Hipkins ChrisHon CHRIS HIPKINS (Minister of Education): I'll rely on the member's Ngāti Porou heritage to share with us his views on what all of those things mean.Working backwards through those issues just briefly: on NCEA level 1 yes the Government is focused on making sure that level 1 is a foundation-level qualification as the old School Certificate qualification used to be. What we've seen since NCEA was introduced is there has been a greater drive to specialisation earlier on and actually the overwhelming feedback that we've had through the NCEA review is people would prefer to see level 1 returned back to broader subject bases rather than more specialist subjects with that greater focus. Now it's still a very active topic of conversation and consultation is still going on about some of those issues. People will still have their opportunity to have their say on that. In terms of the zoning the member wants to know why somebody whose parent went to a school should be given preference over someone whose sibling might be going to a school because that's what the current system allows for and the view of this Government is that actually that shouldn't be a criteria in allowing someone who's out of zone—potentially living across on the other side of town—to be given preference over other students to attend the school. If they want to enter the ballot for an out-of-zone place they can do so but they should not be bumped up the priority list on the basis that their parents might have attended there 20 or 30 years ago. In terms of the attendance services yes the attendance services are a small part of the equation when it comes to dealing with the attendance challenge that we have and there's no question we do have an attendance challenge. The effectiveness of those attendance services has been on the decline coincidentally since the last National Government decided to restructure them. So we are looking at how we can improve the quality of the work that the attendance services are doing and the member can watch this space. We'll have a bit more to say about that shortly. In terms of New Zealand history I would say to David Seymour that there is consultation going on about that at the moment. We do want New Zealanders to engage on what they think the important parts of our history that should be taught are and actually we want that to be a very open and inclusive conversation. The one thing I will say to him though is we don't propose to stop teaching everything else. Many of the issues that have been raised are: why aren't we teaching more about economics why aren't we teaching more about technology? We'll still teach those things. We might not necessarily teach them as part of the history curriculum but there will still be a strong focus on them and actually the last Government that he was a part of did some really good and exciting work I think around the digital technology curriculum led by Nikki Kaye. I know the member himself supported that. It was good work and we need to continue the progress that's being made in that area. Finally he mentioned representation in governance and whether everybody should get an equal share of representation in governance which is ironic from the member who has been the champion of a model that takes parent and democratic representation away from school governance which is the charter school model because in fact there isn't democratic representation in that model. In terms of the question from Paul Goldsmith of what does decision making look like in a Treaty context he asked it as a fairly high-level question so I'll give him a fairly high-level answer. It means involving Māori far more in the decision-making process where decisions affect them.