Thomas Tallis School
  • Home
  • About
    • An Overview >
      • The Leadership Team
      • Who was Thomas Tallis?
      • Why Tallis?
      • School Vision
      • Ofsted
      • School Comparison Information
      • Financial Benchmarking
      • Artsmark
      • Prince's Teaching Institute
      • Greenwich Learning Partnership
      • International School
      • Tallis at 50 >
        • Mrs Roberts Writes Archive
    • School Prospectus
    • Tallis Praxis
    • Tallis Habits >
      • Tallis Pedagogy Wheel Guide
    • Tallis Character
    • Tallis Threshold Concepts
    • Policies & Guidelines >
      • Data Protection
      • Making Complaints
    • The Pupil Premium 2024-25
    • Exam Results 2024 >
      • Exam Results 2023
      • Exam Results 2022
      • Exam Results 2021
    • Job Vacancies
  • News
  • Calendar
  • Curriculum
    • Curriculum Areas >
      • Business & ICT
      • Computing
      • English & Philosophy
      • Design & Technology
      • Humanities & Social Sciences
      • Languages
      • Mathematics
      • Performing Arts
      • Physical Education
      • Science
      • Visual & Media Arts
    • Pastoral Care
    • Guidance >
      • Tallis Futures
    • Key Stage 3 >
      • Tallis Choices
    • Key Stage 4
    • Tallis Post 16
    • Exceptionally Able Learners
    • Special Educational Needs & Disabilities >
      • Learning Support Unit
      • Support Centre for Autism and Language Impairment
      • Deaf Support Centre
      • English as an Additional Language
  • Community
    • Admissions >
      • Year 7 Admissions
      • In Year Admissions
    • Bromcom Guide for Parents
    • PTFA
    • Governing Board
    • The Tallis Agreement
    • Attendance & Punctuality >
      • Apply for Exceptional Circumstances Absence in Term Time
    • School Uniform
    • Support Your Teen
    • Online Safety
  • Students
    • Year 11 Support & Guidance
    • Bromcom Guide for Students
    • Co-curricular Activities
    • Exams
    • Stay Safe
    • Duke of Edinburgh Award
    • Rewards
    • Reading
    • The Library
    • Alumni
  • Contact
    • Contact list
    • School Map
    • How to find us
  • Search
T: +44 (0)208 856 0115

EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

Last New Year?

11/1/2024

0 Comments

 
Picture
If I’ve told you once I’ve told you a thousand times, years begin in September in schools. But I hadn’t told you I was retiring then so you’ll have to bear with me. Starting back for the last time at the start of the year was odd, as was all the Christmassy stuff. But once you’re into January the school year’s nearly half over and now it all seems very real.

January always has an odd feeling. We usually start back suddenly with little fuss after the excitements of the season. This year the jolt of return was mitigated by the shape of the holiday, but its always cold and dark and prone to exams. Tension for some and confusion for others. I was overwhelmed this week this year, on my perch on the block 4 stairs, by the responsibility of getting the children back and settled, being stable and resourceful for them and – more practically - keeping them warm. Which, as I write, we are managing to do.

So – January - I thought to myself – these blogs will run out soon. What shall I write about in the time remaining?  (I pause to allow jubilation among patient readers who now see the light at the end of an eleven-year tunnel and allow themselves cautious pre-rejoicement at liberation to read more useful things from September. Got that out of your system?)

I chartered a course back to my berth at 1511a to write a list, but was temporarily diverted by a football. I’d heard it bouncing indoors contra to local byelaws and despite poor directional hearing pursued it. I read it, if not the Riot Act, certainly the Footballs in Languages Corridors, Prohibitions and Restrictions Thereto Ordinance, and it vanished into the recommended carrier bag. Further distracted by asking the local statisticians if it is true that only 5% of children nationally with under 90% attendance in years 10 and 11 get 5 GCSEs including English and Maths, I embarked on the note to self.

It's twenty-seven weeks until the end of term. Removing four weeks of hols, that’s twenty-three, so maybe a dozen blogs. Currently my list looks like this:
  • Vision for the education system and the future
  • Vision in schools
  • Subjects, content and a broad and balanced curriculum
  • Teachers
  • Education and social mobility and social justice
  • The genus and genius of school governors
  • Behaviour and zero tolerance
  • Uniform
  • Safeguarding and mental health
  • Progress, learning, exams and results
  • Accountability and inspection
  • Funding and government
  • Ethics and what kind of people are we
  • Comprehensive schools as models for a better world
  • SEND
  • Competition between schools
Does that cover it?

There was a game in the 90s we used to pass the time on long journeys. I think it started on I’m Sorry I Haven’t a Clue on Radio 4. Called ‘One More Ninja’, you had to add it to the front of a title of another film or play or book to general hilarity. One More Ninja On Golden Pond. One More Ninja Barbie (or Oppenheimer). One More Ninja Frozen. How we laughed. Looking at the list above, you could do something similar. Being kind, you could add ‘What the government has done about’ to all of the above. Being exasperated you could have ‘How the government has turned ………….. into [something unrecognisable]’. 

I’m making no promises about sticking to the list, mind. I’ve the attention span of a gnat and can be…Oh did I say? The football then reappeared, alone, outside my door, as if seeking refuge. It's currently resting under the table pending further developments.

Later, I was talking to someone just starting a first headship. They were pretty chipper about it all but seemed obsessively worried about parents. Will parents be angry? obstructive? how should I tackle them? all of which surprised me. It seemed to be expecting trouble where none is necessary. Parents, carers, children are human beings too. Try to treat them how you’d like to be treated.  Its not a guarantee of perfection because we all get cross or crass, but it should at least set the tone.  
        
Speaking of which, there was much left to be desired while some parts to be admired in the Shadow Secretary of State’s speech this week. Talking about that sometimes difficult relationship, Bridget Phillipson spoke of
too many parents saying all they hear from schools are requests or warnings,  the relationship between schools, families and government has changed for the worse.  And the government has spent year after year sitting by-frankly, sitting back.
Hmm. I’m not sure that government can be entirely blamed for all schools v families strife, but the state of the nation doesn’t help any public service. I’m pretty sure good communication depends on the value of your intent and even then it’s easy to get it wrong.

