No-levels 4U

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‘Now That’s What I Call Learning’ Vol 1954

All Change Please! has recently learnt that following on from the introduction of new Tech-levels, the Df-ingE have just announced an award for those who students do not manage to achieve A-levels or T-levels. They will be taken by around 50% of teenagers and be known as No-levels – also referred to as FA-levels. There will be a special FA* award to recognise the achievements of those who have been unable to produce any evidence at all of having learned anything from their complete failure – an essential skill deficiency required by many British companies.

Employers have welcomed the new No-level qualification, saying that it will make it easier for them to identify potential staff who will work for next to nothing on zero hours contracts for job opportunities that will become increasingly difficult to fill post-Brexit.

To help explain the new No-levels to the target group of learners – who obviously will have difficulty reading – the Df-ingE has delved deep into its archive and re-published a helpful, slightly updated, mobile-phone friendly information graphic from the mid 1950s…

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“They think it’s all over…it is now!”

Meanwhile in another leaked social-exclusion-busting policy intended to help the Tory party better connect with its grass roots, it is believed that the Df-ingE are proposing to introduce a new approach to School League Tables. At the end of every school year, or season, the bottom performing 10% of ‘Premier League’ Grammar Schools will be relegated to become ‘Championship’ Technical schools, from where the top 10% will be promoted. And similarly the bottom 10% from the Technical Schools will be demoted to be ‘League One’ Secondary Moderns to be replaced by the most successful from the lower league.

To make the Government’s education policy even more popular, schools will participate in televised ‘Top Of The Form’ type play-offs for promotion. There will be a special knock-out examination for schools with the highest number of FA* level students, to be called the FA* Cup.

To increase funding, the various leagues will be sponsored by successful Multi-Academy Trusts. Headteachers will be renamed Managers – and doubtless be sacked at frequent intervals – and Ofsted Inspectors will in future be (politely) known as Referees.

A spokesperson for the Association of School Managers said: “It’s a completely absurd idea – it shows just how little the Df-ingE understand about teaching and learning. Next they will be suggesting something completely ridiculous such as lowering the entry pass marks for pupils of Grammar School …”  Oh! Wait a minute.

 

Image credits: From Odhams Children’s Encyclopedia, first published in 1954  – the internet equivalent of the day (minus the pornography)

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7-Up + 300

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“Give me a child until he is seven and I will give you the man”

It’s astonishing to think that back in the Autumn of 2009 – around the time that All Change Please!’s first post was published – a child starting secondary school in Year 7 will now have completed their A levels and be either commencing a degree course – or of course, more like All Change Please!, becoming another Not in Employment, Education or Training statistic.

Yes, it’s exactly seven years since All Change Please! published its very first post, and as usual it decides to nostalgically wallow in its archives from the past twelve months to visit some of its most read and best loved words of so-called wisdom.

But before it does so, there is another cause for celebration, because by delightful coincidence this is also All Change Please!’s 300th post.

This year’s Top 3 most read posts were:

1. Pass Notes: Art Attack! 

In which it is revealed that both less and fewer pupils are now taking GCSE subjects in The Arts, despite Nick Glibb claiming otherwise before being finally proved wrong by the 2016 entry figures.

2. Little Miss Morgan

In which it is suggested that Nicky Morgan didn’t really care what she was saying at the NASUWT Party Conference because she knew she’s be in a proper cabinet job by September, except that now we know it didn’t work out quite like that.

3. No Minister! No, No, No.

In which a passionate appeal is made by means of the Df-ingE consultation for it to abandon its intentions that 90% of pupils should take the EBacc to GCSE, even though the results of the consultation have never been made public.

Meanwhile All Change Please!‘s personal favourite Top 3 were:

1. Curriculum Noir 3 

In which Wilshaw asks Marlowe for help after he realises he’s made an enormous mistake backing the EBacc, despite the fact that there’s not a shred of evidence to back up the Df-ingE’s ideology.

2. What a Wonderful World

In which we learn all about the brave new world of Fantasy Politics in which politicians make up any old stuff that comes to mind – something that All Change Please! has been successfully getting away with for years.

