John Simkin

Ofsted yesterday published its latest report on the government's national literacy and numeracy strategies. David Bell, chief inspector of schools, warned that the government will continue to miss its primary school improvement targets. The report points out that eleven-year-olds' English scores have been stuck at 77% (reaching national targets) since 2000. Bell claims that the main reason for this is that "too many teachers still had too poor a grasp of English and Maths to help struggling pupils." The chief inspector called for more training for teachers to boost their subject knowledge and teaching techniques. http://www.ofsted.gov.uk/publications/inde...summary&id=3442

This monthly newsletter contains the latest ICT-related news, gathered from the leading educational publications. The December edition of Teachers Online celebrates the winter season with a feature on religious festivals throughout the year. It also contains ideas for classroom activities for younger and older pupils. Finally, if you plan to head for distant pastures this holiday season, the newsletter has route planners and some online sources of cheap flights. http://www.ictadvice.org.uk/index.php?sect...l&cat=00800500o

David Bell, chief inspector of schools, has written an interesting article on the Gifted Pupils’ Scheme in this month’s edition of Education Review. He claims that the government’s “gifted and talented” programme has had little impact on teaching in everyday lessons. The £800 million EiC programme has been designed to provide extra support for the most able 5% to 10% of pupils as part of an overall effort to address social imbalances in the educational system. However, a study commissioned by the National Foundation for Educational Research last year suggested that white middle class pupils were dominating the scheme. John Bangs of the NUT recently said that “The scheme has appeared to be more a token of the government’s anxiety about the attitude of more well-off parents towards comprehensives in inner cities than meeting the needs of pupils”. I am sure that this money is being well-spent in some schools. Would be interested in anyone who has got any examples of this. I am also interested if other countries are dealing with the problem of helping educationally able children from deprived areas.

My main concern is that young people are leaving schools with a lack of interest in politics. This political apathy is reflected in their tendency not to vote in elections. This is a very dangerous trend in a democratic society. When governments make political decisions they have to take account the opinions of the electorate. History shows as that governments take notice of the opinions of those in positions of power (especially the people who control our means of communication). Governments also take notice of groups of individuals organized into organizations such as trade unions and pressure groups. The present government is very interested in floating/swing voters. It is this group that wins elections. A major part of the Blair Project was to set up a series of focus groups made up of floating voters. These focus groups were used to discover what made people vote for particular parties in elections. This then provided them with the policies for their election manifesto. This strategy has now been adopted by the Conservative Party and explains why their published policies are more left-wing than it has been traditionally. In fact, in many cases, their policies are to the left of New Labour. It could be argued that the use of focus groups and public opinion polls makes the system more democratic. In a way, it is, as long as all sections of the community are willing to keep themselves informed about the policies of the various political parties. It is also important that they are all willing to vote. Once a group shows little interest in voting, political parties can afford to ignore their opinions or interests. This has traditional been a problem for the poor. As a group, they have been less likely to vote than any other group. They are also the least-informed group in our society. It is therefore not surprising that governments have been reluctant to introduce measures to improve the situation of the poor. Especially as these measures will involve increasing the taxes of the better off members of society, the very group who take a keen interest in politics and always make sure they vote in elections. My fear is that in future, because of their political apathy, young people will be treated like the poor in our society. Politicians will know they can introduce measures that penalise young people without having to suffer serious consequences at the polls. This is reflected in the government’s “top-up fees” proposal. Although this measure favours people like myself (high-income, children finished their education, etc.) it was have a serious impact on young people who have not completed their education. Gordon Brown argues that it is unfair to ask people like him and Tony Blair to pay a 50% tax on their earnings over £100,000. However, under the current proposals, in a couple of years time, a graduate teacher, on just over £35,000 will be paying 50% of their marginal income in tax, student debt and top up fees. The only reason that this government thinks it can get away with it because it is convinced that young people are politically apathetic. I think they have got their calculations wrong as this measure will galvanize young people into political action. They will also suffer a backlash from middle-class parents who will undoubtedly spend their resources to help their children deal with this terrible situation. However, it is necessary to warn young people that unless they become actively involved in the political process they face the danger of being discriminated against by this and future governments.

This is very interesting. I am teachers in other subject areas would be interested in this. Is it possible to post it in other subject areas?

