Research by Warwick Business School at the University of Warwick warns that a key Government Strategy for Social Mobility is placing considerable reliance on a table which is simply replicating a well known statistical trap or artifact that may not be the true picture.
The policy proposal put forward by Nick Clegg in a strategy document published by the Government at the start of this month entitled: “Opening Doors, Breaking Barriers: A Strategy for Social Mobility” puts a great deal of faith in a graph that appears to show that children from poor families of high ability massively underachieve relative to children from wealthy families of similar ability, and that conversely children from wealthy families of low ability massively overachieve relative to children from poor families matched on ability.
The Department for Culture, Media and Sport and the Department for Education have launched an independent review, to be led by Darren Henley MD of Classic FM, to consider how all children can experience a high quality cultural education.
Darren Henley welcomes views from teachers, parents and pupils as well as individuals and organisations involved in delivering the whole spectrum of cultural education to young people in England.
You can respond to the call for evidence online at: www.surveymonkey.com/s/culturaleducation.
Interesting premise here – that, in an age of technological advancement and communication, the examinations system needs to reflect this:
The days of using pens and paper in exams must be brought to an end, the head of the country’s exams watchdog, says today.
Isabel Nisbet, chief executive of Ofqual, said that if school exams did not go online soon, exam preparation “will become a separate thing to learning” for candidates brought up on computers.
Read more in the Independent, 25th February 2011
Dreaming spires: Oxford is looking for students with fresh and original ideas
But how will I know the answers if I don’t know what the questions will be?” This, believe it or not, is a question hundreds of Oxbridge applicants ask every year as they prepare for interview. The speed of the internet and the amount of information that can be accessed in a flash have contributed to a generation of school-leavers convinced that access to technology is all you need to answer questions and that being able to answer questions is all you need to succeed. Why should you think for yourself when there is a tool that can do it for you?
Read more in the Independent, 17th February 2011
A new age dawns as Gove’s Education Bill comes into being. Some significant changes ahead for all aspects of the education system as we know it.
Appearing in the Bill, some significant actions relating to: Early years provision, discipline, the School workforce, Qualifications and the Curriculum, Educational institutions: other provisions, Academies, Post-16 education and training and Student finance.
Check out the following links for further information and summaries of the Bill’s key content:
In its report ‘Removing barriers to literacy’ Ofsted concludes that secondary schools should continue with the systematic phonic teaching that primaries do so well. According to the report, many older students are falling behind with their literacy skills and this is attributed in part to a lack of post-primary phonics.
Other barriers include missing assessment data for year 7 students, insufficiently challenging targets being set, and, in some schools, a culture of poor behaviour. The report states that those from poorer backgrounds, and white British boys in particular, continue to generally underachieve in relation to their peers.
Ofsted: older pupils falter without phonics (TES)
Removing barriers to literacy (Ofsted report)
Michael Gove launched his review of the national curriculum this week with a focus firmly on the need for learning ‘facts’. He claims that there is currently too much attention paid to teaching methods rather than subject content. However he is ‘not going to be coming up with any prescriptive lists’ for teachers … he just thinks ‘there should be facts’ to equip students for the ‘knowledge industries of the future.’
Mr Gove also says that the new national curriculum should ‘embody for all children in England their cultural and scientific inheritance, enhance their understanding of the world around them and introduce them to the best that has been thought and written.’
Concerns have been expressed by opponents to the review who worry that proposals will subject children to a ’1950s-style curriculum.’ Mary Boustead, general secretary of ATL, warns that ‘subjects and skills taught in schools should not be based on ministers’ pet interests.’
Gove stresses ‘facts’ in school curriculum revamp (BBC)
National curriculum review puts emphasis on facts (The Guardian)
School curriculum gets back to facts and figures (The Independent)
The attached has been passed on to us by a contact in the Safeguarding Advisory Service.
It is directed at Head Teachers in response to increasing requests for advice on issues which have arisen from school staff using social websites such as Facebook, My Space, Bebo etc.
However, I thought this might provide some useful insights for you as trainees too - Social Networking advice
The introduction of the new English Baccalaureate (via the recently published government White Paper) has met with mixed reactions. Some consider it to be a step in the right direction in terms of putting the English education system back on the global map, whilst others feel it is move too far towards an ‘academic’ schools culture which simply does not cater for the needs of many pupils.
Michael Gove speech (in which he refers to his vision for education as we enter the new year, and makes reference to the English Bacc)
Pupils fail to hit new academic targets - The Independent
Retrofitting new measures onto league tables has angered headteachers - The Guardian
The flaw in Michael Gove’s league tables - The Guardian
The Guardian, key headlines on the English Bacc
A rather thought provoking opinion aired on the SecEd website – reveals what some fear may happen to vocational education after the publication of the recent schools White Paper. See what you think: