It’s because I agree with Gove about the curriculum that I disagree with him about pay and conditions
“A lot of the comments on why people are striking leave me cold. Too many people on too many hobby horses. Too many people complaining that Gove hates teachers or that opposing the education establishment is indefensible…” Andrew Old sets out his views on this week’s teachers’ strike.
Twigg and hardworking families
“A Tory Education Secretary that wishes to further nationalise parenting sharing an analysis and a proposed solution with a Labour shadow Education Secretary that wants to put the demands of market over the demands of loved ones.” Michael Merrick reviews Stephen Twigg and Michael Gove’s approach to family policy.
What I learned from writing about Grammar Schools
“…I genuinely believe the most important question is not whether or not grammar schools should exist but whether or not they should exist over and above other systems for improving social mobility.” Laura McInerney shares the insights that she has gathered from her recent musings on Grammar Schools.
On Education: Dear Britain…
“I’m not perfect. I admit I get things wrong. Not every lesson I teach is ‘outstanding’. I have my off days and occasionally I get behind on my marking, but I am in this job for the right reasons and I am trying to do the very best I can.” Juliet O’Callaghan writes a letter to the British public on education.
Puffles goes to school – and learns something from the children
“One of the reasons I volunteered as a school governor was to get a feel for the impact of Whitehall policy in my community. I spent years in Whitehall policy teams but never had to live the results of that work in my community.” Puffles suggests that the political class needs to get involved in their local communities.
Empowered and free? Not me, Mr Gove!
“Michael Gove delivered a speech at The Policy Exchange, London yesterday (5th September), in which he championed both teachers and teaching. For a short while afterwards I felt a nice, warm glow of something approaching relief.” cazzypot points out the differences between the rhetoric and reality of the Coalition’s plans to empower teachers.
“There is a lot of evidence to suggest that the end of KS3 is a tipping point for young people in terms of the outcomes they are likely to achieve as they grow into young adults.” Simon Claridge makes the case for building emotional intelligence into the curriculum.
“So that you can decide to stop reading this, probably, short piece I am going to tell you that this will not be supportive of progressive education methods.” Peter Blenkinsop outlines why progressive education doesn’t work.
“Two hundred and eighty six thousand, five hundred and thirty four. It’s a big number. It’s way too big. It needs to be reduced. Quickly.” Mike Cameron argues that the number of young people who fail to get a grade C in GCSE maths needs to be reduced - and suggests how it can be done.
“If ministers continue to insist on using blunt data instruments to hold us to account based on exams that are not designed for that purpose, we’ll never get the level of intelligent behaviour and integrity in the system that we need.” Tom Sherrington calls for a new way of thinking about school examinations and marking.
“Ask any teacher for their experience of summative observations, and it’s likely their answer will involve various expletives.” Joe Kirby collates what teachers across the education blogosphere are saying about the current system of lesson observations and outlines four problems with it.
“Where I think Gove is fundamentally wrong is on workplace issues. I do not see any appreciation of the difference between management and frontline staff.” Andrew Old pinpoints the problem with Michael Gove’s approach to education.
“Perhaps, then, during our holidays we should take a break from learning how to teach, and go do other non-teaching things. It might just make us better teachers.” Michael Merrick explains the importance of stepping away from the all-consuming nature of teaching.
“The ship that is child protection is both on fire and letting in water fast. The passengers, made up of children, need help but the crew are badly managed, under represented and exhausted. Is it not time to build something new and fit for purpose?” The Secret Social Worker asks some difficult questions about the state of child protection.
“Tessa, you simply can’t have children reading in silence when Ofsted come in; you can’t show progress that way.” It was a bright, cold day in November and the clocks were striking 11. An urgent meeting was called at lunchtime; it could only mean one thing. Coded messages were passed between teachers in the corridors: […]
I have argued before that the usual left/right distinctions can be meaningless in education. Instead of a left/right spectrum I preferred this 2-dimensional version [below] which separates the issues of what should be taught (the content axis) and who it should be taught to (the entitlement axis). Lazy thinking (shown by those who look only at […]
I’ve written quite a few posts about exams and assessment in the last year. Some of the earlier ones were a bit of a rant; more recently, I think they are more measured. Through this blog and other related activities such as working with the Headteachers’ Roundtable, I’ve been able to meet some of the […]
After announcements about new proposals for KS2 assessment, the issues around relative and absolute standards are getting a working over. Director of The Institute of Education, Chris Husbands, has written a thoughtful blog on some of the issues. I’ve had personal reasons to engage recently as the parent of a Year 6 student who has just received […]
A government-commissioned school food review has recommended Headteachers insist everyone has school dinners, that means banning packed lunches which the report says are often less healthy than school meals because they frequently include crisps, sugary drinks and sweets or chocolate. Headteachers are also encouraged to ban children from leaving school at lunchtime to buy food […]
Interim introduction This post is something of an experiment, since I am publishing it initially as a ‘work in progress’, while waiting for outstanding documentation to be produced by the Government. It will eventually examine whether three major reforms – the revised proposals for the new National Curriculum, its assessment from 2016 when National Curriculum […]