3. Twenty Fifty One

In which we revisit George Orwell’s classic story 1984, and realise it’s just that we haven’t got there yet – despite the fact that we’ve since taken back control and given it all to just one person who thinks she can run the country on her own. Big Sister Is Watching You…

“Give me a blog until it is seven and I will give you the Pulitzer Prize for Journalism (or not)”

Let’s try a different kind of 7up instead…

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 7up image credit: Flickr/Kevin Dooley

Fool’s Gold

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“In a further bid to learn from the Olympics, the Df-ingE recently announced that in future educational institutions would be awarded Gold, Silver and Bronze medals…”

Now you could be forgiven for assuming that this was the start of yet another All Change Please! post making pertinent analogies between the way success at the Olympic Games and the Education Games are rewarded, – but on this occasion you’d be utterly wrong. Because this time it’s for real…

Yes it seems that someone in the Df-ingE has been secretly reading All Change Please! on an iPad hidden in between the pages of The Beano, but hasn’t yet realised that linking the Olympics and Learning is not an entirely serious suggestion.

English universities to be ranked gold, silver and bronze

All Change Please! had to check the calendar just to check it wasn’t April Fools’ Day as it read the DfE’s latest Billy Whizz-bang proposal to award gold, silver and bronze medals to universities.

Presumably Gold medals will be mainly awarded to a select few Russell Group Universities that can manage to do lots of theoretical research and occasionally also provide a few tedious academic lectures. The rest that offer ‘high levels of stretch’ will get Silver medals, except of course for the former Polytechnics (that still tend to concentrate more on practical, useful things and services that people actually need) who will get consolation ‘must try harder’ Bronze medals. And after the Gold Medalists have paraded through the streets of their home cities in an open-top bus and had a high-speed train named after them, they will then be allowed to increase their fees accordingly.

And how long will it be before a similar system is applied to schools? Presumably there will be Gold Medal Schools (aka Grammars), Silver Schools (Comprehensives), Bronze Schools (Technical Highs) and Secondary Moderns (Failed to qualify)?

 

So, while – according to the Sunday Times – “May fires Brexit starting gun“, this is another leading education story that seems to set to run and run with Team Df-ingE clearly on track for another record-breaking disqualification in the credibility event.

All that glisters…

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After many years of hard slog, a group of students celebrate winning A level Gold, before coming down with a bump when they discover how much taking a degree is going to cost and deciding not to bother.

As the UK basks in its outstanding performance in the GCSE and A level Examination Games, in which 27 of its heroic students won top academic Gold medals and are given a golden bus-top parade through the golden streets of London, politicians have been quick to point out that all we need to do is show the same approach to Brexit and everything will be wonderful again, just as it wasn’t in the 1950s.

As a result, the Df-ingE are planning to introduce a new socially inclusive policy initiative in which a small number of young students with exactly the right academic capabilities will be painstakingly selected, and millions of pounds – cleverly extracted from the poor through lottery funding – will be allocated to their education to ensure that they achieve full marks in each of the subjects they take at GCSE and A level, before proceeding to a top private school and Oxbridge and receiving an OBE or Knighthood. As a result we will gain a handful of highly educated individuals who might just possibly be clever enough to sort the whole EuroMess out for us, while the rest of the population make do with a quick jog round the block before breakfast in a half-hearted attempt to pass a few GCSEs.

Meanwhile the running, jumping and standing-still Olympic Games Committee were recently sitting down discussing the problem that some countries were gaming the system to improve their medal table position by focusing on easier-to-win Bronze medals. They are therefore introducing a new method called Progress 8 and Attainment 8 in which athletes will be awarded medals on the progress they have made in 8 events since the last Olympic Games, four years previously. The various events will be placed in a number of so-called buckets, with the main Running events bucket worth double, the Jumping bucket, and the three best standards achieved in the Standing-still bucket. The results will be converted to points and then for some reason divided by ten, and that average is an athlete’s final Attainment 8 score. Officials will run regular tests to ensure there are no holes in any of the buckets, especially the Russian’s.

