www.sec-ed.com


Experts concerned by early maths entrants


by Pete Henshaw


Major concerns have been raised after the number of students being entered early for their GCSE maths exam topped 83,000 last year. In 2008, 32,908 GCSE entrants


for maths were aged 15 or under (4.5 per cent) compared with 83,179 in 2010 (10.9 per cent). Some entrants were even as young as 14. Mathematics experts this week


said the trend was being driven by the pressure of league tables, with schools keen that students should “bank” a C-grade in maths early so they can focus on their other subjects.


However, in a position state-


ment on the issue, the Advisory Committee on Mathematics Education (ACME) warned that because these students often stop studying maths after gaining their C, their skills atrophy and it is hard- er for them to pick up study post-16. ACME’s statement said: “It


seems this practice is all too com- mon. As the examination entry may be in year 10, or even earlier, this can in some cases lead to one or two years of school education with no maths. Mathematical skills can atrophy without use, and so this gap can prove absolutely critical in a student’s future education, under- mining study at A level and uni-


Pensions row moves north of the border


The government came under fur- ther attack over its plans for public sector pensions when teachers in Scotland met last week. Peter Wright, president of the


Scottish Secondary Teachers’ Association, delivered a strong attack on the “hypocrisy” of the government during his address to the union’s annual congress. He focused on the 50 per cent


increase in contributions that has already been agreed and the switch in link from the Retail Price Index (RPI) to the Consumer Price Index (CPI), which will devalue pensions by as much as 15 per cent. He said: “There is a myth that


teachers have an easy job but no-one who knows what modern classroom teaching is really like could seriously countenance this. And let’s lay another myth to rest: our pensions are far from gold-plated. The average pen- sion is around £9,000 and the last review of our pension scheme increased our pension age to 65 and increased contributions. The Treasury signed it off then as sustainable.” He quoted prime minister David


Cameron’s pledge on June 23 last year that accrued rights would not be touched, adding: “Yet recently, at the stroke of a pen, indexation of teachers’ pensions was changed from the RPI to CPI. It has been cal- culated that this will lead to a loss to pensioners over 20 years of £20,000 or more from their pensions. “Mr Cameron, you have taken


thousands from my pension and from the pensions of every other


teacher in Scotland. You have attacked our accrued rights. In my book, that makes you a hypo- crite.” Elsewhere, Mr Wright said that


the new Curriculum for Excellence, which was rolled out in Scotland in September is “unfinished business” for the union. He said the SSTA was “a critical


friend” of CfE, but was “funda- mentally in favour of the principles: greater flexibility for teachers, a reduced dependence on assess- ment, an emphasis on literacy and numeracy, and a sensible and effec- tive approach to interdisciplinary learning”. However, he added: “On the


other hand, we now have a cur- riculum which is not a curriculum. It is possessed of experiences and outcomes which are not fit-for-pur- pose. It is supported by a nation- al assessment resource which, because of a total absence of sum- mative assessment, is not capable of delivering a national standard for parents, pupils and teachers.” He continued: “It is supported


by new national qualifications which will not deliver national standards at National 4. And there remains considerable scepti- cism about the arrangements for National 5 and above, not least because we do not yet have the detail to decide. And the pupils who will sit these exams are about to enter S2 and will be sitting those very same exams in three years’ time. As to when they will start their courses of study for these exams, who knows?”


An innovative and creative English curriculum in schools motivates students to perform better, Ofsted has said. The inspectorate released its


Excellence in English report this week highlighting the need for an “innovative” curriculum to sup- port good teaching in the class- room. The report said that oral work


in the classroom engages pupils who might otherwise take little interest in the subject, but that it has to be structured and planned as well as taught explicitly. Excellent teamwork and col-


laboration was highlighted in the report as a crucial area in the quality of teaching. It said English departments sometimes taught together and discussed method- ology in meetings, rather than focusing on administrative issues.


The report said: “As a result,


staff learnt from each other. This was especially evident in aspects which included the provision of a high quality classroom environ- ment that stimulated pupils and supported their learning, as well as teaching that engaged in all senses.” Elsewhere, the report said


schools which gave teachers free- dom and flexibility engaged pupils, ensuring they enjoyed English les- sons. Inspectors said pupils were then motivated by the challenging work and “rigorous” expectations. General secretary at the


National Association of Head Teachers (NAHT) Russell Hobby said he welcomed the report for highlighting the importance of pupil engagement and the need for teachers to have passion in their subject matter. He added: “Really, it is all com-


mon sense and we hope that when the Bew Review into pupil assess- ment makes its recommendations, due deference is given to the importance of motivating pupils if we want to get the best from them rather than bleakly drilling them to pass tests without the need for understanding or interest in the subject matter.” The report also added that


where English provision was “outstanding” boys did as well as girls which is in contrast to the national picture. The report added: “It is no acci-


dent that these schools all offered a lively and engaging curriculum, supported by active approaches in the classroom with substantial emphasis on discussion and well managed group work, which led to clear and productive outcomes in English.”


