:20):
So how early are they starting.
Speaker 2 (01:22):
Well, a lot of the where they're splitting the schools,
there's sort of different parts of the campus stop at
start at different times. So okay, if you went to
Mountain Creek State High School Sunny Coast.
Speaker 1 (01:31):
This is interesting to me because this splits them based on.
Speaker 2 (01:35):
A Yeah, so year ten and twelve start at seven
thirty am and they finish at one o'clock. Yes, I
did year ten and twelve, ten to twelve. Yeah, starting
at seven thirty that's interesting in its own right. But
then the rest of the school come in at ten
twenty five, so half past ten, year seventy nine and
goes through to four o'clock in the afternoon. So there's
a period where the senior school have it to themselves.
(01:56):
It's a period where the junior school. Both have it
to themselves.
Speaker 3 (01:58):
That should be in reverse.
Speaker 1 (01:59):
For me, having just had three boys go through senior school,
it's just nuts to try and get a young like, No,
seven fifty five is too early.
Speaker 4 (02:09):
That make you're getting them up at six six thirty.
Speaker 1 (02:11):
Well, they're getting themselves up right, but you've got to
flip that, like make them in the afternoon and make
the earlier younger kids in the morning and let them finish.
Speaker 3 (02:20):
Then then you've got the problem in the end. Do
you know what happens?
Speaker 4 (02:22):
It does make sense because I know Raffie my little boys,
he's up at five to five thirty, so that's perfect,
like an early start, but then what do you do
with them from midday if everyone's working.
Speaker 1 (02:32):
Well, they're not talking about the fact that all the
structures and supports around schools would have to change.
Speaker 3 (02:37):
Also, like you'd have to have different.
Speaker 1 (02:39):
Daycare hours, you'd have to really accommodate after school care
and all that. I mean, look from my perspective, having
had a kid finished year twelve last year when they've
got their license, being forced to stay at school when
they've got three periods is stupid.
Speaker 3 (02:52):
And if they.
Speaker 1 (02:52):
Condense the actual contact learning and then let the kids
go off and do their own study.
Speaker 3 (02:58):
I certainly know with one of my sons, not the other.
Speaker 1 (03:02):
He was really diligent and he wanted that time to
go to the library, and he wanted that time to
do his own stuff.
Speaker 3 (03:07):
I was two out of fifty.
Speaker 2 (03:08):
That's pretty good.
Speaker 4 (03:09):
Yeah, so that would be so for a high school kid,
then that might be like a four hour school day.
Speaker 1 (03:14):
Yeah, like a contact yeah, okay, maybe particularly year twelve.
Speaker 3 (03:18):
And then and then let them operate their own space. Okay.
Speaker 2 (03:21):
The only thing I've that's suspicious about the whole thing,
it's sunny coaches, Gold Coast like Palm Beach, Crumb and
State Hi. Finish at lunchtime on Monday because surf's up
in the afternoon.
Speaker 1 (03:32):
But if they're in the classroom and they know that
and they don't want to be there, wouldn't be better
there not. But listen thirteen one oh six y five,
What do you think about changing the school hours out
of Camp Hill?
Speaker 3 (03:43):
What do you reckon?
Speaker 1 (03:44):
Hello?
Speaker 5 (03:46):
I didn't realize it was a lot of chatter about it.
I have a student in year eleven. I've already had
one go through the other system. I don't know if
they're going to accommodate for the buses, because I rely
on that to get him to I'm from. We're actually
discussing now, am I jopping you offer you walks, the
bus stop all that thing, because I've got a least
to go to work. But your point about when they
(04:08):
get their license. I don't understand why they've got so
much free time during the day and then you know,
locked up at the beginning and the end of the day.
Can't we somehow navigate it? And the Munson's got two
part time jobs as well, so we run around like
crazy getting in from one.
Speaker 1 (04:28):
To the other.
Speaker 6 (04:29):
Moment.
Speaker 5 (04:30):
Yeah, as earlier to start, he can negotiate that.
Speaker 2 (04:33):
And I know where on the buses where Alas at
Campill there's the buses through there that my kids used
to going to go to four different schools. Do all
of them adopt it?
Speaker 4 (04:41):
The Stage school changed it too, So what do you reckon?
Thirteen one oh six five is our number right now. Yeah,
we're talking about these trials that are on at Queensland School.
Speaker 2 (04:50):
Yeah, the idea that starting the Sunny Coast and the
Gold Coast, but the idea the senior students in the
high school might start at seven thirty and finish about lunchtime.
The junior students started about ten thirty finish about four o'clock,
which is great if you've got a kid in both camps.
Speaker 1 (05:02):
And we should say that this is not impacting primary
schools at the moment. It's only high schools for all
those parents now starting Japanic John Burby, Gary, what do
you reckon?
Speaker 5 (05:12):
Hi?
Speaker 6 (05:13):
Guys. Look, I'm a bus driver and I drive in
the city and honor slow. These kids aren't going to
school as it is. Right, there's a demographic that are going,
but there's an awful lot that aren't.
Speaker 4 (05:26):
So you're talking about hundreds of kids.