A competitor’s Progress 8 score is derived by comparing their forecast Attainment 8 score – based on the results achieved by athletes with the same prior attainment at the previous Olympics – to their Attainment 8 score. Countries will be expected to achieve the minimum running track standard of -0.5 which indicates the athlete’s average achievement is a half a medal below the average of other countries with the same expected progress. Confused? You will be…

A spokesrunner for the Olympic Committee explained: “Apparently this will make it a lot easier to identity which countries are performing well at the Games, although it might be a little while before the general public manages to understand how the new system works. To be honest I’m not quite sure I grasp it myself.  Oh, and we’re now calling them baskets instead of buckets, because that sounds more friendly and makes you think of summer picnics, doesn’t it? Meanwhile I can also announce that in a further bid to increase standards, it has also been decided in future the 100, 200 and 400 meters will be extended to a more rigorous 110, 220 and 440 metres.

Unbelievable… You couldn’t make it up – or could you?

Image credit: Flickr/Vlad

Why Are We Waiting…?

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Back in late 2015 / early 2016 – long before the term Brexit had been conceived – we all worked hard to submit two important homework tasks that we had been set by the DfingE. The first was write an essay on ‘The Purpose Of Education’, and the second was to provide helpful suggestions as to how the target of 90% of children taking the EBacc could be achieved – although many students mis-interpreted the question as being ‘Explain why making 90% of children take the EBacc is a really really bad idea‘. All Change Please! duly provided the following responses:

No Minister, No, No, No

The Really Big Issues

Any Answers?

So where are the results of our labours? When are we going to be told how we did? Did we pass or fail? Who came top? Do we have to do corrections? Will we have to stay in after school and do the tasks again?

If Ofsted visited a school and found unmarked homework from six months ago it would be far from impressed. So DfingE, just for once, do what teachers do and give up your evenings and weekends, stop watching the Olympics and catch up on your marking. We’d like some feedback please…

Or perhaps you have discovered some things you don’t want us to know?

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And finally, on the subject of Maggie May’s pledge to bring back Secondary Modern Schools, a deranged Number 10 spokesman is reported to have said: “The prime minister has been clear that we need to build a country that works for everyone, not just the privileged few.

As a result we are therefore opening up new grammar schools for the privileged few.” he mysteriously didn’t add…

Image credits: Flickr/ Steven Worster (top) , Kristine Lewis  (lower)

Team Df-ingE are Going for Gold

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In a few days time our TV screens will be saturated with coverage of the 2016 Olympic Games in Rio, and All Change Please! can’t help but be reminded of its very first post, published on the 28th October 2009 – so long ago that Labour were still in power. Sadly little has changed since then, except that ‘Gold’ has now been re-cast as ‘EBacc’. Here’s an extract:

The Olympic Games Committee made a surprise announcement today in which it stated that in future Gold medals will only be awarded to the winners of the 100 metres, which it considers to be the only true test of an athlete. Winners of other track events that involve at least some competitive speed running will only be awarded Silver medals, while other, so called ‘soft sports’ such as pole-vaulting or horse-riding will only gain winners Bronze medals. Team games, in which it is impossible to identify a single winner, and sports that can be played professionally, such as football and boxing, will still be offered as recreational fringe events, but no medals will be awarded. A spokesperson said ‘It’s essential not to further devalue the gold standard, and we hope that this action will encourage more athletes to train for and compete in the 100 metres’.

Crazy, and of course quite untrue. Except that in the UK that’s exactly how we view the current education system – we prepare everyone for success in one event that only a small proportion of entrants are capable of succeeding in. What makes it worse is that the one event is, by definition, ‘academic’ – theoretical rather than practical. An academic is ‘a person who works as a researcher (and usually teacher) at a university, college, or similar institution in post-secondary (tertiary) education’. Why is it that we all want our children to be brilliant academics, but are quick in a discussion to dismiss an idea as being ‘academic’, i.e. of theoretical rather than any practical relevance? As a result we have a nation full of trained 100 metre runners, the vast majority of whom have no chance of ever achieving Gold, and frequently see themselves, and are also seen by potential employers, as failures and as such un-equipped  for any other event, such as work in the outside work. And how much longer will the essay and the multiple choice question remain the main format for assessment, given that few jobs involve a great deal of essay writing or answering mcqs.

