Gove Away.

A couple of months back I wrote this note to Mr Gove....

Dear Mr Gove,

I couldn't care less what the exams are called. I would just like an education system that caters for all abilities equally, and all needs fairly. I want my children to have an all round education encompassing academic subjects, arts, culture, practical skills, and social awareness. Some of this falls to me, some of this falls to you (ESP the Maths), but most of it is a team effort so when considering major changes please take into account the views of parents and teachers, rather than just considering how to ensure your CV has a new addition, or that you have made your mark/blight on society,

Miss Cisco.

P.s. My daughter has just finished her GCSEs and has worked really bloody hard so I will thank you not to diminish her achievements.

I don't think he read it (not a huge surprise!) as he is plundering ahead with his exam reforms. I have several reservations-

  I hope my daughter will not find that the constant demeaning of the exams she has worked so hard for effects either her confidence, pride or prospects. I saw no sign of easy GCSEs in this house, her grades (6bs and 5cs) were hard earned. For some children achieving an A* may be a walk in the park, some have to work very hard to achieve a C. Certainly the majority of teenagers I came across via my daughter worked hard to get their grades.

I do not think improving grades automatically mean a lowering in standards- surely it is possible that instead of exams getting easier, schooling is getting better, and children are getting brighter? And I do not want a system where grades are based on percentages for each level. A grade should be achieved by an individual attaining a pre-set standard- not on their position in the pack. How can we encourage improvement on an individual basis if the final outcome is based on matters out of their hands? You can only properly strive for a goal if it is a fixed post.

I think some form of assessment through the course is vital for a balanced view of a students achievement. Certain learning disabilities, ill-health, nerves on the day- many things can lead to a lower performance on exam day- and at least having some pre-done work can take a little pressure off. I do not know that exams test for more than ability to recall facts, two years condensed into three hours. Ability to recall under pressure is a skill, but is it the only skill we want pupils judged on? Surely for subjects with hands-on skills coursework is essential. Music, art and cookery all require a variety of disciplines to be learnt and demonstrated- not achievable within a single 3 hour exam. And more academic subjects such as science also rely on practical experiments to demonstrate and show further understanding of the principles involved- again surely aptitude for these skills should be reflected in the overall grade achieved by the pupil. 

I think a review of the current system is needed, but don't throw the good out with the bad. Let us not forget the o-levels he is so keen to replicate were presumably replaced for a reason. I don't know what it was- I was a child, I have GCSEs, which is probably why I am so unable to grasp simple concepts and struggle to function in daily life.

My concern and hope as a parent is that the system reflects what is best for children not just based on what reflects well for the politicians. We want our children to be well educated, and we want them to be able to have some sort of document at the end to confirm that. We do not want them to be tested as guinea pigs, or punished for the 'mistakes' of others. I hope the new systems are based on sound research and not just on a mans nostalgic view of exams of yesteryear.

I hope when my boys reach the age of 14 they are met with a form of assessment that is fit for purpose, not something outdated and hurriedly implemented.

Miss Concerned Cisco.