A Damaging Report on British Academies

A damaging report on Academies that acts as a further reminder of how lucky I am to be out of the system.  Among other things Ron Glatter comments in his summary that: The report reveals a structure that is fundamentally flawed and that will significantly damage education and worsen inequities.  My disappointment, for what it is worth, is that the government continues to interfere in education, whilst providing schools and the system as a whole with measurements that are self-deceiving.  All students cannot excel academically, and all schools cannot be outstanding, if the measure of outstanding is academic success.  We need to stop fooling ourselves, and to stop rewarding those who allow us to do so.

Close Schools - Bring on the Snow

With 5000 schools closed across the UK many people took the opportunity to play in the snow.  I am reminded of the lyrics: let it snow, let it snow, let it snow.  It seems like a fantastic opportunity for people to learn and enjoy.

Outstanding Schools and Outstanding Schools

Secret Teacher resonates as she - I presume it is a she - tells of her experience of moving from an outstanding inner-city school to an outstanding suburban school.  The former is unpredictable and fosters innovation; the latter is predictable and squashes innovation.  An enjoyable read.

Leading and Doing - a worthwhile discussion

Ed Batista offers a worthwhile discussion on leading and doing.  As an ex-Senior Manager I recognise some of the challenges faced, and probably would have benefited from some of the reflections discussed.  For now I am happy to be a doer.

JISC Research - Use of Online Gaming in Education

I am not convinced, but this piece of research seems like it is worth following.  The project runs for a year, 2013, and will look at the use of educational online games and resources in Further Education.

Secret Teacher damns Production Line Education

Secret Teacher is always worth a read; and today's offers a wonderful defence of self-confidence over exam grades.  The argument concerns high expectations; what are they, and can we measure them in the manner laid down by Ofsted?  The difficulty, I would suggest, is that the sort of education that breeds self-confidence  is social and cultural, involving, for example, families and communities that care.  Schools cannot compensate for this; and if they keep their bottom line as progress in English and Maths, they are behaving in a sensible, if flawed manner.

National Curriculum or Chameleon Curriculum

I arrived in British education in 1991, with the National Curriculum close on my heels.  By the time our Head of Faculty had convinced us to take note, the curriculum was gone; and all the work that we might have done was wasted.  This all-change approach to British education has continued since that time; and it is no surprise that the current government is up to the same thing.  I have no problem with a thinner National Curriculum; and I take issue with a Labour opposition who seem to imagine that criticising plans is the same thing as providing challenge to government. (It is not.  Give them ideas, support or silence.)  I hope once more, however, that the latest all-change, chameleon curriculum will be allowed to stay.  Then teachers might get on and teach it.