Maggie Jarvis

What is this man's background that qualifies him to be an education guru then? Precious little it would seem if this pile of recycled rubbish is his idea of education for the future! So why does he utter them? He is only, after all, the minister!...Isn't he? Or are we in the middle of a rather prolongued episode of Spitting Image? I suspect that genuine 'consultation' ceased some while ago ...... I thought we were supposed to be a democracy but I am wondering whether I've lost the plot somewhere along the line!?

Perhaps, Derek, you might consider that Chairman Mao had the right idea then - everyone dress in the same shapeless boilersuit? That way there could be no argument about whether the clothes that someone wears could, in any way, cause people to feel inferior or superior to anyone else? I hesitate to suggest that you might consider the naturist approach would be more of an ideal solution - an excess of hilarity or frostbitten extremeties might be somewhat more of a hindrance to carrying out day to day tasks in the workplace! By the way...congratulations to your son! I have been to those as well! I rather enjoyed the pomp and tradition ... a ceremony that has its roots in history and of which he (and you) can be proud! ...Indeed!

If your son is to take his GCSE examinations he will also need to be able to attend an approved examination centre - local schools may well be happy to accept 'external candidates', but you will need to enquire about this. Schools usually complete their entries soon after Christmas. If you want him to do 'mock' examinations as other students do, these also will need to be arranged through your tutors or advisors, and marking and grading of these will then inform you of the level at which he should be entered for his final examinations next summer. Regarding his coursework - a lot of marks can be lost on this if it is not of a good standard. Coursework value varies according to the subject. If you were unhappy with the school's provision I would be inclined to get the coursework checked over also! Good luck to you both!

Here is a new twist to the school uniform saga ... I heard on a local radio station this morning that one of our local schools is being given a substantial amount of money by our local council to help ensure that all its pupils can wear the new, smart school uniform - shirts, blazers etc! The school in question has been in significant difficulties over the few years it has been open and the (fairly) new headteacher has worked extremely hard to turn things around, so I am not knocking him in any way. However, I find it hard to swallow that so often it is 'failing' schools that get so many extra handouts. It doesn't 'pay' to be a successful school it seems! It will be very interesting to see how much difference the requirement for uniform actually makes to the future of this school! Watch this space...... I wish them luck!

A few observations about the " eight key reforms" that Charles Clarke proposes: 1..... So we will introduce guaranteed three-year budgets for every school from 2006, geared to pupil numbers, with a minimum per pupil increase for every school each year. Sounds good so far... This ... will be guaranteed by national Government and delivered through Local Authorities. We will consult ....on ensuring there are no adverse effects for other local government services. That should be interesting to watch! Guarantees....no adverse effects....?? Having a laugh I think! 2. We expect all secondary schools to become specialist schools with a centre of excellence. ... So just how this be pushed through? Currently any application to become a Specialist school requires the school to put together an appliction expressing a desire to become such a school, and then to raise £50 000 to show their commitment. This is, however, only half of what was originally required of schools applying for specialist status. So, all schools....??? I don't think so... not unless the goal posts are changed! 3. Every school will have a fast-tracked opportunity to move to Foundation status, giving them freedom to own their land and buildings, manage their assets, employ their staff, improve their governing bodies, and forge partnerships with outside sponsors. This is somewhat old hat stuff - foundation school status was abandoned by the government a few years ago when it was found to cost too much! This must be a new, cheap version. 4. More places in popular schools. ...We already enable popular and successful schools to expand, and have a special capital budget for this. Have you really? I wonder where it is kept then? Some of our local schools are hoping to have new buildings but there seems to be some business about sales of land..???? 5. ... We will halve the existing inspection burden on schools, with sharper short-notice inspection. Yep, about two - three days notice. Will this be a cheaper option perhaps? Will it be fairer? Will it be more accurate? It sounds a bit like the old times with the visits from the HMI's...again, nothing new then 6. In areas where the education service has, sometimes for generations, failed pupils and parents, we will provide for 200 independently managed academies to be open or in the pipeline by 2010. Like the City Technology Colleges scheme perhaps? That was also abandoned wasn't it? 7. ... we will refurbish or rebuild every secondary school to 21st century standards over the next ten to fifteen years. Assuming the government is still in power - if not then they can blame someone else for it not working out. Good thinking! 8. 'Foundation partnerships' will enable schools to group together to raise standards and take on wider responsibilities - such as special educational needs or hard-to-place pupils. Assume this means that all 'special school' provision will disappear, along with the funding, and mainstream schools will be expected to deal with all of the 'hard to place' children - the severely physically and mentally disabled, the extreme behavioural problems, etc etc. Sensible idea! Local Authorities ....will set a strategic vision for services in their area .... I fear that some LEA's wouldn't recognise a strategic vision if it jumped up and bit them! Life must be quite cosy when you can avoid actually being in a school facing real children - visions come easy... perhaps these 'interventionists, should try putting them into practice! and for the grand finale... Within each school, every pupil should have... more sport, clubs, societies and trips. Good idea - who will do these? So much red tape and threat of litigation if little Jonny gets his feet wet in the stream, or gets his hands dirty at the farm and teacher doesn't tell him to wash them!! We will continue to crack down on truancy and poor behaviour wherever it occurs, giving new powers to schools and Local Authorities. So with all this 'cracking down' and 'new powers' stuff... does that mean whips and magic wands will be issued??