Call for SEN regulations to apply to academies


National SEN regulations must be made compulsory for academies and free schools otherwise the edu- cation system will become divided, an expert has warned. The SEN regulations are cur-


rently compulsory for maintained schools in England, but although encouraged to do adhere to them, academies and free schools do not need to do so. The issue is set to be one of the


SecEd • May 19 2011


main topics of debate at next week’s Nasen Live event in Bolton. The two-day conference is hosted by special needs association nasen and features seminars and SEN experts. Chief executive of nasen,


Lorraine Petersen, speaking to SecEd this week, urged the govern- ment to take action. She said the current situation


meant that academies and free schools could employ a SENCO


who is not a trained teacher and do not have the National Award for SENCOs. She added: “There are more


academies and free schools planned for the future and they are autono- mous and can effectively be left to do their own thing. They need to have national regulation imple- mented alongside other schools for the system to move forward. “The concern is that SEN stu-


dents will not be on their agenda, and possibly no children with SEN, by selectively choosing their students. I would hate to see a divide of schools doing so but it could lead to disparity across the board.” Ms Petersen also warned the


government following the SEN Green Paper, published earlier this year, that it could take two years for the changes to be made and that this


could result in students currently in the system becoming part of a “lost generation”. Nasen Live takes place on


Wednesday and Thursday (May 25 and 26) at the Reebok Stadium in Bolton. For more information, visit www.nasen.org.uk/nasenlive2011


• For more on the Green Paper, see SecEd 278, Thursday, March 17, 2011.


versity, and across a wide range of subjects beyond just STEM. “It is an unfortunate example


of how league tables and National Challenge status can encourage school leaders to put the interests of the school above those of the students themselves.” Another concern about the prac-


tice is that students do not fulfil their potential, often “settling” for a C grade at age 15 and not trying for a higher grade later on. ACME chair, Professor Dame


Julia Higgins, this week called for the government to “define more clearly” the requirement that all students study maths until the end of key stage 4.


She said: “It’s no longer a case


of a careful selection of the bright- est students being pushed through early – it’s whole cohorts now, whether or not it’s in their long- term interests as individuals. “The pressure on schools to


improve their standing in the league tables provides an incentive to act in the school’s best interests rather than those of the individual stu- dents.” The early entry issue is currently


the focus of research by award- ing body AQA. Chief executive Andrew Hall said: “There is evi- dence that some learners don’t per- form as well as one would expect had they been entered at 16. Our


initial research shows that while early entry is right for some, there can be a negative impact for mid- range performers, as opposed to the highest performers. “We are doing further research


in this area to explore why the trend in early entry at GCSE maths is growing so rapidly and the effect that it’s having. We need to under- stand why this is happening and what impact it will have.” ACME is an independent com-


mittee, based at the Royal Society, which discusses maths education issues and advises government on issues such as the curriculum. For more information, visit


www.acme-uk.org


Ofsted English report calls for more ‘innovative’ curriculum


NEWS In brief COSLA anger


Members of NASUWT in Scotland have voted unanimously to reject changes to pay and conditions of service proposed by Convention of Scottish Local Authorities. The decision came at the union’s Annual General Meeting in Edinburgh. An urgent motion committing the union to industrial action was passed unanimously. There is anger that proposals to change pay and conditions have been accepted by the Scottish Negotiating Committee for Teachers despite opposition from an estimated 75 per cent of teachers and the bulk of the unions. NASUWT’s Scotland organiser, Jane Peckham, said: “It’s completely unjust that pay can be frozen, salaries slashed and the terms and conditions needed to secure high standards of education can be changed through such a dysfunctional process.”


Education Bill


The Education Bill passed its third and final reading in the House of Commons this week. It will now be passed to the House of Lords to be debated before it is passed into legislation. In the final reading in the Commons, which took place last Wednesday (May 11), Graham Brady, Conservative MP, pushed for an amendment to allow more schools to be academically selective, but eventually withdrew his bid after failing to garner government support. Schools minister Nick Gibb, said there were no plans to expand the current number of selective schools. Visit: http://services. parliament.uk/bills/2010-11/ education.html


Hello Awards


The search is on for teachers and education professionals who go above and beyond in their work to develop the communication skills of children. The Hello Awards have been launched as part of the National Year of Communication, which is also called Hello. Launched by the Communication Trust and Pearson Assessment. The awards aim to highlight the excellent work and achievement of the children’s workforce in developing the communication skills and these best practice exemplars will be shared with practitioners across the country. Twelve awards are available including for individuals, teams, and one young person prize. Visit: www.helloawards.co.uk


Student speech


A speech on the theme of balancing finances has won a London student top prize in a speaking competition. Alex Palfreman of St Bonaventure’s Comprehensive Catholic School won Financially Speaking 2011. Representatives from 20 London schools came together to compete for the title after participating in a joint programme delivered by public-speaking charity Speakers Trust and supported by Citi Group. The programme combines training in financial awareness with public speaking skills to help young people to manage their money and express themselves coherently. Alex’s speech focused on the importance of balance between saving and spending for long- term stability. Visit: www.speakerstrust.org


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