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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

The Hare and the Tortoise

31/1/2016

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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
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Life on Mars

17/1/2016

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Picture
David Bowie in 1973.
January often has a surreal feel, and on the day of Bowie’s death we were thinking about the drains. Head of History turned up apologetically in spotted wellies after forgetting to put shoes in her bag: the best dressed amongst us, as it happened. To mark the man we played a few hits over the tannoy at lesson changes on Monday. Fair to say that more staff sang along than students but lots of parents got to talk about their youth under the guise of explaining the man’s artistry, creativity, independence.
 
I was never an obsessive, but you can’t avoid memories. Standing at the bus stop in 1973 we talked to an older girl who someone else knew, with a painting of Ziggy Stardust on her rucksack lid. 
I borrowed the album: it wasn’t so much the songs but the friendly act that remains, the realisation at 12 that I could listen to the stuff that the cool kids liked, that Ziggy could tell a story that chimed enough with the little I knew of life to know that it was true like poetry was true. Life on Mars made perfect sense. ​

​The distance between my school days and how schools think now is like infinite space. In the 70s most of us looked on exams and assessment as a god-awful small affair, hoping that a bit of work at the end, aptitude, native wit and a winning smile would see us into adult life. I was pretty vague about revision. ​​
We got our O level results by post and I can still see the envelope as it wetly arrived on a campsite in Wales containing what could be charitably described as mixed news.   
 
We had an envelope day this week. Year 11 mock results given out a bit like the real thing, in the hall. Tears for fears, praise and blame, now let’s go and talk about what it means. Some want teachers to open the envelope for them. I overheard a friend offering advice ‘You’ll have done more work than that in the summer, though, won’t you?’ The cheesy staging of the event has an effect.
 
Yet the exams that we practice are more like the 70s now than people realize. We use the supporting structures that we’ve developed over recent years when we were clear about assessment and grade boundaries, and what examiners are looking for, when we make predictions and divide up our young people according to the help they need. The trouble is that the goalposts have moved and are set to move every year until 2019 when proposed national benchmark tests bear fruit. GCSE results are a zero-sum game now where a school can only improve if another declines. The old numbers mean nothing. Grades are changing, the papers are harder and schools must plot in the new territory.  Nothing wrong with that in theory, but we never have a year when we don’t have young people taking the things so we can’t experiment in the lab before it really matters to someone.
 
Talking with Professor Michael Young of the Institute this week we chewed this over. Having booted the knowledge debate into the centre of the park in 2009 he argues that instruments of accountability (results) don’t define the educational goals of a school and that ‘satisfying efficiency criteria’ is not an end in itself. 
At its worst, this leads a school to focus on being efficient in terms of outcome criteria but neglecting the educational purposes that such outcomes should assume. 

​It’s hard to argue but hard to agree: if I say that the results are not the whole story I’m accused of low aspirations. If I say that results define the school I’m accused of neglecting the whole child. If I enforce the EBacc do I rob children of valuable creative experiences? If I don’t, do I leave them ill equipped to compete in an unfair and poorly-defined future?
 
The EBacc ‘consultation’ ends this month. The GCSE reforms will take another three years. Nearly a thousand young people will have passed through our year 11 alone in that time and we’ll be advising them on the hoof. None of them is remotely interested in the sailors fighting on the dance floor of the House of Commons: every single one of them wants only to be an adult and make his or her own contribution to the world.
 
And these children that you spit on 
As they try to change their world
Are immune to your consultations 
They’re quite aware of what they’re going through.
 
Changes, eh?
 
CR
14.1.16
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    MRS ROBERTS WRITES...

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Thomas Tallis School, Kidbrooke Park Road, London SE3 9PX
T: +44 (0)208 856 0115   F: +44 (0)208 331 3004   E: headteacher@thomastallis.org.uk
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