Which doesn’t say much for me, if you look at the list. Where’s the bullet
  • Partnership with families?

So, as I peruse the list and the future, let me just say thank you to all the families who talk with us and help us, who share their worries, their lives, their children and their footballs with us. More on this to come. Happy New Year!
 
CR
11.1.24  
0 Comments

On Golden Threads and Lemons

11/12/2021

0 Comments

 
Picture
If I were a better physicist, I’d understand how time simultaneously contracts and expands. Why is it that watching the end of the year 7 Languages Spelling Bee – which took about 5 minutes – felt like such a blessed episode of calm in the week, while the five hours spent writing a zillion school Christmas cards seemed to disappear in the blink of an eye? Why is it that standing on the yard for 15 minutes in the cold feels like a lifetime but discussing feminism with year 13 for an hour was over in seconds with only a tenth of the arguments covered? Why is it that anyone wants me to give any more minutes of my remaining years to hearing about the reformed NPQs?

Once upon a time we had coherent way of entering teaching but a wide range of incoherent and usually meaningless ways to perk up your skills once you’d become a professional custodian of a dry-wipe marker. This wouldn’t do, obviously, because other countries do it much better and manage to keep hold of their teachers for longer. So, we invented the National Professional Qualifications and spent a few years oscillating like loons between making them compulsory or totally irrelevant. Now, everyone’s had to work for what feels like aeons on How to Do It Better. Result? Utterly incoherent ways of becoming a teacher, numberless as the stars in the sky, but a spiffy new set of free NPQs with, I kid you not, a ‘golden thread’ running through them.

Some of us have an incoherent hinterland in our own heads and can’t just accept a metaphor like that. Golden thread? Is it Ariadne’s? Is it close-binding all mankind? Does it twitch like Father Brown’s? Does it weave a magic spell of rainbow design? Why does it have to be dressed up so? If we had a system fit for grown-ups we could just say that we finally have a set of National Professional Qualifications that build on the same principles, from early career teachers to Heads, soup to nuts. We could say, as has one of its architects, that it has a clear structure, more coherence, a better evidence base, can be done alongside the day job rather than requiring Einsteinian time-bending and includes the SEND skills we all need. Why do we need jollying along like three-year olds?

Some of what we do in school is really quite hard. We have to think a lot, at the same time as preventing children from getting jammed in doors or falling downstairs. We have to consider the purpose of education while handing out glue sticks and marking A-level pieces. We have to explain what acid can do to people who might want to taste it to find out for themselves. We have to have a rationale for teaching Spanish grammar and Venn diagrams at a time of plague; volcanoes and poetry while racism, misogyny and climate disaster mess with the future. We have enough threads going on in our heads to knit a Fair Isle jumper. All we require of policy-makers is that they speak plainly and respect our intelligence.

I’ll get over the confounded golden thread, but it won’t solve the teacher crisis. We need more money in the system so that there can be more teachers so that the teachers we have can have some time to think. That’s how they keep them in other countries, as well as coherent training. We need both.

I worry about the future, of course, for all sorts of reasons. As well as all the above, there’s a nagging fear that people don’t expect enough of one another, enough seriousness or enough concentration. I’m sure that the golden thread is a lovely way of describing some worthy training courses but to me it doubles as a tightening noose of over-simplification in our education system caused by cheapness. What do I want in my metaphorical stocking? A system where more funding buys more time, where academic research is respected and teachers’ intellects taken seriously, for the long term.

I’m one to talk, though. I’ve been pointing at children and saying ‘no noses’ all week like a mad thing which has kept me amused as I hand out masks we can’t afford to children who forget where they’ve put them. I delayed the start of a meeting on the content of the visual arts curriculum by telling the trapped assembled about the plastic lemons my mother hung on her Christmas tree, which I’ve inherited. ‘Was it a recycling thing?’ one asked carefully. In the sixties? No, she thought they looked nice and she didn’t have much spare cash. I think a Christmas tree looks unfinished without them, but that just shows what you can do with a child’s brain if you start early enough. One year she experimented with a special total-lemon tree and we were all surprised by how dull it looked.

Perhaps the other thing I want for schools’ stockings is a bit of imagination in the system as well as coherence. There’s a lot of content in the NPQs but not much room for imagination or flair. That’s another consequence of parsimony: thinking deep and free takes time, which costs. When all your lemons look the same, even golden threads don’t make your system sparkle with the reflected light of the sheer joy of learning in communities of children.
 
CR
10.12.21
0 Comments

Too early to tell

21/10/2019

0 Comments

 
Picture
For the greater good, I stay at arm’s length from social media. Other Heads are all over it, dispensing wisdoms and being useful but, like chip shops, I stay away from temptation. I’m way too fond of a smart remark and a brisk retort to resist putting people right about stuff that’s none of my business. I’d have to spend my life apologising.  Also, my phone is fully occupied with answering emails, reading novels and looking at pictures of my granddaughter so I don’t really have time for other hobbies.

If I did follow the twitts, I’d apparently be in a proper state about OFSTED and the application of their spiffy new framework. After not being interested in it for years, the clipboard brigade are very keen to uncover the intent, implementation and impact of a school’s curriculum and the first reports are piling up now. Schools have prepared, even retooled, to demonstrate their knowledge-rich curricula and their plans for a future liberated from the short-termism and exam fixes which OFSTED used to like under its previous pugilistic proprietor.  Good news.  What could possibly go wrong?

Thirty-odd years ago I used occasionally betake myself to Sheffield to hear a radical Methodist theologian of advanced years. He once said, woundingly, that there was nothing good that the CofE couldn’t get wrong and I sometimes, sorrowfully, feel this about OFSTED. These tweeted early reports have commented not so much on the curriculum, but on whether schools have a 2- or 3- year key stage 3 and what % are doing the EBacc. Hmmm. Key stage length is a school choice and the EBacc is the Department’s political ambition, not OFSTED’s. Righteous indignation enters stage right, to be met by obfuscation from the left. What exactly are OFSTED looking at? On whose behalf? Curriculum, or cheap-to-measure markers? Children’s learning or White Paper lunacy?  