This is a forum for all curriculum subjects (English, Maths, Music, Geography, Science, ICT, Design & Technology, Modern Languages, Art & Design, Social Sciences, Physical Education. It also has a section in Spanish (and other languages) see: http://educationforum.ipbhost.com/index.php?showforum=29

Several people have asked how they can put their photograph (avatar) on the website. What you need to do is the following: (1) Go to Education Forum (2) Select My Controls (top, right of the screen). (3) On the left-hand side click ‘Edit Avatar Settings’ (under Personal Profile). (4) Go to the bottom of the page where it says ‘Upload a new image from your computer’. Click ‘Browse’. (5) A box will appear at the top that will show what is on your computer. You now have to find your photograph (best to leave it on your Desktop – if not, find the folder where you have stored it). (6) Click the image and then click ‘Open’. (7) Now click ‘Update Avatar’. You picture should now appear on the screen. It will now appear every time you make a posting.

Thank you for that. Could you let us know what is Spanish for: Spanish Section Curriculum Issues (discussions about the curriculum and teaching methods) Resources (information on new resources available) Help (questions and answers on subject matter or teaching methods)

This sounds an interesting project. Are you involved in this? Is their any plans to introduce this into mainstream schools in Greece? Or is the system restricted to only a few schools at a time. I have been involved in a couple of online seminars on using computers in the classroom. However, this sounds a more sophisticated idea.

I know that we have several members who work in International Schools. There are also several members who will be considered the possibility of teaching in International Schools. I thought it would be a good idea for members to write something about their experiences of teaching in a foreign country.

A recent survey revealed that one in five people in Britain have a credit card debt of more than £2,000. It seems that most of these people are unaware of how this is a very expensive way of borrowing money. Edward Mayo, chief executive of the National Consumer Council, recently stated that companies using sophisticated sales techniques to persuade people to take out credit cards are just as dangerous as drug pushers. The analogy is a good one as many of these people are said to be “addicted” to the use of credit cards. The situation is now extremely dangerous. A slight downturn in the economy will result in large numbers being trapped in over-indebtedness. As well as creating a great deal of individual misery it will also severely damage the country’s economy. I would like to pose two questions: (1) Is this situation in Britain being reflected in other countries? (2) Is there anyway that schools could help with this problem?

A recent survey of 500 British primary and secondary found that less than half (47%) could name the Education Secretary. Only one in five under 30 could name him whereas two-thirds over 50 successfully knew his name. This is very surprising as Charles Clarke has received a great deal of publicity over the last few weeks as he has been seeking support for highly controversial policies concerning the funding of higher education. These statistics suggest that most teachers are not very informed about this very important issue. As one of those teachers who believes it is vitally important to have a good understanding of political issues in order to be a functioning citizen, I am extremely concerned by these statistics. It is part of a trend that has been illustrated in the fact that the majority of people under 30 in Britain are not voting in elections. I would like to pose two questions: (1) Is this situation in Britain being reflected in other democratic countries? (2) Is there anyway that schools could help with this problem?

In Britain we have a major problem with persuading teachers to use computers in the classroom. It is not a problem with them using a computer. Most teachers now have a computer and many use the internet to prepare materials for the classroom. What they have a problem with is using the computer in the classroom. I have been involved in training teachers to use computers in the classroom since the early 1980s. The major problem concerns their fear that the students will know more about computers than they do. They are also very concerned that the computers will go wrong during the lesson. Research shows that it is possible to train teachers to feel confident with computers in the classroom. However, it is necessary to constantly update that training. After a gap in time the teachers tend to think that once again the students have left them behind with knowledge about ICT (students sense this fear and usually tend to exploit it). In my view INSET training should be about giving teachers the skills necessary to update themselves about technological change. One way of doing this is by helping them become involved in the process. For example, helping them create their own website. I think it is a scandal that students are leaving PGCE courses without this ability. Another important factor is the provision of good technological support in the classroom. I have yet to teach in a school where this has been done to a satisfactory standard.

BETT is the annual international event that encourages and extends effective use of ICT in education. There are numerous opportunities for professional development including the seminar programme and the Policy in Practice area offering practical advice on implementing education policy and funding. Next year's BETT show is taking place at Olympia, London (7th-10th January, 2004). Seminars include: Transforming Teaching & Learning with ICT (Lesley Price), The Learner of the Future (Bill Howe), Creating an e-Confident Education System (Tony Richardson), ICT and Learning Style (John Galloway), World Ecitizens (Christina Preston), Research & Evidence in an eLearning World (Malcolm Hunt), History Online - What are the Cultural Content Providers Doing? (Tom O'Leary) and Effective Pedagogy & ICT (Neil McLean). I will be there on Friday. Anybody else going? http://www.bettshow.co.uk/