If the UK is to remain, or even become, in any way competitive in the global market place, it’s much too late therefore for a slow, evolutionary incremental shift in public opinion and institutional structures, curriculum and teaching method. We need to think the unthinkable. Nothing less than a short, sharp revolution in needed.

Since then, Nick Glibb’s Team Df-ingE’s EBacc has if anything made the situation even worse, as the latest announcement by the Olympic Games Committee reveals:

“In the latest attempt to further increase standards at the Olympic Games, and to provide greater opportunities for less wealthy athletes to win gold medals, we are announcing that in future 90% of athletes will be expected to enter for a broad and balanced range of seven gold medal competitive speed running events. Participants wishing to enter for further non-running based ‘soft’ bronze competitions and recreational team sports may do so if they wish, providing they still have enough time and energy left.”

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“Just think, if we’d been allowed to enter for the Shot Put instead of the 400 meters we might have won a medal!”

Lower image credit: Flickr/TiareScott

Gove – but not forgotten?

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The Govinator updates his Facebook page

First of all, All Change Please! would like to bid a not-so-fond farewell to Michael Gove who has single-handedly dedicated his career to provide the source of much satire and amusement over the past 6 years. It’s a bit late, but at least now he’s discovered what it’s like to fail to reach the expected standard in a subject he apparently never wanted to do in the first place.

Meanwhile, back in the real world…

1s-5911677287_e5c5bc4431_b.jpgManagement for Dummies:  it’s as important to Plan and Check as it is to Do and Act…

Total Quality Management, or TQM, consists of organization-wide efforts to install and make permanent a climate in which an organization continuously improves its ability to deliver high-quality products and services to customers. TQM was one of the buzzwords of the late 1980s and early 1990s.

In its time working in the public and commercial worlds All Change Please! encountered some amazingly inept management that usually involved ill-advised human resource appointments, over-investment in inappropriately specified technologies, under-spend on marketing, systemic communication problems, inflexible administrative procedures and layer upon layer of blame culture – all of which contributed to a climate of complete inability to produce high quality products and services. So much so that All Change Please! decided to name it, and came up with the alternative acronym TCM, which stood for Total C**p Management. Thus the letters TCM became appended to many management announcements and directives posted on notice boards, and while it meant nothing to the management teams, communicated plenty to the work-force members in the know.

But in all All Change Please’s! lifetime of experience it has never encountered anything on the grand scale of the current omni-shambles that laughingly likes to call itself the UK parliament. Yet our politicians continue to carry on as before – concerned more with fast-moving Strictly Come X Factor Game of Thrones style contests to decide who will be the next party leaders rather than to actually doing anything in the immediate future to sort out the major meltdown they have collectively fueled. What the referendum revealed was the scale of the underlying problems of unemployment, low-pay, lack of affordable housing, underfunded public services and the depths of racism, all of which the majority of politicians seem happy to continue to ignore.

This is surely TCM of monumental proportions, and while certain media-savvy personality politicians have since resigned – without taking any subsequent responsibility for their actions – our government and democratic management structures and procedures remain completely unchanged. We live in age of highly toxic, compassionless, just deal with losing and move on ‘F**k You‘ politics where all that matters is who is best at lying, threatening and gambling to gain power though fear, intimidation and destruction, and at present there does not seem to be any mechanism for changing it.

Indeed as Tory MPs and the press successfully use Mothergate to rid themselves of Andrea Loathsome before the grass-roots party members have a chance to vote for her, Theresa May or May Not sort everything out – the only remaining applicant – has been offered the post of ‘morning-after woman’ tasked with the unpleasant and unenviable job of cleaning up the horrific mess left by the last administration after the previous night’s riotous shindig before all disappearing off to have a quiet lie down. As the media report May ‘sweeping’ into Number 10, as soon as the door shuts behind her she’ll be given a broom and told to start with the cabinet room floor.