Our own visiting clipboards, you will recall, popped a similar question. Observing that we talked a good game about a broad curriculum entitlement but that we let too many drop arts, DT or languages at the end of year 8, they suggested that we might consider the impact of the 2-year KS3 on our claim of a broad curriculum until year 11.   Fair point, but our lead inspector was a subtle and thoughtful man who took time over his words. Other reports have been rather more direct: change your key stages.

Ofsted are right to be worried about curriculum breadth and integrity and to look at it closely. They are responding to the madness caused by over-simplified high-stakes inspection measures which drove Heads mad and made some narrow the curriculum and dilute knowledge in order to meet performance metrics. Originally, lengthening KS4 to three years was a way of doing this.  Hothouse the GCSEs for longer, get better results. About half of secondary schools did it. 

Undoing it will be troublesome because GCSEs are now much heavier in content and harder in assessment. Doing them in two years rather than three is fine for those who are fully attuned to education and assimilate book-learning easily.  It’ll require wall-to-wall didacticism, and I’m not sure that the research on how children learn values that so highly. Doing them over three years gives a bit of space for unpacking the context of particular learning and for imagination and discovery – and other things that the current captains and the kings particularly don’t like. We’ve been thinking about this here since January. We’re not stupid: if there was a simple answer, we’d have found it.

But is this thoughtful uncertainty a luxury? It’s not as if our GCSE results couldn’t be improved. Shouldn’t we just do as we’re told and follow the instructions of the regulator and the DfE?    

The confusion in the system, from which OFSTED suffer, is deeply rooted. We have a system that bizarrely prizes autonomy above almost everything else. Making the right curriculum decision is a matter therefore for the school, not the state.  Only LA schools are actually still bound by the National Curriculum (wrongly, mistakenly). School curriculum decisions are a matter for schools, except when there’s a political panic. Then the independent regulator – OFSTED – is put to the service of the manifesto promises and the whole structure is revealed, shaky as a weak jelly.

If we knew what schools were for, then we’d make better decisions. If we could agree about what children should learn, then we could have a real, proper, broad National Curriculum that schools could adapt to their circumstances. If we trained and supported Heads properly rather than measuring them cheaply we’d have a system second to none. But that takes time and money, cool longitudinal research and a realisation that twitter-feeding isn’t the same as educational leadership.

We are the advocates for the nation’s young. Ethical leadership demands that we hold trust on their behalf and should use our wisdom, knowledge and insight wisely and kindly.  We should seek to serve justly, courageously and optimistically and continue to argue calmly and in detail for the best curriculum for our schools.

I looked out of the window and couldn’t work out why flags-of-the-nations bunting was being put up inexpertly by some sixth form, helped by every passing advisor. Then I remembered today was our Black History Month festival at lunchtime, the nearly-end of three weeks of activity.  First lunch was sunny and dancy, second lunch wet and huddly, but never mind, we’ve had a lovely time; informative, challenging and interesting. Just like a good curriculum...

A teacher comes to visit and tells me she’s wearing her geek trousers. I think we should all put some on, take a breath and think calmly and professionally - preferably behind closed doors for a while. OFSTED evaluation frameworks usually take a while to bed in and there’s no need to panic. We’re way off getting this right, but the system is thinking better and about the things that matter. As we say in every room here: we know we are learning when we are thinking very hard.      
 
CR 17.10.19                       
0 Comments

Chalk and talk

4/5/2019

0 Comments

 
Picture
Changeable as the May weather, we waltz towards the exam room with year 11. Some are ready, some resentful, some panicky, all a bit nervous. Some show welcome signs of maturity, others not yet. Some do foolish things, but on Tuesday night we were treated to a wonderful evening of dance, and on Wednesday night, at Bromley FC and in a new strip, our boys WON! The final of the London U16 cup. Both evenings were characterise by elegance, patience, enthusiasm, dedication, collaboration and skill.

I didn’t play footy or dance at school but I did act and speak and I remember very clearly the excitement of participating and cooperating and the uncertainty of the unique performance on the night, of triumphing over the unknown. It’s completely different to the classroom experience.
 
A person who qualified in the same decade as me came calling and we reminisced. She said, rather tentatively, ‘you know, I don’t think it was all bad, in the old days’. Of course it wasn’t. Her comment transported me to a meeting room next to a canal in Sheffield four years ago where a Young Thing gave a group of us to understand that the past was such rubbish that it effectively needed to be erased from the history of education.

I had a few words in response. It wasn’t perfect, but then we’re not perfect now. Children went to school, teachers worked hard, stuff got learned, art was made, cups were won and exams were taken. What is this trope that schools are uniquely culpable for being the product of their times? Do we blame the Army for not having the right boots in the Falklands, and insist they’re sorry about it all the time? Do we say to the NHS ‘why did so many people die in the 90s, what were you thinking of?’ Not so much. So why do it to schools? Times change, things improve or get worse, we reflect the society in which we are situated, for good and ill. 

Oh, and we talked about chalk. There are fewer of us who remember that quintessential teaching skill and the challenge of looking after a beautiful diagram you’d drawn and coloured nicely (I was talking to a geographer). I told her about the old soul I worked with who hoovered up the school’s chalk stocks when the whiteboards first arrived, hoarding it against an upturn in the market. He may have been a mathematician but the gamble didn’t work and when he retired he was offered the chalk to take home. One of our own Young Things was in this conversation with us. She’d had a terrifying and entirely unexpected encounter with chalk in rural Yorkshire, this decade. Taught her a thing or two about thinking on her feet.

Which is what the young people in the exams have already started learning quickly. The language speaking tests are situated near me so I can see them sitting mouthing the phrases, going over everything they’ve learned and worrying about facing the unexpected. The value of examinations is arguable but one of the useful things they promote is the development of confident and lucid responses in uncertain circumstances. There’s value in that experience which our obsessive high-stakes culture has dissipated. 

Life is both untidy and unpredictable so schools have to prepare young people for that too. Learning to face things when you’re not ready is also a life skill. Even the young people who struggle against the exam hall tractor-beam know that. 

