Posts Tagged ‘Michael Gove’

First up, those curious to know the outcome of the wanton littering of my area of Outstanding Natural Beauty with preformed brightly-coloured bovines, here are the details: The first auction to sell off the psychedelic Surrey cows took place last week at Sandown Park. Forty-one of them went – goodness knows where – but a spectacular total of £79,800 was raised. Even by my maths’ appalling standards I make that just under £2000 per cow (or £500 a leg: that’s food for thought…). Many charities will benefit from the sales which can only be a good thing.

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There’s another auction coming up next month at Hampton Court Palace where the aforementioned Peter Blake design will be up for grabs.

 

 

And now (as goes the catchphrase), for something completely different.

The Department of Education, now thankfully without Michael Gove but sadly still lacking anyone who actually has any notion of teaching and learning has dropped the History of Art from the A level syllabus.

What?!!

To study art from ancient civilisations through to the present day is to put some kind of sense and time line into life as we know it today. Art is about expression but it is also provides valuable social documentation. Have we become so superior in this crazed technological world that we think we don’t need to consult the past? As if eradicating this subject isn’t bad enough, there are others that have suffered the same fate: Archaeology. And Creative Writing. And Media Studies. And Humanities. And Home Economics; Economics with Business Studies; Statisitcs; Critical Thinking…and the list* goes on. It might be easier to list the subjects that will still be available.

This of course is the legacy that Gove left after his departure – sadly his presence will be felt for many years to come unless someone with a bit of vision is allowed to take control. Bearing in mind that students now have to remain in education until they are eighteen, what are the majority going to be studying? Where are all these government promised apprenticeship opportunities that will lead to real jobs? Where is the enhanced programme of vocational studies needed to spur on the creators and innovators of the future? Where are those with practical ability going to hone their skills? Certainly not at Mrs May’s proposed grammar schools.

By expecting that every student will end up at university is madness. Yes, everyone has a right to the same opportunities but if those opportunities are so narrow, so academically focussed then we are not catering to the wider skill base our country will desperately need in the future because a slim majority voted to go it alone.

Some of the students I support struggle big-time with academic subjects. With the best will in the world they will not achieve decent grades. They are being forced to take exams at fifteen/sixteen that will propel them towards A levels when something more appropriate to their needs should be readily available. Alternative programmes are few and far between because without academic recognition, schools are deemed to have failed.

It’s going to be a dismal future world without craftsmen and women, without artisans and trades. I don’t see how it’s going to work. Can anyone out there enlighten me?

*Read the full list of culled subjects here.

 

 

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Ta-dah!

Here I am, not fallen off the blogosphere, just jogging along not doing very much at all other than follow the shenanigans going on in Westminster with a zeal not experienced since the turbulent days of Thatcher and Kinnock. If the current situation wasn’t so seriously damaging then each day brings forth material worthy of a script for Yes Minister or Spitting Image. I’ve been enjoying things immensely.

So we now have Teresa May (or May-Nott) as Prime Minister who looks like a former head girl and bears a grey sort of resemblance to a previous incumbent – John Major. Still, at least she can string a sentence together – unlike her unlikely leadership rival Andrea Loathsome who peppered everything she said with ‘you know.’

(No love, actually I don’t and that’s why you’ve put yourself in the running, because you think you do know). She was far too blingy and wore her skirts too short. Not suitable at all. Not a chance.

Still, let’s be grateful for small mercies: the ghastly Gove has gone – and the nefarious Farage seems to have disappeared. All we can hope for now is that Boris will end up in a hostage situation in some far off country while doing his Foreign Secretary duties and no-one will bother to negotiate his release.

I suppose we’ll have to not mind that the horrible ‘Brexit’ word has wormed its way into the nation’s lexicon and will no doubt wind up in the Oxford dictionary. I suppose we’ll just have to wait and see what transpires with the whole damn mess and whether the Labour Party can stop their in-fighting and put together a decent opposition.  Nothing anyone can do now. The country has apparently spoken.

Meanwhile – it’s the summer break and I’m off to a gallery or two. At least no-one’s touched the art.