Graham says How true that is! Ever been to a conference where the speaker has an all singing, all dancing Powerpoint which they then proceed to read to you? It is equally the case when Derek says Teachers have all been 'trained' in the use of ICT to some extent but in a majority of cases have failed to be inspired in what can be achieved by students and their teachers whilst using ICT. Most teachers have not been brought up in the 'digital age' and continue to find it a very alien and scary environment. Perhaps those of us who do feel inspired are partly to blame in that we have not yet managed to share our feeling of inspiration, or the expertise that we have gained through our continuing interest, with fellow educationalists. Time is certainly a key element - it takes time to achieve competence in using any (box of) tools which is, after all, what ICT is. Perhaps we are all so busy extending our own competence that we are not helping colleagues in acquiring a level of competence that they feel comfortable about showing off in a classroon situation! Children, however, do not have the reluctance or fear that adults have when confronted with technology. They take it on board and are inspired to be creative in amazing ways. We need to help teachers to accept that they can actually learn from and with their students - I do this every time my classes work on computer based tasks!! It's a case of 'how did you do this - show me - show the class', or I may say 'this is another way of doing this - try it and see what you think'. We (nerds?) all have a responsibilty to actively support colleagues and children in their use of ICT. It is easy to blame others for the 'death by powerpoint' syndrome but if we really feel that ICT has a significant part to play in education perhaps we need to get up and help a bit rather than simply criticising!

Teacher appointments are usually made by head teachers in secondary schools, but school governors and local education officers may also be involved in making appointments, especially in small primary schools, but also in the appointment of new headteachers. Appointments are usually made on a permanent contract basis unless there are good reasons for not doing so. For example, a teacher may be appointed on a one year contract if the job specification is likely to change at the end of that year - if there is some kind of reorganisation planned or the school or department is downsizing. Part time teachers may be appointed on a one year contract, but they can also be appointed on a permanent contract basis. Sometimes teachers can be appointed on a shorter contract such as a single school term, but this is not a popular arrangement as they can be very costly to the school if they take a lot of sick leave! Newly qualified teachers are usually appointed on a permanent basis but have to complete a satisfactory first year before they are considered to be fully qualified. If they are deemed unsatisfactory, they can extend the year to try and improve their performance. Hopefully they are successful! As regards the arguments about what teaching assistants can/ can't do - it is still rumbling on and, I suspect, it is likely to continue to do so for some time yet!

Some nice 'bits' in there Derek - especially like the frog dissection with the 'chop chop' sound effects and organs that fly out of the frog body by themselves! Should keep some of our little darlings mesmerised!!

Does anyone have any experience of using the 'Assimilate' learning platform? I believe it has been in use in a pilot scheme in the Lincolnshire area of the UK. Any info about experiences in using this would be of great interest.

I think we would like to see your avatar changed to one where you are actually wearing the said S -M t-shirt John! Any chance?

Had a quick look at this John as it seemed like a good idea - it doesn't seem to recognise 'antidiseatablishmentarianism' as a word (perhaps it isn't one?), but I didn't get much sense from 'meiosis' either - a perfectly good scientific word. Perhaps I am asking too much here? Nice idea though. Anyone else had a go yet? It locked me out rather quickly from the 'try out' before asking for money!

