All Change Please! recently discovered that there was a new intern working at the Df-ingE who was asked to produce the first draft of the speech that Nick Glibb gave last week to Association of School and College Leaders. After many hours re-assembling thousands of shredded strips of paper it has been able to restore sections of the original draft along with Nick Gibb’s comments and amendments…
The Impotence of Curriculum
Would you believe it – there’s an ‘r’ and an ‘a’ in Importance. This just proves my point that more spelling tests are needed in schools. Of course I suppose it might be some sort of joke about my lack of power and the fact that, despite what some people seem to think, everything I do or say has to stand up for approval by a woman? No, surely not. And let’s be clear – there’s nothing dysfunctional about my curriculum. So let’s make it:
“The Importance of Curriculum”
Right, that feels much more satisfying. OK, let’s read the first paragraph.
Thank you for inviting me to join the ASCL curriculum summit today. Developing a well-thought-through, challenging school curriculum is central to the running of any school, and this is a topic I am always keen to impose my narrow, ill-informed views on.
No – that needs to read:
“Developing a well-thought-through, challenging school curriculum is central to the running of any school, and this is a topic I am always keen to discuss.”
We all want our children to grow up to be happy, independent, economicaly literate, employable, caring and confident citizens.
Oh no we don’t! We want them to be as obedient, pliable and silent to make it as easy as possible to keep them in order and make as much money out of them as possible when they become adults. But perhaps best not to include that.
So why does our curriculum quite unnecessarily prepare, examine and fail them as if they were all going to become university professors and masters of a wide range of academic subjects that do not exist in the real world?
You cannot be serious! Delete and change to:
“There was a widespread feeling that qualifications, in particular GCSEs, did not represent the mastery of a sufficiently challenging body of subject knowledge.”
Since 2010, pupils’ future life chances have been sacrificed for an illusion of DfE success, which served short-term political expediency.
Err, just a slight alteration here:
“Before 2010, pupils’ future life chances were being sacrificed for an illusion of success, which served short-term political expediency.”
Of course, planning for these new examinations is placing a significant workload on teachers for the next 2 years. This will be made even more demanding because instead of engaging and inspiring children with the subject they love – the subject that they went into teaching to communicate – it will mean a lot more teaching to the test of irrelevant factual knowledge to completely disinterested children who will see the content as completely meaningless to their lives.
Ah, well, with a little bit of editing…
“Of course, planning for these new examinations is placing a significant workload on teachers for the next 2 years. But as workload burdens go, I hope that secondary school teachers will see this as a chance to re-engage with the subject they love, the subject that they went into teaching to communicate.”
On the topic of performance measures, there have been concerns amongst ASCL members about our aspiration that, in time, 90% of pupils will be entered for the EBacc. The key concern appears to be the challenge of teaching all academic subjects to all pupils, in terms of both recruitment of teachers and achieving success for lower attaining pupils, and in the significant reduction of access to courses in the Arts and other non-academic subjects.
A bit of damage limitation is obviously required here so let’s just tweak that slightly to read:
“On the topic of performance measures, there have been concerns amongst ASCL members about our aspiration that, in time, 90% of pupils will be entered for the EBacc. The key concern appears to be the challenge of teaching modern foreign languages to a much larger proportion of pupils, in terms of both recruitment of teachers and achieving success for lower attaining pupils.”
A well-rounded, broad education is the entitlement of every child, irrespective of birth or background. It will enable them to discover their individual interests and abilities and nourish the desire to continue learning throughout their lives.
You might think that. I couldn’t possibly say so. Change to:
“An academic education is the entitlement of every child, irrespective of birth or background.”
In today’s highly competitive global employment market it is increasingly essential that our children learn the skills of the workplace that will last them a lifetime – such as collaboration, communication and problem-solving – as early as possible. It is the luxury of living in today’s world that there is no rush to start developing the ability to come up with pretentious academic twaddle such as ‘the great conversations of humankind’ and ‘intellectual hinterland’.
No, it’s the other way round, stupid!
“It is the luxury of living in today’s world that there is no rush to start studying for the workplace.
All pupils can be afforded the time and opportunity to be initiated into the great conversations of humankind, and develop an intellectual hinterland which will last them a lifetime.”
The Social Market Foundation have recently published a report establishing that:
“We find stark inequalities in access to the highest quality teachers resulting in poorer pupils being taught by poorer quality teachers. This provides an explanation as to why educational inequality in England persists.”
This will of course come as no surprise to teachers, who, had we listened to them in the first place, would have provided the basis for a series of policy initiatives that might actually have made a real difference to under-performing children instead of all the EBacc, Academy and KS2 English SAT nonsense we have wasted tax-payers’ money on.
Look, let’s be honest – you’re not really cut out for this sort of work, are you? Change to:
“The structural reforms undertaken by this government have created extraordinary school success stories, which force all of us to revise our expectations about what children, particularly those from deprived backgrounds, can achieve.”
Sadly All Change Please! believes the intern is no longer with the Df-ingE.
Happily All Change Please! was meanwhile amused to learn that Glibb got one of the English Test questions incorrect:
“The BBC’s Martha Kearney asked him whether the word “after” in the sentence “I went to the cinema after I’d eaten my dinner” served as a subordinating conjunction or a preposition. Gibb incorrectly identified it as a preposition.”
Poor Mr Glibby – he obviously feels inadequate because he wasn’t forced to learn unnecessary rules of grammar at school. He went on to explain:
“This isn’t about me. This is about ensuring that future generations of children – unlike me incidentally, who was not taught grammar at primary school – we need to make sure that future generations are taught grammar properly…so that when they are asked to write at secondary school, when they go to university and are asked to write an essay, it isn’t a struggle to construct a properly grafted and grammatically correct sentence.”
There’s nothing wrong with children learning the basics of grammar and being tested on it – it’s the ridiculous extreme of the current tests that’s the problem, and the sense of failure it gives them. And all because the DfE loves PISA…
And finally, the other day Little Miss Morgove had another of those difficult speeches to make at the NAHT conference, in which she successfully convinced everyone of the full extent of her considerable ignorance about the reality of schools, teaching and learning, and which prompted the following meme to circulate worldy widely on the interwebly.
Top image credit: Flickr/thedailyenglishshow