If it is, it could help to explain why all the books have referred to him as J.D. Tippit. One theory is that Tippit was part of the conspiracy. His job was to kill Oswald while he was resisting arrest. However, Oswald realised what was going on and killed Tippit first. Jefferson Davis was of course president on the Confederacy during the Civil War. People with right-wing racist views in the South often called their sons Jefferson Davis as an act of rebellion. Maybe he called himself J. D. because he was embarrassed by the political beliefs of his parents. Or maybe he just wanted to disguise the fact that he held these opinions. This would support Jim Garrison’s theory that Kennedy was killed by a right-wing white supremacy group based in New Orleans and Dallas.

According to the BBC geography and history could be turned into a single GCSE subject in a bid to ensure pupils learn some of both. The Historical Association and the Geographical Association are involved in developing a new course called "Making Sense of the Modern World". The HA and the GA have spoken to the Qualifications and Curriculum Authority, the government's exams watchdog, about the proposals and a provisional curriculum has already been submitted. Are geography teachers concerned about these developments? http://news.bbc.co.uk/1/hi/education/3246446.stm

What a wonderful resource. This could provide the base of a good discussion about history textbooks in Europe. I remember a few years ago reading about a group of historians from a wide variety of different nationalities getting together with a plan to write a joint history textbook. Did it ever get published? Is the writing of a non-nationalistic history textbook possible? What happens in those countries with a divided past? For example, how is the Spanish Civil War dealt with in Spanish textbooks? Are there any other examples where these issues cause problems in the history classroom?

It might be an interesting experiment for people from different nationalities to make their claims for playing an important role in aviation. For example, the British could claim that it was an Englishman who made the first successful flight in 1853. He has not received the recognition he deserved because he was a humble servant living in England. The man worked for Sir George Cayley, who lived in Scarborough. By 1853 Cayley had managed to build a triplane that could carry the weight of a man. He was unwilling to take the risk of it crashing and instead ordered his coachman to be the pilot. On its first flight the plane flew 900 feet (275 m) across a small valley. This was the first recorded flight by a person in an aircraft and Cayley has been described as the "true inventor of the aeroplane". However, Cayley never bothered to record the name of the pilot and he has therefore not become an important figure in history. What about the achievements of Alphonse Pénaud, Otto Lilienthal and Alexander Mozhaiski. Have we any French, Germans or Russians willing to comment on their role in the history of aviation?

I am currently working on some materials on the Kennedy Assassination. I have 32 books on the subject. Each one describes in detail how Lee Harvey Oswald killed J.D. Tippit. However, not one tells you what J. D. stands for. Nor can I find it on the Internet. In the American National Archives I have even found a telephone conversation between Lyndon B. Johnson and Mrs Tippit and the death of her husband. Even Johnson called him J.D. Anyone got any idea what the initials stand for? By the way, I am willing to try and answer any questions people may have on the subject.

I have been a history teacher since 1977. In 1979 I was a founder member of the Tressell Publishing Cooperative and in 1984 established Spartacus Educational. Since 1997 I have run the Spartacus Educational website. I have also produced electronic and online resources for a wide range of different organisations including the Guardian (Learn), the Daily Telegraph (Electronic Telegraph), British Library, Historical Association and Becta. I was also a founder member of the Association of Teacher Websites and an early member of the European Virtual School. http://www.spartacus.schoolnet.co.uk/ http://www.byteachers.org.uk http://vs.eun.org/eun.org2/eun/en/index_vs.cfm

The idea behind this section of the website is to provide an opportunity for student teachers to communicate with each other about their experiences. Students are also invited to ask questions that qualified teachers might be able to answer.

The Rough Guide to Rock Music was first published in October 1996. It is currently being revised and expanded and the publishers have decided to make this major work in progress, available online. The Rough Guide to Rock Music website currently contains details of the careers and recordings of more that 1200 bands and artists. If you discover that your favourite musician is missing, you can either request it to be added or you can write and submit your own entry. If it is good enough, it will be added online and will appear in the next edition of the book. http://www.roughguides.com/music/rock.html

Of course. Why don’t you provide information about how the forum works and where people can find it.

Very impressive. I have given the website a review in today’s Education on the Internet. http://www.spartacus.schoolnet.co.uk/internet101.htm The newsletter currently has over 42,415 subscribers and so should help increase the number of visitors you get.

Try http://www.bbc.co.uk/info/policies/digital_curriculum.shtml