Just had a look at this John - certainly looks interesting. It will be worth a little further investigation I think. Thanks for the link.

Although I am not a fan of long postings I though this was worth the space when I saw its in the TES 'breaking news' section today.... Schools science exam system "failing students" By John von Radowitz, Science Correspondent, PA News 28/06/2004 School science exams are narrow, simplistic and failing to prepare pupils for their future careers and studies, Britain's leading academic body said today. The Royal Society said secondary school and college science examinations were not testing the full range of skills and knowledge demanded by employers and universities. In particular, it criticised "rote" learning and "standardised and predictable experiments". A report from the Royal Society called on the Government to make the way science is examined more motivating and relevant. The comments come as the Government undertakes a major overhaul of the education system. Professor Mick Brown, chairman of the Royal Society's steering group on assessment of school science, said: "Getting pupils to learn to conduct overly simplistic practical scientific experiments, which never go wrong, does not give them a sense of the dynamism of real scientific research. "We need a system of assessment that fuels pupils' enthusiasm for the subject by opening up this exciting world of problem- solving, discovery and innovation, while at the same time supporting their factual learning." In the short term, the Society is urging the Qualifications and Curriculum Authority, the Government's exam watchdog, and the awarding bodies which set exams, to encourage testing of a wider range of skills in secondary school science. The report argues for greater use of continuous assessment by teachers, so that pupils' learning needs can be identified and addressed. It claims this can be achieved without imposing excessive workloads on teachers and pupils. "The pressure on teachers to deliver exam 'results' is immense," said Professor Brown. "Their professional skills and time must be better utilised to teach and assess science in a way that helps pupils succeed in science careers and as informed members of society as well as in exams. "This means encouraging analytical skills and using an exam as a tool to help pupils learn and become enthused rather than simply as a means to a qualification." The way in which science learning is examined was crucial because it had a huge influence on a student's interest in the subject, said the report. This was especially critical with so few students choosing to study physics and chemistry after the age of 16. A system that perpetuated the idea that sciences are more difficult than other subjects only worsened the problem, said the Royal Society. The report was based on the findings of a study commissioned from King's College London on the effectiveness of science exams for 14 to 19-year-olds. Teacher Michael Terry, a member of the Royal Society steering group and curriculum team leader for science at Alexandra Park School in the London Borough of Haringey, said: "As a science teacher I feel very strongly that the existing methods of assessment are failing many of the young people who are studying science. "Too many students are misled by the existing exam system into thinking that science is mainly about regurgitating uncontentious facts. And many science teachers find themselves unwittingly 'teaching to the test'. "The assessment arrangements for coursework reinforce this approach. "Current practice in too many schools has very little to do with scientific investigation and too much to do with helping students meet the exam board criteria." Isn't this pretty much what what we have all been saying in this thread?

Congratulations John! Without your interest and enthusiasm (and that of the other administrators and regular posters of course), the forum would not be as dynamic or as interesting as it is. 'Super John' is certainly an achievement! What happens at the 2000th post I would like to know though?? Cheers!

Perhaps you could respond to these points Andy: Well is it? Don't they? Is this professional conduct? Shouldn't they? Is this not their right? ...and regarding your comment I think your imagination may be a little over active regarding my nerves!

Interesting that the topic of school uniform has raised its head again! Have you had a chance to look at the earlier session about it on this forum Catherine? In case you haven't here is the link: School uniform On another front, perhaps you'd like to express an opinion about dress codes for teachers also? Here is the link for that as well: Teachers clothing! Happy discussing!

Oh dear, 'guff'???? Address the arguments Andy rather than indicate that it is OK for 6th formers to show their undoubted physical talents off to appreciative male staff ! It is rather weak to try the tack of