Mind, some embrace uncertainty early. I was emerging from a difficult conversation when two small boys accosted me politely. In a conspiratorial whisper, one with sticky-up hair asked ‘have you got the rugby ball?’ This I could answer definitively. ‘No.’ ‘Someone’s taken it off us’ ‘Who?’ ‘We don’t know’ they chorused. We looked at each other for a moment then parted company, none the wiser on either side. I await developments.

A larger boy stopped me abruptly, silently, later on the bridge. I laid some groundwork for the exchange. ‘How are you?’ ‘I’m good’ (not strictly true). He investigated my habits. ‘Have you seen Endgame?’ ‘No, is it good?’ ‘I can’t tell you, it’ll spoil it’. Once again, none the wiser. He has some distance to travel before work as a film critic puts food on his table, I fear.

And a man from Australia who joined the school in 1971 wrote to us. He wants to contact his English teacher. With the benefit of many years, he recognised those whose creativity and relationships formed him and made him.  That’s what he remembered, and that’s what we try to do in every age. Knowing things and getting qualifications are important. Knowing that life takes unexpected turns is also important. Learning it in a positive community is priceless. 
 
CR
2.5.19   
0 Comments

Happy New Year

13/1/2017

0 Comments

 
Picture
You can start a year where you like, but it has to end at some point and another one begins. Years actually start in September, but I understand that others may believe it to be January. Seems odd to me: it’s very dark, and cold even here in the south, and by January we’re actually nearly halfway through the real year which starts mellowly in September and chugs on until the examiners have had their pound of flesh. January with its much-hyped resolutions is just a reboot to keep us going until the sun comes back.

Year 11 had a nasty shock in December with mock exams based on what the new GCSEs will look like. You understand that I’m talking about maths and English here, where A*-G is being replaced by 9-1 and no one really knows what's going to happen. Well, year 11 do. They had a look at a maths paper produced by the exam board and it had given them pause for thought. Revision sessions were popular this week. Perhaps we’ll even offer biscuits. We hand out the mock results in a mock-August manner early next week, in the hope of focusing the mind of those who lack imagination about how they might feel on the actual day. It works for some, but for others 8 months is an eternal sort of time, even 5 months to the exams is unfathomable, like the age of the earth or the distance to Jupiter. One pleasant sort of chap told me he’d not done much revision because he wanted to find out how well he’d do without it. He knows now. Resolutions all round.

Just as well the young ones aren’t in charge of the institution (for all sorts of reasons, really). They’re easily distracted and very much concerned with the interior of others’ heads and phones, rather than devoting themselves to defeating the examiners. As I heard one remark to another ‘Yes, but you’re just trying to impress Ellen’. Has she noticed?

I go upstairs to take issue with year 9, the awkward squad of any school. This particular bunch of comedians was inhospitable to a visiting teacher and will be mending their ways. Some get to spend extra time reflecting on their manners. At lunchtime the dining room’s overcrowded because of the rain and there’s some huffing. I see some of them later, the huffers and ill-mannered, in punctuality detention. Every term the same, we re-embed the rules with those whose lives mean they forget them over unstructured holidays. Every term’s a new year.

And I make a hash of having a new idea and in fine cart-before-horsing put out a proposal without any time to discuss it or refine it. It’s not Machiavellian, just inept, so I press pause and give us all time to think. There’s a lot going on and just because the government change everything every year until our heads are spinning doesn’t mean that we should do it in school. There’s always time to think. Well, nearly always, and when there isn’t, you’d better be pretty experienced at making snap decisions.  I am pretty experienced, but still spooked this week by a combination of budget reduction, accountability measures, assessment and curriculum change.

But I enjoyed a few minutes this morning watching a new teacher talking to an old stager across the yard. I couldn’t hear them but the hand gestures were magnificent. If they were devising an entirely new language, its one I want to learn. We can add it to the gestures we already use in school such as  ‘take your coat off’ (plucking your own shoulder), ‘get in a line’ (a sort of repeated flapping motion) and ‘Really? Would you like to reconsider that action?’ (hands thrust outwards combined with a Gallic shrug, outraged  eyebrows and goggly eyes, try it at home). All those being ones teachers have to avoid using when out and about among the populace in the holidays and at weekends, for fear of being incarcerated.

I think the latter gesture would work well for the West Sussex Heads, the unlikely shock troops of the Reasonable and Exasperated Tendency, as they take on the Department over the money issue. How are we to make the books balance? Employ fewer teachers for more students? Close for half a day? Turn the heating off? Stop doing all the things that have made such a difference to vulnerable  children’s lives over the last 15 years? Altogether now: shall we reconsider?

I gesture at the weather as the sun suddenly goes in as we approach break. Snow. Really? 
 
CR
13.1.17
0 Comments

The Hare and the Tortoise

31/1/2016

0 Comments

 
Picture
Marcus Gheeraerts 'De Lieure & de la Tortuë', 1578
By the time you read this the Ebacc consultation will have closed. We’ll be a little nearer knowing what government thinks we should do, but nowhere nearer doing it. May I share some thoughts, dear readers?

​First: to what problem was Ebacc the solution? Gove believed that state schools were sloppy about knowledge so enforcing a core of academic content would put this right. This was at a time when GCSEs or ‘equivalents’ had been bent out of shape by the pressure of the performance tables. Knowledge is fundamental to teaching and academic rigour should be the norm. So far so good.

​Second, the subjects (English, maths, two sciences (see below), hist or geog and a modern foreign language)? People got terrifically agitated about the omission of RE and you’d think I would too, as a theologian. I used to argue that RE is a universal entitlement which everyone ought to be doing so it didn’t need including. I'm now persuaded that it should. 
The new GCSE RS specification requires everyone to study Christianity and another religion. The world would be a better place if everyone understood Islam a bit better and calm teaching by skilled religious educators would be a public good. Put it in. 

​Third, bizarrely, if you do triple (separate) science, you have to do all three for two of them to count. That’s just barking. What’s wrong with doing chemistry and physics? Sort it out.

Fourth, languages. Take a deep breath. Tackling a foreign language is a hallmark of being civilised and languages rewire the brain in a particular way. I know some outstanding languages teachers, whole departments of them, but we’ve made a real pig's ear of languages education in the UK and we need to pause, reflect, plan, fund and start again. 