Despite all this, things in the world of education seem to muddle along as usual. In the recent EBacc debate Nick Glibb continued to just keep repeating the same old out-of-date statistical nonsense and never actually answering the questions posed or seem to express any admission that there was perhaps the need to consider and discuss the issues being raised. Then the recent SATs test results revealed that, by a remarkable coincidence, while something in the region of 48% of 11 year-olds have now already been branded as failures and want to Leave school as soon as possible, 52% were on course for Oxbridge glory and voted to Remain. The problem is that, following the principles of FU politics, while the 52% will be rewarded with lessons leading to the narrow, highly academic EBacc, the 48% are also destined to spend five years following the same curriculum that the SATs have just demonstrated is entirely inappropriate for their needs, before eventually being forcibly relocated to a College of FE to undertake what will be seen to be lower-status vocational courses.

As All Change Please! writes we wait nervously to see who will be the next Education Secretary in a State, hoping and praying it won’t be offered to Ms Loathsome as an olive branch – after all she has had children and went to school once herself, so she’s eminently qualified for the job. And, even more importantly, will All Change Please! be able to come up with a suitably satirical new name for the lucky incumbent?

What we don’t know is whether the new appointee – and indeed Team Df-ingE – will simply continue with more of the same destructive ill-informed ’spin now and explore the consequences later’ approach, or take the opportunity to provide a much needed review of education problems and policies, and a fresh start. With Gove’s demise and the evidence of the extent of his mis-judgement and complete loss of credibility over Brexit, perhaps his equally absurd education policies can now be challenged more effectively?

 

Photo-montages by All Change Please!

Well, that’s another nice mess you’ve gotten us into…

2s-Laurel_&_Hardy_in_Flying_Deuces_1_edited.jpgBoJo and Govey in a reflective mood after the referendum result is announced, wondering what on earth they are going to do next

On Friday, All Change Please! caught a snatch of a street conversation that summed up well what had happened. It went:

“It’s the rich who are panicking this morning. As for you and me the pound in our pocket is worth just the same…”

Up to now All Change Please! has avoided commenting on the EU vote. After all it’s been politely asking for change for the past six years – but now it’s got it, just like the leaves on the line, it’s the wrong sort of change. However the one clear thing is that there are going to be plenty of unexpected twists and turns in the situation over what is surely going to be a long ‘summer of discontent’.

Change brings opportunities as well as threats. And right now there’s an opportunity for well-informed, visionary and administratively capable leaders to create an exciting new prosperous country. Unfortunately the threat is that all we seem to have available for the job are Johnson, Gove and Farage…

Beyond this useful list of 18 people to blame, not to mention the Daily Mail and The Sun, All Change Please! can’t help but see it partly as a condemnation of an education system that over the past 30 years that has failed to equip too many of our population with sufficient understanding of the way the political and economic structure of the UK and the world works, and how leaving the EU is more likely to erode living standards than enhance them. At the same time it has also failed to deliver the levels of creative and collaborative practical and technical skills that right now would be useful in building a new economy. And last, but by no means least, too many people have been unable to critically distinguish the facts from the fiction of media speculation and political propaganda. And with the threat of a Johnson-Gove axis, our Brave New World is going to see even more emphasis on an elitist academic education that will serve to simply alienate the majority of our young people even further.

As always though, All Change Please! tries to find some humour in the situation, as it realises that at least now we’ll all have something to blame when things go wrong…

     Rising prices?

     Higher unemployment?

     Failing businesses?

     Falling Pound?

     Smaller pensions?

     Increased crime rate?

     Recession?

     Austerity?

     Education cuts?

     Train late?

     Slow internet speeds?

     Nuisance phone calls?

     Rubbish weather?

     Beer does not taste as good as it used to?

     Nothing worth watching on TV?

     England knocked out of European Cup?

   Just Blame Brexit!

 

And to help, here’s a series of special All Change Please! handy cut out and keep lapel badges…

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Quite Interesting: the original title for this post was ‘That’s another fine mess you’ve gotten us into‘, but apparently, according to Wikipedia, this is a common misquote. The actual Laurel and Hardy catchphrase is a ‘nice’ mess, with the corruption derived from the title of one of their films: ‘A Fine Mess‘. However the origin of the phrase ‘Well, here’s another nice mess you’ve gotten me into!‘ is actually attributed to WS Gilbert in The Mikado in 1885. Not a lot of people know that.