I think the term 'reasonable standard of dress' could do with some examination in this context. Is it, I wonder, acceptable to show our students that any old thing will do when attending one's place of work in a professional capacity? Crop tops and slashed jeans for women, for example, or vest type tops and beach shorts for the men? When teaching adolescents I would think that most teachers would prefer not to be on the receiving end of lewd comments, giggling embarassment and ogling by their students, and yet some invite such attention through their own fault! One amply proportioned primary teacher of my acquaintance insisted on wearing tight or revealing tops with no underwear. Not only did her pupils make frequent, giggling comments, parents also commented and were most embarassed at meetings with her. Her headteacher could never bring himself to say anything to her and escaped the issue by retiring! Teachers have long been a bit of a joke regarding their standards of dress. Professionals, in the public eye in particular, should take a pride in their appearance by being, at least, clean, smart and decent. This does not mean being, as you both suggest, a fashion plate and children do not expect this from their teachers. They do, however, have the right to feel comfortable about being with their teacher and not to feel distracted in any way by over revealing, scruffy, dirty, or casual dress. Andy suggests Not the only thing Andy! They also model professional standards of behaviour within society and that includes how they present themselves to those they encounter in their professional capacity. The trouble with any such announcements, such as in Derek's post, is that they are generally directed at one or two individuals who might be 'pushing the boundaries' but everyone else gets given the same message. Result - offence always taken by some, but most others ignore it because they know it doesn't apply to them!

Apparently we will cease to have a problem if the Tory Party comes into power John - their idea is to allow 'successful' schools to expand to accomodate all the demands for places. On the down side though, less successful, unpopular schools may well meet their demise and could close! How about that for joined up thinking!?

If you have the ear of your minister Jay, perhaps you might put in a word and suggest that she speak to our, and other education ministers! Would that ours were so approachable! I think it would also be really useful if ministers were pointed in the direction of this forum so that they could at least read some of the discussion taking place amongst us 'chalk face' workers - they might learn rather more than they do by listening to the civil servants who filter and carefully select what they will or won't see, hear or read first hand!

In case any colleagues don't know of these, I thought you might find these two sites of use: School science Cells alive! I know there are loads of science sites out there - many have got 'bits' that are useful but these, in my opinion, are some of the better ones!

Brinn, I have looked at some of the things our science department have done with Powerpoint for our students - if you have a broadband connection to the internet you will be able to look at these but a dial up connection will not be good because it will be far too slow. Here are a couple of them - one is a game that is interactive, the other is a revision slide show to summarise a module of work. Hope they might give you some starting ideas.... Interactive 'millionaire' game Automatic revision presentation If you can't view these, let me know through the personal message section of the forum and I wll send them to you on CD. As a self -taught non IT specialist I don't pretend to be an expert but I too love to learn new stuff and am happy to share what I have learnt in 'layman's terms'. Good luck!

Brinn I agree with your comment: I fear that there is quite a lot of this and it irritates me too. You will find postings by 'Tony Blair' and 'Charles Clarke' have appeared at various times on this forum - delusions of grandeur maybe? Re the 'long postings' comments - I have also criticised this tendency as they smack of 'lecturing' rather than debate. There is quite a lot of discussion about this in the debate on 'where are the women' ... I'll find the link and post it in a moment. .... here it is, it has attracted quite a lot of interest! Where are all the women? Anyway, perhaps we might now be accused of being a bit ??

Tony suggests Great idea if you have no government restrictions on the curriculum and no government targets to meet, and no league tables to be concerned about! From your website it seems that the word 'give' is not quite what you mean .... in an elitist set up such as the one where you teach it appears that parents are expected to pay handsomely for these 'gifts'. Not quite so easy in most state funded schools where parents may be low paid/unemployed/single parents etc etc. Yes, that I can agree with but, as Brinn says, for the vast majority of teachers it is a case of 'easier said than done'. First is the ready availability of the (modern!) technology, second is the expertise and confidence of the teacher.... Therein lies the problem. Personal IT skills, knowledge and competence are not acquired in short training courses. They require vast amounts of time and practice and patience. To then use IT in lessons is a whole different ball game. Every school has its own individual skill base and problems regarding use of IT. Unfortunately there are no blanket answers.

During my time as a pupil in an all girls grammar school, I also had to wear a collar and tie, together with a pleated skirt and blazer ...lovely it was, especially when teamed up with a jaunty velour hat complete with metal badge on the front of the hatband! I can sympathise with the guys who find ties somewhat of a pain, especially in warm weather. However, they do ensure that gentlemen who are rather hirsuite can more easily control the escape of said body hair by tying it down with their tie! They can also be a source of some simple amusement - the weekly 'grotty tie competition' was hotly contested amongst some gentlemen of my acquaintance ... where they found such horrors I couldn't begin to imagine!