Why? We don’t have many languages teachers because we made languages optional at GCSE years ago. That meant fewer young people with languages A levels, fewer undergraduates und so weiter. Then there’s the British antipathy to the foreign tongue, so we behave as if languages were an unnecessary luxury. We beat ourselves up for not being like the Dutch and the Germans, but motivating a young person to learn globally dominant English is different to motivating them to learn a language for which they might not see a ready and pressing use. We should teach Mandarin and Arabic widely but that’ll take a generation and some serious funding to get the teachers.  Worth it if the result is an outbreak of global understanding?

But it gets worse. We need to overhaul how we examine languages because we do it really badly. GCSE languages are about the hardest of them all and the same paper is used for native speakers as for ab initio learners. Making any progress is hard even for acquirers of average speed, let alone those who take longer. We need a total redesign of assessment in languages so we can actually measure what children know, rather than what they don’t know. It’s a really depressing experience for a gloomed youth if, after a shedload of work with a gifted teacher over 2, 3 or 5 years he ends up with an F or a G. No Ebacc for you, chum, no matter how hard you’ve worked.

Which is my fifth point. Hiding under its umbrella of aspiration and rigour, the Ebacc is outrageously unfair and a denigration of slow and steady learners. There are two ways of solving this. If Ebacc was a progress rather than a threshold measure then it would encourage all learners to have a go at some hard stuff. If it was assessed at level 1 as well as level 2 we might have an education system that embraced rigour, knowledge and integrity for all. What does it say about us if we only value the swift? What does the fable say?

Year 11 are deep in the alternative reality of maths. There’s a joke doing the rounds from the States: ‘math, the only place in the world where someone buys 60 watermelons and no-one wonders why’. Today’s question considers Joe who bought a hot dog, a coffee and a cheese sandwich (and a prescription for statins), then Sita who buys two unspecified snacks followed immediately by Sam who wants a saxophone.  Sam’s in the wrong shop: he needs geography or business as well as maths and he needs music to be valued too. For the government as well as year 11 there is much work ahead.
 
CR
​
26.1.16
0 Comments

Entering harbour

23/7/2014

0 Comments

 
Picture
Alfred Wallis, The Schooner the Beata, Penzance, Mount’s Bay, and Newlyn Harbour
We bought a grand piano in the early spring and last week we launched it. We had a recital with pianists of many ages, guitarists, singers, films and so forth. It was quite wonderful, Chopin to Hendrix, Beethoven to Glass played by young people, staff, friends and a remarkable old boy.  It was, in the best sense, a bit of a do - drinks on the concourse, posh nibbles. That was Thursday. Friday was a languages extravaganza for year 7, France v Spain in cooking, dance, sport, everything. Tallis beribboned, bedecked, singing and dancing on the concourse, Spanish-quality sunshine. 

What else has happened as we sail for harbour? Year 8 have been to the Tate Modern. PE won a quality mark. Year 10 had a Directions Day to help them think about the future.  We’ve interviewed young people about our three-year KS4. There’s been a Tour de Greenwich for year 7 cyclists and apprenticeships for Business students. We had year 12 taster week and geography field trips. The foyer designs starts to happen. Some staff are leaving, some changing roles, all are thanked, clapped and smiled on their way. We’ve had celebration assemblies – year 7 so enthusiastic they nearly missed lunch. The timetable is roomed, we ready ourselves for exam results and wonder how this term got to be quite so long.  
And as the outside world turns, Mr Gove falls off. A remarkably long-lived post holder, did we lose him because he picked too many fights, or because 1 in 10 women work in education and there’s a women issue? Have we got Ms Morgan because she’s calmer or because she’s female? When will we next have a Secretary of State of any party who went to a state school? Where are the 93% in politics? Why are the 7% in charge even in Sanctuary Buildings? Is there no one who understands how we live, to direct what we become?

In the week when the Trojan Horse inquiry reports, perhaps we should muse on our sun-loungers on where the manipulation of schooling structures has brought us. Autonomy is not an educational good of itself and neither is freedom. What joins us together is worth more than what sets us apart.  We need the Nolan values of selflessness, honesty, objectivity, leadership, openness, integrity and accountability. We need the principles of public education to be publicly understood and agreed. 

However, it is week 39 and I won’t solve that this term. I’m a fan of the Cornish poet Charles Causley, a former primary school teacher. He wrote a wonderful poem about the end of a school day whose opening words fit the end of term too:

                  At 4 o’clock the building enters harbour
                  All day it seems that we have been at sea
                  Now having lurched through the last of the water
                  We lie stone-safe beside the jumping quay.   

The good ship Tallis has reached safe harbour for 2013-4 and now we’ll take a little shore leave. We’ll see what August brings and chart our next course from September. Wherever your dinghy takes you over the summer, I hope the weather is set fair for you and yours. 

CR 22.7.14  

0 Comments

    MRS ROBERTS WRITES...

    A regular column about school life.

    Archive

    July 2024
    June 2024
    May 2024
    April 2024
    March 2024
    February 2024
    January 2024
    December 2023
    November 2023
    October 2023
    September 2023
    July 2023
    June 2023
    May 2023
    April 2023
    March 2023
    February 2023
    January 2023
    December 2022
    November 2022
    October 2022
    September 2022
    July 2022
    June 2022
    May 2022
    April 2022
    March 2022
    February 2022
    January 2022
    December 2021
    November 2021
    October 2021
    September 2021
    July 2021
    June 2021
    May 2021
    April 2021
    March 2021
    February 2021
    January 2021
    December 2020
    November 2020
    October 2020
    September 2020
    July 2020
    June 2020
    May 2020
    April 2020
    March 2020
    February 2020
    January 2020
    December 2019
    November 2019
    October 2019
    September 2019
    July 2019
    June 2019
    May 2019
    April 2019
    March 2019
    February 2019
    January 2019
    December 2018
    November 2018
    October 2018
    September 2018
    July 2018
    June 2018
    May 2018
    April 2018
    March 2018
    February 2018
    January 2018
    December 2017
    November 2017
    October 2017
    September 2017
    July 2017
    June 2017
    May 2017
    April 2017
    March 2017
    February 2017
    January 2017
    December 2016
    November 2016
    October 2016
    September 2016
    July 2016
    June 2016
    May 2016
    April 2016
    March 2016
    February 2016
    January 2016
    December 2015
    November 2015
    October 2015
    September 2015
    July 2015
    June 2015
    May 2015
    April 2015
    March 2015
    February 2015
    January 2015
    December 2014
    November 2014
    October 2014
    September 2014
    August 2014
    July 2014
    June 2014
    May 2014
    March 2014
    February 2014
    January 2014
    December 2013
    November 2013

