Diary of an NQT The modular debate


WHILE LOOKING around a bookshop during the holidays, I overheard two very middle class ladies discussing just how much revision their respective offspring were doing. The first lady sighed then said: “Oh poor little Jocasta (I’ve changed her name for another equally pretentious one) has been doing at least three hours of biology revision a day, she’s got her AS exam as soon as she goes back to school, it’s just terrible having all these exams so soon after the holidays.” The second lady, nodding


in agreement, declared: “Yes I know, I’d much prefer Tarquin (again, not the real name but it was something stupid like this) to be able to go out during the holidays, he doesn’t seem to be having any fun since he started his A levels.” The pair’s conversation


meandered around one-up- manship about quite how well their progeny was doing and how they needn’t really do any revision but begrudgingly thought it might not be a bad idea, before coming to the conclusion that the two-year A level exams “in their day” were definitely better for striking the right “work/life balance”. I have to say this is a new one to


me. I’m used to hearing that “A levels are easier nowadays”, but I’ve never heard that they don’t strike the right “work/life balance” before. Clearly little Tarquin needs to be able to let loose once in a while. Perhaps a spot of relaxing binge-drinking of


Teach it like Torno! Reach first


“IN A completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for less, because passing civilization along from one generation to the next ought to be the highest honor and highest responsibility anyone could have.” Lee Iacocca. Everything that can be said about teaching is


captured in the opening quote. With every government that gets voted in, education is used as a political football to carry out point-scoring, but what is often overlooked is how important the role of the teacher in our society actually is. That’s why I am hoping you have returned full of beans and ready to spread the message to another group of youngsters. I would also urge you to


ignore the usual rubbish that will be spouted about how we need to inject new life into the profession to save the next generation from disaster. What you are already doing is life-changing and needs to be recognised further. As is customary after the Christmas


break, we had an INSET day. This one centred upon the role of the form tutor, and one of the aspects we looked at were the qualities needed to be effective in this role. In our groups we discussed the various requirements of the post and when we looked at what we had amassed we were astonished. Even though most of us have


been tutors for some years, it was still humbling to consider the impact one person can have on many others. In the schools of today we are (rightly so) highly focused on the aspects of learning and teaching and how to improve importance in the classroom. However, what is often overlooked is the way in which form tutors can bring about even greater learning opportunities. Take, for example, the role of the form tutor as


a mentor. Students see their tutor every day in some capacity or another and, in most cases, develop effective relationships with them. If the tutor is given enough time and sufficient training, the impact on the students can be fantastic. In another way, the form tutor is often the


champion of the student. If for some reason or other a student finds themselves in difficulty with another member of staff the form tutor steps in, not to undermine their colleague, but to secure the


best resolution for all, but especially the student. In many instances, the tutor has a better knowledge of the family circumstances relating to that particular student and will be best placed to advise on the best course of action. Too often the head of year is given the task of contacting the parents or guardians when it would make more sense to let the form tutor do it. One of the changes I would like to see this year


is a move towards greater emphasis being placed on the tutor and pastoral system as a whole. In moving towards trying to secure ever higher standards perhaps we have started to miss the point about the role of schools in society. Schools are essentially about


passing the mantle of civilization from one generation to another. They are not about filling students’ heads with information, some of which might never prove to be useful. The facilitator of the INSET informed us that when she started teaching jobs would be advertised on the basis of the teacher as a form tutor first and a


subject teacher second. From my own experience my form tutor, Mr Smiddy, proved to be the inspiration for my teaching career and during the miners strike of 1984/85 he asked us to bring in any unwanted toys or games so we could send them to the children of the Durham miners. He taught us about sharing, generosity and, above all,


the importance of decency. This year will prove to be one of tough economic hardship. Families and communities will inevitably suffer as a result of the cuts and have to make difficult decisions regarding issues such as food and whether a family holiday goes


ahead or not. Additionally, schools will witness much of the impact and it will prove to be the skill of


thousands of teachers that will see many of these students through. The skills I am referring to here are not related to subject knowledge either. So as you progress through the term, don’t underestimate the impact you have as a form tutor. Have a great week.


