Education and teaching.
A-level results day is the most terrifying moment in anyone’s education. Poor GCSEs can be overlooked by a school that knows their pupils could do well in the sixth form. Degree classifications at university are so broad that one bad paper may well not matter. But A-Levels are brutal. Students who miss their university offer by just one grade in one subject can find themselves rejected without the right of appeal or the means to resit. Their future changes instantly by the barest of margins.
Three children and three staff have been shot dead at a school in the United States. The pupils who died at the Covenant School in Nashville were all just nine years old. The attacker was Audrey Hale, a 28-year old transgender ex-pupil, who was armed with three guns, including a semi-automatic rifle. Hale was shot dead by police during the incident yesterday morning.*
This week*, Nadeem Zahawi told teachers that they have ‘an important role in preparing children and young people for life in modern Britain, and teaching them about the society and world they grow up in.’
Actually, after 26 years in the classroom, I had worked that out for myself. Children spend significant periods of their lives with their teachers, and we have a huge responsibility that goes far beyond drilling our pupils for exams.
On Thursday, teachers planning residential trips were told that it was just fine for teenagers of the opposite sex to share a room.
Today’s A level results are unprecedented, but not unexpected. On Friday, Professor Alan Smithers of the Centre for Education and Employment Research at the University of Buckingham said, ‘The early signs are that it will be another bumper year for grades.’ He went on to suggest that this might be, ‘justified as compensation for all the disruption suffered’.
Fox News host Tucker Carlson’s push for recording lessons is misplaced – it would be better to tackle the lobby groups that are driving absurd, divisive and dangerous policies into our schools.
Stonewall’s ‘Diversity Champions’ programme appears to have been haemorrhaging members since an investigation by the university of Essex found that the organisation had been preaching ‘Stonewall Law’ rather than the actual law.
But it is not only corporations, councils and government departments who have been persuaded to part with good money to receive questionable advice. Stonewall’s similarly named ‘Schools and Colleges Champion Programme’ seems to have sucked places of education into the charity’s web as well. As a teacher I know how tight school budgets have become in recent years, but it seems that several schools have still found money to hand over to Stonewall.
When Boris Johnson talked about trusting teachers, I suspected that the government must be desperate. Trust is not a word I have head much in my 25-year teaching career. I am no longer trusted to go into a GCSE exam hall to look at the paper that my class is sitting in case I somehow manage to undermine the integrity of the exam.
The Covid-19 pandemic has been a disaster for children. But calls to extend the school year are not the answer. Obviously, teacher unions will object if their members are instructed to work more days and longer hours in the summer without a pay deal to compensate. However, if their protests have scuppered those plans so quickly, the government needs a better strategy. Besides, children need a new approach now, not later.
Schools in January are usually full of life, but not this year. At the start of my day, I walk alone down silent corridors to an empty classroom. There are no children lined up outside; the bustle of school life is gone and the only voice I hear is my own.
Debbie Hayton