    Categories

    All
    11+
    1970s
    80s
    90s
    Aamilne
    Ability
    Absurdity
    Academic
    Academics
    Academies
    Academisation
    Academy
    Acadmies
    Acas
    Accountability
    Achievement
    Addiction
    Adhd
    Administrators
    Admissions
    Adolescence
    Adulthood
    Adults
    Adventure
    Adversity
    Adverts
    Advice
    Age
    Aiweiwei
    Aleppo
    Alevels
    Alienation
    Allourfutures
    Altruism
    Amandagorman
    Ambassador
    Ambitions
    Aneurinbevan
    Annefrank
    Annelongfield
    Answers
    Anthonyburgess
    Anthonyhorowitz
    Anti Racism
    Anti-racism
    Anxiety
    Apologies
    Apology
    Appointments
    Appraisal
    Apprenticeships
    Arabic
    Argument
    Ariadne
    Aristotle
    Arloguthrie
    Army
    Arrogance
    Art
    Artificialintelligence
    Arts
    Artsmark
    Ascl
    Asd
    Askforangela
    Aspiration
    Assemblies
    Assembly
    Assessment
    Assessments
    Atmosphere
    Attendance
    Attributes
    Austerity
    Authority
    Autism
    Autonomy
    Autumn
    Aztecs
    Balfourbeatty
    Banding
    Barbarians
    Battle
    Battleaxes
    Battlements
    Bazball
    Bbc
    Beauty
    Bees
    Beginnings
    Behaviour
    Belonging
    Berylhusain
    Betrayal
    Beveridge
    Biafra
    Billlucas
    Billyconolly
    Biology
    Blackhistorymonth
    Blacklivesmatter
    Blogosphere
    Borisjohnson
    Boundaries
    Bowie
    Boys
    Brains
    Breaktime
    Brexit
    Briefing
    Bruisers
    Brutality
    Bsf
    Btec
    Budget
    Budgets
    Bugsy
    Building
    Bullying
    Bureaucracy
    Business
    Cambridge
    Cameron
    Camhs
    Campaign
    Cancelled
    Capital
    Capitalism
    Carnegieawards
    Catalytic
    Celebration
    Ceremonies
    Ceremony
    Certificates
    Chalk
    Champagne
    Champions
    Chancellor
    Change
    Changes
    Character
    Charity
    Charlescausley
    Charteredcollege
    Checklists
    Cheerfulness
    Childhood
    Childq
    Children
    Chinese
    Choices
    Chriskillip
    Christianity
    Christmas
    Church
    Churchofengland
    Cicero
    Citizenship
    Civic
    Civility
    Civilservants
    Classrooms
    Climate
    Clipboards
    Clothes
    Clubs
    Cocurricular
    Code
    Cognitivescience
    Cohesion
    Collaboration
    Colleagues
    Commission
    Commissioner
    Committee
    Commodification
    Commongood
    Commonschools
    Community
    Compassion
    Compliance
    Comprehensive
    Compromise
    Concentration
    Concrete
    Confabulations
    Conference
    Confidence
    Conformity
    Confucius
    Conkers
    Conservative
    Conservatives
    Constitution
    Consultation
    Context
    Contingency
    Continuity
    Control
    Controversy
    Conversation
    Conversations
    Coronavirus
    Corridors
    Cost
    Costcutting
    Costofliving
    Courage
    Cover
    Covid-19
    Covid19
    Craft
    Creativity
    Cressidadick
    Cricket
    Crime
    Cslewis
    Culturalcapital
    Culture
    Cupboards
    Curiosity
    Curricula
    Curriculum
    Cuts
    Cyberspace
    Cycling
    Dameedna
    Dance
    Danger
    Danielhuws
    Danmoynihan
    Darkness
    Data
    Davidharsent
    Deadlines
    Deaf
    Debate
    Decisions
    Decolonising
    Deliverance
    Deliverology
    Democracy
    Demonstration
    Deprivation
    Deputyhead
    Deregulation
    Derekmahon
    Design
    Detention
    Determination
    Dfe
    Dialect
    Dianereay
    Diary
    Dickens
    Difference
    Dignity
    Diligence
    Dipsticks
    Disabilities
    Disadvantage
    Disaster
    Discipline
    Discourse
    Discussion
    Diversity
    Dofe
    Dog-whistle
    Dominiccummings
    Donaldtrump
    Donpaterson
    Doors
    Douglasdunn
    Drama
    Dreams
    Driving
    Drking
    Dt
    Durham
    Earthday
    Easter
    Ebacc
    Eclipse
    Economics
    Economy
    Eddieandthehotrods
    Edhirsch
    Education
    Effort
    Eglantynejebb
    Ehcp
    Eid
    Election
    Elite
    Elites
    Elitism
    Empathy
    Empowerment
    Endeavour
    Endurance
    Engagement
    English
    Enrolment
    Entitlement
    Epiphany
    Epistemology
    Equality
    Equipment
    Equity
    Ethicalleadership
    Ethics
    Ethos
    Eton
    Evaluation
    Events
    Everyday
    Examboards
    Exams
    Excellence
    Exchange
    Exclusions
    Expectations
    Experience
    Expertise
    Explosions
    Expolitation
    Extremism
    Facilities
    Failure
    Fairness
    Faith
    Fame
    Families
    Family
    Farewell
    Fascism
    Fashion
    Fatherbrown
    Fear
    Feminism
    Festival
    Fidelity
    Film
    Filming
    Finances
    Fitness
    Fog
    Folly
    Food
    Foodbanks
    Football
    Frederickdouglass
    Freedom
    Freeschool
    Friends
    Friendship
    Fsm
    Functionalism
    Funding
    Future
    Gaffes
    Gardening
    Gavinwilliamson
    Gcse
    Gcses
    Generosity
    Geoffbarton
    Geography
    Geordie
    German
    Germans
    Gestures
    Gillliankeegan
    Girls
    Globalwarming
    Goats
    Good
    Goodbyes
    Gotomeeting
    Gove
    Government
    Governors
    Grades
    Grammar
    Grandfather
    Greenwich
    Grenfell
    Growing
    Guidance
    Guilt
    Habits
    Hallucinations
    Handwashing
    Happiness
    Harassment
    Hartlepool
    Hatred
    Headship
    Headstart
    Headteachers
    Health
    Heating
    Heatwave
    Helicopter
    Heritage
    Hippocrates
    History
    Hmci
    Hmi
    Holidays
    Holocaust
    Homelessness
    Homesecretary
    Homework
    Honesty
    Hope
    Hopes
    Hospitals
    Hugging
    Humanity
    Humanrights
    Humanutopia
    Humility
    Humour
    Hunger
    Hymnsheets
    Hypocrisy
    Ict
    Illumination
    Imagination
    Immigrants
    Improvement
    Inclusion
    Individuality
    Information
    Injustice
    Innovation
    Inquisitive
    Inspection
    Institution
    Integrity
    Intelligence
    Interdependence
    International
    Internet
    Interpretation
    Interview
    Interviews
    Investment
    Invictus
    Invigilation
    Invigilators
    IPad
    Iq
    Irony
    Islam
    Isolation
    Janeausten
    Janeelliott
    January
    Jeremyhunt
    Joecox
    Johnburnside
    Johndonne
    Johnlecarre
    Johnmasefield
    Johnrawls
    Journeys
    Joy
    Jubilee
    Judgement
    Judidench
    Justice
    Kafka
    Kafkaesque
    Kaospilots
    Katherinebirbalsingh
    Keirstarmer
    Kenrobinson
    Kidbrooke
    Kindness
    KingcharlesIII
    Knife Crime
    Knifecrime
    Knighthood