Speaker 3 (05:28):
How many kids are you seeing?
Speaker 6 (05:30):
Oh, it's continual through the day. They're not continual.
Speaker 2 (05:35):
They're not gathering a Hungry Jacks for a study group.
Speaker 6 (05:38):
They're going to Hungry Jacks. They're going to macus. That's
where their go card money goes to.
Speaker 3 (05:43):
Yeah, Donny, you must see some stuff, honestly, mate, Hi.
Speaker 6 (05:47):
I see a lot and one of our northern suburbs.
I can honestly say if the kids have got that,
they won't go.
Speaker 4 (05:54):
So do you think that the idea of moving the
times around would help that situation.
Speaker 6 (06:00):
No, no, no, because what they'll do is they won't
use it for studying. I'll use it for being a
term side banala.
Speaker 3 (06:12):
See you're saying, you're saying, Donna, we should double the
time that it's.
Speaker 6 (06:16):
Gone, maybe a triple.
Speaker 3 (06:26):
Tomorrow. And Chris Mead, what do you think about these
school trials?
Speaker 7 (06:30):
I totally disagree. Criteria and learning for our children is
most important. You know, we heard the other day about
nap plan and all that kind of stuff. How they
going to get the right nap plan, you know, figures
and all that kind of stuff. In high school students
are not going to school and doing the right hours
(06:51):
and stuff like where's where's the learning?
Speaker 2 (06:54):
Yeah, well, I'm looking at this plan here right now,
and if those kids can work that out themselves, then
maths must be fantastic.
Speaker 3 (07:01):
I reckon, you'd represent a lot of parents tomorrow.
Speaker 1 (07:03):
I'm not sure many people would be able to cope
with the change, and just how that would impact the
daily lives of families.
Speaker 3 (07:09):
That's the problem. But thank you, it's improvant. Terry and
kid On Drisbone's Kiss ninety seventy three
Robin terial Kid on Brisbane's Kiss ninety seven to three.
You should say, please parents, I mean, you know there's
drop offs happening for high school kids or people getting
in cars getting ready to go, certainly for the next
hour and a half thirteen one oh six five, because
this is going to potentially impact all of you and us,
because they are talking about Queensland changing the hours of schooling.
Speaker 2 (00:22):
And when you look at the hours, initially go how
can that work? But we've changed so many things since COVID,
with people working from home, all sorts of things.
Speaker 1 (00:29):
So maybe, and to be fair, this has been discussed
for years, Like you know, it is kind of a
little illogical the way that school hours work. There isn't
the flexibility now and it hasn't changed since. You know,
if you think twenty years ago, there weren't as many
working both working parents like you know, and childcare and
all of that is structured around the school hours. But
(00:49):
what if we blew that up and started to operate
the way that the kids probably may learn better rather
than just making it accommodating for the parents in this scenario.
And that's what it looks like, and that tays you're
much better with statistics than me. But it's all Queensland schools,
which is interesting because we are being the focal point
for the rest of the country.
Speaker 2 (01:09):
Yeah, they've been trying to suspiciously, No, not really on
the Gold Coast, in the Sunny Coast, so Varsity College
Secondary Camp as the Gold Coast. They finished at twelve
forty five every Friday they finished, they've finished five.
Speaker 3 (01:20):
So how early are they starting.
Speaker 2 (01:22):
Well, a lot of the where they're splitting the schools,
there's sort of different parts of the campus stop at
start at different times. So okay, if you went to
Mountain Creek State High School Sunny Coast.
Speaker 1 (01:31):
This is interesting to me because this splits them based on.
Speaker 2 (01:35):
A Yeah, so year ten and twelve start at seven
thirty am and they finish at one o'clock. Yes, I
did year ten and twelve, ten to twelve. Yeah, starting
at seven thirty that's interesting in its own right. But
then the rest of the school come in at ten
twenty five, so half past ten, year seventy nine and
goes through to four o'clock in the afternoon. So there's
a period where the senior school have it to themselves.
(01:56):
It's a period where the junior school. Both have it
to themselves.
Speaker 3 (01:58):
That should be in reverse.
Speaker 1 (01:59):
For me, having just had three boys go through senior school,
it's just nuts to try and get a young like, No,
seven fifty five is too early.
Speaker 4 (02:09):
That make you're getting them up at six six thirty.
Speaker 1 (02:11):
Well, they're getting themselves up right, but you've got to
flip that, like make them in the afternoon and make
the earlier younger kids in the morning and let them finish.
Speaker 3 (02:20):
Then then you've got the problem in the end. Do
you know what happens?
Speaker 4 (02:22):
It does make sense because I know Raffie my little boys,
he's up at five to five thirty, so that's perfect,
like an early start, but then what do you do
with them from midday if everyone's working.
Speaker 1 (02:32):
Well, they're not talking about the fact that all the
structures and supports around schools would have to change.
Speaker 3 (02:37):
Also, like you'd have to have different.
Speaker 1 (02:39):
Daycare hours, you'd have to really accommodate after school care
and all that. I mean, look from my perspective, having
had a kid finished year twelve last year when they've
got their license, being forced to stay at school when
they've got three periods is stupid.