Image credit: Wikipedia

Emergency-Classroom 10

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All Change Please! recently found itself spending some time in the A&E department of a major regional hospital. The scene was chaotic – ambulances queuing up outside and a constant stream of patients being wheeled in on trolleys and parked two abreast in corridors as the hours ticked slowly and painfully by until their condition could be diagnosed and a place found for them on the wards. The clue is in the name: Emergency, but unless you had a life threatening condition it was more a department of Accident & Waiting. The nurses and carers were attentive, patient and dedicated, though how they can work in such a stressful environment shift after shift is a mystery. And, it being early in the morning, there weren’t even any drunks to deal with.

The scene will of course be a familiar one to anybody who has visited an A&E department, as this confirms:  Portsmouth ambulances late to two life-threatening incidents, says report.  While this one is even more shocking.

All Change Please! has to admit that whatever the current crisis is in schools in terms of forthcoming teacher-shortages, stressful SATS and the inappropriate EBacc, it pales into insignificance when compared with the current battlefield conditions in our NHS A&E departments. Just as it’s easy to blame the teachers, so it’s easy to blame the medical staff, but the real problem is essentially severe overcrowding and under-staffing – two immediate and very practical administrative and financial problems that someone somewhere should be sorting out as a major priority. As a civilised, wealthy country our citizens we shouldn’t be experiencing something no better than a Third World A&E service. Especially as by 2030, demand for A&E services is expected to rise by 57%.

Why do we allow this to happen in our most important public service? Provided we have food, warmth and shelter, our next priority is our health, followed by our security and education for our children. So why do we prioritise our desire for over-sized cars, luxury kitchen extensions and long-haul holiday travel at the expense of the dwindling provision for healthcare, the police force and schools? It just doesn’t make any sense. Why do we allow our elderly and long-term sick to suffer the way we do – especially as there’s a good chance that one day we will end up just like them? We witness the sad demise of our own parents and elderly relatives, and just accept there will be nothing better for ourselves.

And why were some 80% of the extraordinary nursing and care staff at the hospital from Europe and Asia? Without them the health system would collapse completely. Because of our ‘every child must become an Oxbridge academic‘ approach to education the UK is unable to recruit, train and retain enough staff from its own population, while at the same time failing to equip them with the necessary caring and empathetic skills, and in the ability to communicate and work in teams.

At least there’s nothing yet in schools that is the equivalent of a typical A&E department. But wait, perhaps there should be? Little Jenny only scored 2 out of 10 in her recent spelling test. Send her immediately to stand in a long queue outside Emergency Classroom 10 where her memorisation skill deficiency can be assessed by a specialist and she can be intravenously drip-fed the appropriate programme of academic study. Soon she’ll be able to spell disestablishmentarianism correctly, even though she’ll have no idea what it means and will never use the word once in her life.

Meanwhile there’s been a nasty Maths SATS pile-up and Slightly Bigger Johnny has just failed to avoid falling over and hitting his head on the expected floor standard. Sound the siren, put on the blue flashing lights, plug him into the maths rate monitor and get his mind tightly bandaged up to protect him from the real world so he can concentrate more effectively on becoming far more numerate than he will ever need to be. Unfortunately it sounds like just the sort of thing some daft future secretary of state for education might just come up with.

What’s needed is an online petition to make it a requirement for all MPs to have to spend a day once a year working in a school referral unit, an evening helping the police deal with the disorderly, and a night in A&E…

For anyone too young to remember, Emergency-Ward 10 was one of British television’s first major soap operas, shown between 1957 and 1967 on ITV

Image credit: Flickr/Greg Glarke

Talking ’bout Generation Z

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All Change Please! recently came across a number of articles that served to remind it exactly how out of date our schools and the current curriculum is.

First there was this ill-considered reporting of a finding that students do less well in academic examinations if they have used computers while studying. Duh! When will it be finally realised that perhaps it’s the curriculum and the methods of assessment that need to change?

Today’s young people – born and growing up in this Century and known as Generation Z – are just not the same as we were when we were young. They have a substantially different mindset that sees the world in ways we often find it hard to imagine and engage with. This article gives a least some interesting insights, as does this report.