    Knowledge
    Ks3
    Ks4
    Labour
    Language
    Languages
    Laughter
    Laws
    Leadership
    Learners
    Learning
    Leavers
    Leaving
    Leopards
    Lessons
    Levels
    Liberal
    Liberty
    Lindsayhoyle
    Lines
    List
    Listening
    Literacy
    Literature
    Liztruss
    Lockdown
    Logic
    Logistics
    London
    Londonchallenge
    Loneliness
    Lordagnew
    Lords
    Lornafinlayson
    Louismacneice
    Love
    Luck
    Lucyholt
    Luddite
    Lunchtime
    Machiavelli
    Macpherson
    Management
    Mandarin
    Mandela
    Mao
    Mariehowe
    Marland
    Martinlutherking
    Mastery
    Maths
    Mats
    Matthancock
    May
    Measurement
    Media
    Meetings
    Memories
    Memory
    Menstruation
    Mental Health
    Mentalhealth
    Meritocracy
    Metacognition
    Metaphor
    Metrics
    Michaelgove
    Michaelmarland
    Michaelrosen
    Michaelyoung
    Mickfleetwood
    Middlesborough
    Midlands
    Ministers
    Misconceptions
    Misconduct
    Miseducation
    Misogyny
    Mistakes
    Mobilephones
    Mobility
    Mocks
    Mojo
    Monarchy
    Money
    Morale
    Mothers
    Motto
    Movies
    Moving
    Multiculturalism
    Music
    Musical
    Myths
    Names
    Nasuwt
    Nationalcurriculum
    Nationality
    Neo-trad
    Neu
    Newlabour
    News
    Newyear
    Newzealand
    Nfff
    Nhs
    Nickclegg
    Nickdrake
    Nickgibb
    Nickymorgan
    Nihilism
    Noah
    Nolan
    Normanrockwell
    Npq
    Nqt
    NSPCC
    Numeracy
    Nuremburg
    Oaa
    Oath
    Obama
    Objectivity
    Oecd
    Offence
    Ofmiceandmen
    Ofqual
    Ofsted
    Oldtestament
    O-levels
    Ombusdman
    Openevening
    Openness
    Opinions
    Opportunity
    Oppression
    Optimism
    Options
    Oracy
    Orwellian
    Outcomes
    Outrage
    Oxbridge
    Pandemic
    Parenting
    Parents
    Parentsevenings
    Parliament
    Participation
    Partnership
    Pastoral
    Paternalism
    Patience
    Paulmuldoon
    Pay
    Pe
    Peace
    Pedagogy
    People
    Performance
    Perseverence
    Persistent
    Pfi
    Philbeadle
    Philiplarkin
    Philosophy
    Phones
    Phonics
    Photography
    Physics
    Piersmorgan
    Pisa
    Place
    Planning
    Play
    Pledges
    Plumbing
    Pm
    Poetry
    Pogues
    Police
    Policing
    Policy
    Politeness
    Politicalcorrectness
    Politicians
    Politics
    Poor
    Populism
    Posh
    Post16
    Postcovid
    Postmodernism
    Poverty
    Power
    Powerpoint
    Practice
    Praxis
    Prayer
    Predictions
    Prejudice
    Preparations
    Pressures
    Prevent
    Pride
    Primeminister
    Princeofwales
    Principles
    Priorities
    Private
    Privilege
    Problems
    Procedures
    Professionals
    Progress
    Progress8
    Protection
    Protests
    Proxies
    Proxy
    Psychology
    Pta
    Pti
    Public
    Publiclife
    Publicsector
    Publicservices
    Punctuality
    Punctuation
    Punishment
    Punishments
    Pupilpremium
    Qualifications
    Quentintarantino
    Questioning
    Questions
    Quotidian
    Rabbieburns
    Racism
    Radical
    Radio
    Radio4
    Raf
    Railways
    Rain
    Rainbows
    R&d
    RE
    Reading
    Reasonableness
    Recessional
    Recognition
    Recovery
    Recruitment
    Reform
    Refugees
    Regulations
    Relationships
    Religion
    Remembrance
    Reports
    Research
    Resignation
    Resilience
    Resits
    Resolutions
    Resources
    Respect
    Responsibilities
    Restorativejustice
    Results
    Retention
    Retirement
    Revision
    Rewards
    Rhetoric
    Rich
    Richisunak
    Right
    Rishisunak
    Riumours
    Romans
    Roof
    Routines
    Rudeness
    Rudyardkipling
    Rules
    Ruthperry
    Safeguarding
    Safety
    Sajidjavid
    Sanctuarybuildings
    Sarcasm
    Satire
    Sats
    Savethechildren
    Scandal
    Scholarship
    School
    Schoolboys
    Schoolcouncil
    Schools
    Schoolsweek
    Schoolwear
    Science
    Screens
    Seanharford
    Secretaryofstate
    Selectcommittee
    Selection
    Self-actualisation
    Selflessness
    Send
    September
    Service
    Sex
    Sexism
    Sexual
    Shakespeare
    Shops
    Shortage
    Siegfriedsassoon
    Silence
    Singing
    Sixthform
    Skills
    Skipping
    Snow
    Social Care
    Socialcare
    Socialmedia
    Socialmobility
    Society
    Software
    Sorry
    Specialism
    Speech
    Speeches
    Spending
    Sports
    Staffing
    Staffroom
    Stalin
    Standardisation
    Standards
    State
    Statistics
    Stephenlawrence
    Stevemartin
    St.lucy
    Stress
    Strike
    Strikes
    Stuck
    Students
    Study
    Suffering
    Suicide
    Summer
    Sunderland
    Superhead
    Support
    Supremecourt
    Surestart
    Surprise
    Survivors
    Suttontrust
    Sympathy
    Syria
    System
    Taiwan
    Talk
    Talking
    Tallis
    Tallisat50
    Tallischaracter
    Tallishabits
    Targets
    Tate
    Taxpayers
    Tbacc
    Teacherly
    Teachers
    Teachfirst
    Teaching
    Teams
    Technology
    Teenagers
    Tennyson
    Terrorism
    Testing
    Tests
    Textbooks
    Thankful
    Thanks
    Thankyou
    Theguardian
    Thelords
    Thinking
    Thomasfuller
    Thomastallis
    Thresholdconcepts
    Time
    Timetable
    Timharford
    Timoates
    Timpson
    Toilets
    Tories
    Traceyemin
    Tradition
    Traditions
    Training
    Trains
    Transgender
    Transition
    Treasury
    Tribalism
    Trips
    Trump
    Trust
    Truth
    Tsarinas
    Tsars
    Tseliot
    Ttra
    Tutor
    Tutoring
    Tutors
    Tweetgate
    Twitter
    Tyneside
    Tyranny
    Ucas
    Ukraine
    Ulysses
    Umbrellas
    Uncertainty
    Undergraduates
    Understanding
    Unemployment
    Uniform
    Unions
    Unitednations
    University
    Utopia
    Vaccination
    Vaccine
    Values
    Veilofignorance
    Victorian
    Vikings
    Violence
    Virtues
    Virus
    Visitors
    Visits
    Vocation
    Vocational
    Voters
    Voting
    Vulnerable
    Walkabout
    War
    Warchild
    Warmth
    Wbyeats
    Weather
    Welcome
    Wellbeing
    Westminster
    Whatwouldyoucut
    Whistleblowing
    Whistles
    Whitehaven
    Whiteness
    Whitepaper
    Wilshaw
    Winniethepooh
    Winter
    Wisdom
    Woke
    Women
    Words
    Workload
    Worldbookday
    Worldpeacegame
    Worth
    Writing
    WW1
    Xfn
    Year
    Year11
    Year12
    Year13
    Year6
    Year7
    Year8
    Year9
    Yoga
    Youth
    Zahawi
    Zeitgeist
    Zoom