Speaker 3 (02:52):
And if they.
Speaker 1 (02:52):
Condense the actual contact learning and then let the kids
go off and do their own study.
Speaker 3 (02:58):
I certainly know with one of my sons, not the other.
Speaker 1 (03:02):
He was really diligent and he wanted that time to
go to the library, and he wanted that time to
do his own stuff.
Speaker 3 (03:07):
I was two out of fifty.
Speaker 2 (03:08):
That's pretty good.
Speaker 4 (03:09):
Yeah, so that would be so for a high school kid,
then that might be like a four hour school day.
Speaker 1 (03:14):
Yeah, like a contact yeah, okay, maybe particularly year twelve.
Speaker 3 (03:18):
And then and then let them operate their own space. Okay.
Speaker 2 (03:21):
The only thing I've that's suspicious about the whole thing,
it's sunny coaches, Gold Coast like Palm Beach, Crumb and
State Hi. Finish at lunchtime on Monday because surf's up
in the afternoon.
Speaker 1 (03:32):
But if they're in the classroom and they know that
and they don't want to be there, wouldn't be better
there not. But listen thirteen one oh six y five,
What do you think about changing the school hours out
of Camp Hill?
Speaker 3 (03:43):
What do you reckon?
Speaker 1 (03:44):
Hello?
Speaker 5 (03:46):
I didn't realize it was a lot of chatter about it.
I have a student in year eleven. I've already had
one go through the other system. I don't know if
they're going to accommodate for the buses, because I rely
on that to get him to I'm from. We're actually
discussing now, am I jopping you offer you walks, the
bus stop all that thing, because I've got a least
to go to work. But your point about when they
(04:08):
get their license. I don't understand why they've got so
much free time during the day and then you know,
locked up at the beginning and the end of the day.
Can't we somehow navigate it? And the Munson's got two
part time jobs as well, so we run around like
crazy getting in from one.
Speaker 1 (04:28):
To the other.
Speaker 6 (04:29):
Moment.
Speaker 5 (04:30):
Yeah, as earlier to start, he can negotiate that.
Speaker 2 (04:33):
And I know where on the buses where Alas at
Campill there's the buses through there that my kids used
to going to go to four different schools. Do all
of them adopt it?
Speaker 4 (04:41):
The Stage school changed it too, So what do you reckon?
Thirteen one oh six five is our number right now. Yeah,
we're talking about these trials that are on at Queensland School.
Speaker 2 (04:50):
Yeah, the idea that starting the Sunny Coast and the
Gold Coast, but the idea the senior students in the
high school might start at seven thirty and finish about lunchtime.
The junior students started about ten thirty finish about four o'clock,
which is great if you've got a kid in both camps.
Speaker 1 (05:02):
And we should say that this is not impacting primary
schools at the moment. It's only high schools for all
those parents now starting Japanic John Burby, Gary, what do
you reckon?
Speaker 5 (05:12):
Hi?
Speaker 6 (05:13):
Guys. Look, I'm a bus driver and I drive in
the city and honor slow. These kids aren't going to
school as it is. Right, there's a demographic that are going,
but there's an awful lot that aren't.
Speaker 4 (05:26):
So you're talking about hundreds of kids.
Speaker 3 (05:28):
How many kids are you seeing?
Speaker 6 (05:30):
Oh, it's continual through the day. They're not continual.
Speaker 2 (05:35):
They're not gathering a Hungry Jacks for a study group.
Speaker 6 (05:38):
They're going to Hungry Jacks. They're going to macus. That's
where their go card money goes to.
Speaker 3 (05:43):
Yeah, Donny, you must see some stuff, honestly, mate, Hi.
Speaker 6 (05:47):
I see a lot and one of our northern suburbs.
I can honestly say if the kids have got that,
they won't go.
Speaker 4 (05:54):
So do you think that the idea of moving the
times around would help that situation.
Speaker 6 (06:00):
No, no, no, because what they'll do is they won't
use it for studying. I'll use it for being a
term side banala.
Speaker 3 (06:12):
See you're saying, you're saying, Donna, we should double the
time that it's.
Speaker 6 (06:16):
Gone, maybe a triple.
Speaker 3 (06:26):
Tomorrow. And Chris Mead, what do you think about these
school trials?
Speaker 7 (06:30):
I totally disagree. Criteria and learning for our children is
most important. You know, we heard the other day about
nap plan and all that kind of stuff. How they
going to get the right nap plan, you know, figures
and all that kind of stuff. In high school students
are not going to school and doing the right hours
(06:51):
and stuff like where's where's the learning?
Speaker 2 (06:54):
Yeah, well, I'm looking at this plan here right now,
and if those kids can work that out themselves, then
maths must be fantastic.
Speaker 3 (07:01):
I reckon, you'd represent a lot of parents tomorrow.
Speaker 1 (07:03):
I'm not sure many people would be able to cope
with the change, and just how that would impact the
daily lives of families.
Speaker 3 (07:09):
That's the problem. But thank you, it's improvant. Terry and
kid On Drisbone's Kiss ninety seventy three
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