Briefly, and generally speaking, today’s teenagers are:

  • True digital natives, unencumbered by memories of the 20th Century
  • Highly proactive and entrepreneurial
  • Have a sense of unsettlement and insecurity in terms of the future.
  • Globally and environmentally aware
  • Communicating and sharing information in a highly visual way
  • Highly IT literate and able to adapt and personalise products
  • Seeing school as an important social gathering
  • Often experiencing inappropriate and unsuccessful use of new technologies in the classroom
  • Using digital devices to facilitate and control their growing independence.

But what about the children who for one reason or another are not able, or do not wish to access the online world and become self-starting entrepreneurs?  MrArtist, our Generation Baby Boomer guest blogger, observed:

“Interesting the big point seems to be how the walk home with friends has become the social place for face to face interaction. In a no-man’s land, where teachers have been released from their poor attempts at learning how to teach with technology, and pre when parents start attempting to have their own ineffectual influence on the student’s time and on-line activities.

In this digital and ‘social’ world, I wonder and worry about the poor unfortunate lonely kid. You know, the one that doesn’t have friends, or has weird parents and consequently becomes either bullied or an outcast (or maybe that was me/you?!). I’m sure it still happens. I can remember some of them; the teacher’s pet girl who was an unfortunate shade of ginger, freckles and teeth. The odd-looking vicar’s son who walked the perimeter of the playground, alone, clutching a book looking down as he paced, like a priest until break was at last over. The boy that always smelled of urine and would have had friends if anyone could have got close enough. And then there was that poor RE teacher who just didn’t stand a chance from day one.

My thought is, apart from that unfortunate kid (or teacher) maybe not being allowed a phone, what friends would they have to be with on Faceboot, Twatter or What’sAppDoc?

I can only think the loneliness of the long distance sufferer is only amplified by modern technology and social connectivity? But then again, maybe there’s a Faceboot group for that? A special place for Nerds, Dweebs and Loners? Isn’t the internet wonderful? A place for anyone and everyone. Anything goes these days, even socks with sandals and cardigans is cool these days (except my kids tell me “cool” is not cool to say these days!). In any case, no one needs to be an outcast any more… assuming they’re allowed a phone and access to the internet, any website is free for them to revengefully troll away to their heart’s content within any freely available comments section!”


So how are we taking Generation Z’s learning and social needs and wants into account in our efforts to prepare them for their futures?  Kenneth Baker’s latest report has the answer – we’re completely failing to prepare students for the digital revolution of course:

“The government’s White Paper has a firm commitment for students to focus on seven academic subjects at GCSE – English language, English literature, maths, two sciences, a modern or ancient language, geography or history, plus probably a third science. This is word-for-word the curriculum laid down by the Education Act of 1904, though it added three subjects – drawing, cooking for girls, and carpentry or metalwork for boys.”

Baker identifies the key skills and attributes for work-ready students:

  • Good reasoning skills
  • The ability to examine and solve problems.
  • Experience of working in teams.
  • An ability to make data-based decisions – they are “data savvy”.
  • Social skills – particularly the confidence to talk to and work with adults from outside school.
  • The skills of critical-thinking, active listening, presentation and persuasion.
  • Practical skills: the ability to make and do things for real.
  • Basic business knowledge.

None of which are even dreamt of in Nick Glibb’s philosophy.

And Baker goes on to provide an eight-point plan for the Digital Revolution:

  1. Primary schools should bring in outside experts to teach coding.
  2. All primaries should have 3D printers and design software.
  3. Secondary schools should be able to teach computer science, design and technology or another technical/practical subject in place of a foreign language GCSE.
  4. The computer science GCSE should be taken by at least half of all 16-year-olds.
  5. Young Apprenticeships should be reintroduced at 14, blending a core academic curriculum with hands-on learning.
  6. All students should learn how businesses work, with schools linked to local employers.
  7. Schools should be encouraged to develop a technical stream from 14 to 18 for some students, covering enterprise, health, design and hands-on skills.
  8. Universities should provide part-time courses for apprentices to get Foundation and Honours degrees.

It’s just a shame Mr Baker did not have the same insights when he drafted the subjects of the National Curriculum nearly 30 years ago – if he had, we really would have a world-beating education system by now.