Evidence and Lies

At a time when the government is rightly looking to change the exam system, addressing flaws at GCSE and A Level, it is amusing to read that school improvement, justifying academies, is judged on the current diet of GCSEs and A Levels.  The government is claiming proof of success for its breakneck programme of turning secondary schools into sponsored academies as league tables appear to show these schools generating more rapid improvements in results than the overall average.  It must be possible for somebody to realise that either the exams are flawed, and therefore not worthy of being used as a measurement of success, or else they are valid, and therefore not in need of changing.

A Philosophical Approach to Teaching

As a fan of Socrates I warmly welcome John Taylor's mention of the man.  It is also encouraging to note that he is not asking for a new subject to be added to an already crowded and repetitive curriculum offer.  My only supplement to his recommendation would be, in keeping with the philosophy of the Extended Project Qualification, that we should give students more time to learn.  That is what distinguishes them from pupils; pupils are taught.  For his full article, click here.

Why I became a teacher.

A reflection based on thirty years of teaching.  Filled with passion, love of her subject and some useful tips.  For more information click here.