(Credit: @Miss_McF Caroline McFarlane: Sketch note from plenary at @researchEDScot1)
The Muir Report led to there being a National Conversation about the future of education in Scotland. A series of parliamentary setbacks led to the SQA and Education Scotland being described as not fit for purpose by parliamentarians. As of today, it seems like the SQA will survive this and be allowed to seek further humiliations with the massive punishment of a name, font or colour change to their logo.
The Haywood Report is ongoing (I have briefly read it but frankly, I am too busy to take it further) and my big worry is that we are entering a Ghostbusters Era of Education where four strands of consultation 'cross streams' and all the plates we are spinning will come crashing down, leaving teachers knee deep in broken crockery.
https://www.tbcs.org/community/blog/post/~board/bear-creek-board/post/spinning-plates-three-practical-tips-for-managaging-a-busy-family
In case you are interested, I have posted my rapid jottings below. I have not had the time or space to really evidence many of my thoughts but, to be fair, a lack of evidence hasn't stopped our Leaders implementing car crash after car crash in schools either.
What kind of education will be needed by children and young people in Scotland in the future?
An honest education based on evidence informed practice. Critical to this is developing literacy in all learners by using systematic phonics approaches that work. In my career, I have seen poorer and poorer levels of literacy and it breaks my heart as there is no need.
The education provided will need to be part of a coherently developed curriculum that builds on previous learning and has clear developmental pathways to further, more challenging experiences. To this end, I'd rather pupils learned less but better. The current secondary curriculum is a scandal in many areas.
Assessment should be a sampling exercise throughout the learning process. Achievement should be recognized in class and out of class. Pupils should be able to achieve a 'pass' within the school with graded assessments via exams outside school. Graded assessments by an outside body should be optional.
Good, well-modelled behaviour should be taught. We should not be afraid of consequences within contexts. The damage done by one pupil to others' learning can be enormous. Our arrogance in focusing support on the one at the expense of the other 29 is misguided. There have been no studies on the trauma suffered by by-standing pupils and teachers by abhorrent behaviour.
The school day requires reconfigured. Mornings should be for learning on a more formal manner. Afternoons should be for socialization, competitions, hobbies, sport, art and other developmental tasks.
2. How do we make that a reality?
A coherent, progressive curriculum developed by recognized experts in their subject. After that, teachers can amend or ignore as they see fit.
Courses should have well trialed assessments provided. Courses should have mandatory minimum time allocations. The new assessment or curriculum body should certify that centres have allocated sufficient resources and time to a course before it can run.
Teachers need appropriate time. Teachers need to be encouraged to look after their physical and mental well-being by only working to contract.
If schools are to become social hubs, more social workers, nurses and psychologists need to be employed.
Disciplinary matters in the classroom should be dealt with proportionately.
Teachers should be valued and 'check ins' with managers should be regular.
Improvement Plans should have limited objectives and, once accepted by stakeholders, any new work should be postponed until the following year. All improvement Plans should have a 'Resources Required', 'Time required' and 'Staff required' column.
Schools and departments should publish a short Standards and Quality Report that must include subjects offered and spend per pupil in each subject.
There should be a National Curriculum Review Team compelled to report on how things are progressing every 5 years.
3. How can every child and young person’s individual needs be supported and addressed in the future?
They can't. We must stop pretending we can. You cannot staff an individualized system and we need to stop the aspirational gaslighting.
Pupils should be supported by creating a highly valued staff, well resourced schools and a coherent curriculum that has clear progression pathways.
4. What is one thing that needs to stay and why?
The dissolution of Education Scotland.
As a body, it does nothing useful for secondary unless you are looking for promotion.
5. What are the most important priorities for a future Scottish education system?
1. A functioning, coherent and progressive curriculum.
2. A functioning, supported and valued teaching profession. The culture of bullying is a top down lived value moderated through the HGIOS process of objectifying all aspects of school life. Staff should do anonymous 360 degree surveys each year on how they are being led.
3. Honesty. CFE is many things, but it is not a fluid curriculum and it is not excellent. Time to move on.
4. Socialisation activities in the school day. Afternoons should be given over to nurture, physical activity and hobbies.
5. Humility. As Professor Humes points out, we are too boastful without the evidence to back it up. As Robert Macmillan declares, "We are expected to deliver a champagne service on an Inn Bro budget."
6. How can we ensure that everyone involved in education in Scotland has a say in future decisions and actions?
Build in the consultation process. Have a National Curriculum Review Body. Make every initiative pass the 'smell test' by asking: Will this add to workload? What is the benefit of this? Is the benefit proportionate to the effort required? What will need to be removed to make this feasible?
7. How can children and young people be cared for and supported in the future? (i.e. physical and mental wellbeing)
Make afternoons about socialization. Ensure curriculum is coherent, progressive and resourced.
8. How can the right of every child and young person to have opportunities to develop their full potential be achieved in future?
Resourcing, coherence, proportionate assessments and appropriate time allocated for courses.
9. How can children and young people be helped to learn about our changing world, so they feel able to positively contribute?
Knowledge. The confidence of achievement. The motivation that is promoted by success. The resilience that comes from challenge and, occasionally, failure.
10. Do you have any other comments that you would like to provide about a vision for the future of Scottish Education?
I feel this lack of facility for teachers to discuss these questions with fellow teachers is a missed opportunity. Unless it was designed that way. Very disappointed. No slight on those running it but it really hasn't felt as if we are engaged in the process.
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