Stay tuned – I’ll be back…

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As I feel the need to stand on my soap box and get something off my chest this week I apologise in advance for  my work-related rant and won’t be at all offended should you wish to click away now…

picture courtesy of Anxiety UK

picture courtesy of Anxiety UK

So, two weeks back into term time and already I have signed a petition to remove the Secretary of State for Education. I don’t add my name to anything lightly but I really do think it’s time for Gove to go. His unrealistic and ever changing demands on teachers is creating an exhausted, de-motivated and de-moralised staffroom; the delivery of our national curriculum with its incessant assessing puts unnecessary pressure on students, creating stressed and apathetic pupils. Do children actually enjoy school these days? Ask a few – I did – and they looked at me as if I’m barmy. As far as many of them are concerned, it’s a place to meet their friends – what goes on in classes is just a damn nuisance.

To maintain league table positions, schools have to chase grades. Targets are imposed on students and it is up to the staff to make sure these targets are met, never mind the anxiety felt by hard working children who aspire to, but sometimes fall short of, their aspirational targets. The government recently implemented performance related pay for teachers. In any other profession or line of work (except perhaps the front line of the health service) I’d say this is more than acceptable – in the corporate world it is probably essential. But teaching?  Where we are dealing with the lives and minds of young people? I don’t think so.

Some kids, however hard they work, however much they try, however much guidance they receive from dedicated teachers just aren’t going to reach that magical A-C banding which means that staff, not fulfilling their quota of ‘passes’ will find their pay packets lacking. This system is just crying out to be abused by unscrupulous heads of department who could cream off top students for their own classrooms thus ensuring a constant flow of suitable, remunerative grades.

A-C grades at GCSE (exams taken at age 16) are the keys to moving onto further education and eventually university. Grades convert to points which in turn, convert to cash for funding. It is not unusual nowadays for many top level students to achieve ten A or A* grades at GCSE, which is great for the students and for the school coffers but how does this happen? Are that many students good at everything? In my dim and distant past people generally leant towards either maths/science or English and the arts with only the odd few who were more than competent at everything. What can this possibly mean? Are we breeding a race of super students now who are as good at creative writing and art as they are maths and physics? Who can turn their hands to practical subjects and still be ace at computing and chemistry? No of course we aren’t. Our national curriculum is tailored to ensure that kids jump through hoops with the drained direction of their dedicated teachers.

When they’re not taking exams, pupils are being constantly assessed. I’m sure this has always been the case – just not so obviously to the students as it is now. The students are shown a framework for success criteria and in some cases, the mark scheme, before they even open a book and assessments are churned out in every year group, from ages 11-16, sometimes as close together as one every three weeks in one subject alone. Multiply that by the number of subjects on the timetable and you have one hell of a lot of assessments not to mention BORING BORING BORING.

To what end? Where’s the learning? More importantly, as far as I’m concerned, where’s the fun? It seems to me that we are only teaching them to pass a test, to excel in assessments and that any actual knowledge they may acquire is a happy additional benefit. I wonder if this is all a government ploy to create a generation of analysts… because that’s what they are learning – to analyse, not to create. Short sighted, in my opinion. Eventually, without creators, there will be nothing left to analyse. Rather like when our government got rid of all the manufacturing industries. They really don’t think things through, do they?

During my schooldays which, incidentally, I loved, we were afforded the opportunity (and the time), in English classes, to spend whole lessons discussing books plays and poems around set texts. We were taught to love Shakespeare and poetry before we had to start picking it to bits: we were given a lifelong love of literature which is why I get so exasperated with our older students who think that reading seven novels about an irritating little bespectacled wizard is sufficient recreational reading material for a potential A* student. (I ranted controversially once before about Harry Potter, which you can read here if you’re interested).

My Art lessons were peppered with visits to galleries and History to museums while Geography offered field trips which included wading around in the River Dart and getting lost on an unknown fell in the Lake District. We survived without need for all the health and safety legislation required now to take groups of students anywhere remotely interesting.

(Actually a colleague and I did manage to evade the red tape once and take a group of our students to the theatre. This trip is probably worth a post in its own right, as it turned out).

I know things have moved on substantially since I was at school – of course they have and facilities these days are fantastic. Just what is the point of it all if the learning is secondary to the testing? I wonder if, a few years down the line, our students will remember anything about their schooling or whether their memories will be of one long assessment – and how sad if that is the case.

Hopefully equilibrium will be restored next week but in the meantime, should you feel inclined to sign the Remove Gove from Office petition, you can do so here and if you’d like to read my poem on ‘Free Range Children,’ just click here.

Phew, that feels better…

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