• David Torn is professional tutor and advanced skills teacher at St Edward’s Comprehensive School in Essex. He is the London Secondary School Teacher of the Year 2007 and is passionate that the purpose of education is to change lives. He returns in a fortnight.


As a faith school, All Saints Catholic School and Technology College in Dagenham is answerable to the Bishop. Headteacher Kevin Wilson discusses how they balance


their relationship with the church and the local authority and the challenges encountered as a faith school, not least when it comes to issues such as contraception and parental engagement


D 8


UE TO our faith school status, we are aware that reverting to the local authority for guidance is sometimes not appropriate due to the differing views on numerous issues – a situation that can prove challenging as a headteacher.


However, so far, we have found that taking a selective approach has proven positive for the school. Located in one of the most deprived areas in


the country and with an ever-changing demographic profile, we refuse to let these challenges prevent our students from succeeding; we strive to offer them exceptional support. We have high achievement rates, and our ethos is


to take ordinary children and turn them into something special. All Saints is the most successful school in the local authority of Barking and Dagenham. Our students genuinely have a desire to succeed, and just 10 years after All Saints opened, 50 per cent of learners were gaining five A* to C grade GCSEs. That for us was a notable achievement and it has


set the mark for all our learners; they all want to have at least five GCSEs and are prepared to work hard to achieve this. In 2010, results improved further, with 72 per cent of students achieving A* to C grades in English and maths.


Relations with the local authority


Generally speaking, All Saint’ relationship with our local authority is good on a personal level. We are left to our own devices in the main, possibly because we are successful in our own right. My main comment would be that the local authority typically becomes more tentative when dealing with us on non-specific educational matters.


For many intents and purposes we act like a local


authority school, but as we are all employed under the trusteeship of the Bishop, our principle duty is to educate the students within the teachings of the Catholic Church. Naturally, as a faith school there are times when this


is challenged in certain areas; including birth control in third world countries and abortion, for example. It becomes particularly acute when it is focused on personal moral issues, such as contraception. The local authority, in conjunction with the local


Primary Care Trust, recently decided to put health advisors into all of its secondary schools with the brief to offer, among other issues, advice on contraception to help address the high rate of teenage pregnancy in the country. The issues here are that because of our faith status,


this would need to be negotiated carefully with All Saints as a result of our different approach and views. With the school’s loyalties remaining with the church, it created a predicament that would require due consideration, as it is essential for a health advisor to understand the issues of a Catholic school and what is and is not appropriate.


Meeting in the middle


A difficult state of affairs; we were appointed our health advisor, yet unfortunately it became apparent that the relationship would not be fruitful. Some of the information provided was contrary to our basic tenets, and sadly, as a result, they lasted only a short time with us. Differing opinions were generated as a result of how


we handled the situation. One view expressed was that we were “burying our heads in the sand” and denying our students their entitlement. As the headteacher,


SecEd • January 20 2011


red wine while discussing property prices at a dull dinner party is what he needs. It looked like this was their idea of a fun night out. My school year was the first to “experiment” with modular A/S and so I sat these in science and the “traditional” two-year A levels in my other subjects. The two-year ones were a nightmare, especially “cramming” at the end of the course and not knowing what was likely to be in the exam. Admittedly, I knew a lot of information, but almost as soon as I’d sat the exam this knowledge drained out of me. But my A/S knowledge slowly built up, as I was able to make connections throughout the course and re-enforce ideas, theories and knowledge I


had gained in the previous modules.


believe that this is why the knowledge has remained with


me throughout my life. I must admit that the recent changes in policy which seem to be trickling out of the coalition make me think that they want a return to more “traditional” teaching, which will no doubt please those who hark back to the good old days, but I’m not so sure it’ll work to improve results. Unless of course students who don’t work hard are


allowed to fail.


• Our NQT diarist this year writes anonymously and is a teacher of science from a secondary school in the East of England. He returns next week.


I honestly


FAITH SCHOOLS Answering


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