    RSS Feed

Thomas Tallis School, Kidbrooke Park Road, London SE3 9PX
T: +44 (0)208 856 0115    E: [email protected]
  • Home
  • About
    • An Overview >
      • The Leadership Team
      • Who was Thomas Tallis?
      • Why Tallis?
      • School Vision
      • Ofsted
      • School Comparison Information
      • Financial Benchmarking
      • Artsmark
      • Prince's Teaching Institute
      • Greenwich Learning Partnership
      • International School
      • Tallis at 50 >
        • Mrs Roberts Writes Archive
    • School Prospectus
    • Tallis Praxis
    • Tallis Habits >
      • Tallis Pedagogy Wheel Guide
    • Tallis Character
    • Tallis Threshold Concepts
    • Policies & Guidelines >
      • Data Protection
      • Making Complaints
    • The Pupil Premium 2024-25
    • Exam Results 2024 >
      • Exam Results 2023
      • Exam Results 2022
      • Exam Results 2021
    • Job Vacancies
  • News
  • Calendar
  • Curriculum
    • Curriculum Areas >
      • Business & ICT
      • Computing
      • English & Philosophy
      • Design & Technology
      • Humanities & Social Sciences
      • Languages
      • Mathematics
      • Performing Arts
      • Physical Education
      • Science
      • Visual & Media Arts
    • Pastoral Care
    • Guidance >
      • Tallis Futures
    • Key Stage 3 >
      • Tallis Choices
    • Key Stage 4
    • Tallis Post 16
    • Exceptionally Able Learners
    • Special Educational Needs & Disabilities >
      • Learning Support Unit
      • Support Centre for Autism and Language Impairment
      • Deaf Support Centre
      • English as an Additional Language
  • Community
    • Admissions >
      • Year 7 Admissions
      • In Year Admissions
    • Bromcom Guide for Parents
    • PTFA
    • Governing Board
    • The Tallis Agreement
    • Attendance & Punctuality >
      • Apply for Exceptional Circumstances Absence in Term Time
    • School Uniform
    • Support Your Teen
    • Online Safety
  • Students
    • Year 11 Support & Guidance
    • Bromcom Guide for Students
    • Co-curricular Activities
    • Exams
    • Stay Safe
    • Duke of Edinburgh Award
    • Rewards
    • Reading
    • The Library
    • Alumni
  • Contact
    • Contact list
    • School Map
    • How to find us
  • Search