Below – a post I have written on the Local Schools Network today on the implications of Gove’s new O-level style proposals:
What with the GCSE regrading fiasco and the row over the selling off of state school sports fields, Michael Gove clearly needed a quick political fix – and some positive publicity – this autumn. And he has got it – if from all the wrong people.
Meanwhile, the nation’s hard-working pupils – many of them now embarking on GCSE courses that the government has more or less officially rubbished – deserve far more than these ill-thought-through changes, and yet more upheaval, in the form of the new O-level proposals, which will officially be known as “the English Baccalaureate Certificate”.
As the incisive head teacher and blogger Geoff Barton asked last night, ” Why would we want to call an English qualification a baccalaureate, especially when it shares so few features with the principles and ideals of the international baccalaureate?’
It is hard not to see this reform as Gove and the hapless Lib Dems playing politics with our schools system. Tabloid headlines have predictably enough hailed an end to “dumbing down” and a “return to rigour”. But what has been pushed as a bold new reform is neither new nor particularly bold. An exam at 16 that all can take, distinguishing the so-called academic and not-so academic in its gradation of difficulty, and its marking scheme? In many ways, that sounds pretty similar to our current GCSEs – although details emerging about the practical implications of the new qualification suggest that a significant number of children will never take it, or take it later than their peers. How can anyone consider a reform that could lead to the potential failure of up to 40% of children ( according to some estimates) progress, let alone progressive?
Very few commentators have yet raised the important question of the revised secondary curriculum that will inevitably underpin the new exams. Gove has always made clear his preference for a more traditionalist, linear curriculum but judging from the disastrous progress of the revised primary curriculum, still incomplete, he may face an even bigger problem with prescriptive new ideas for secondary schools ( none of which will apply to the mushrooming number of academies and free schools.)
Don’t forget: two of the members of the expert panel, on the primary curriculum, resigned from their posts last autumn, and one senior academic Andrew Pollard, spoke out publicly against the “prescriptive” nature of the proposals, which risked generating a sense of “widespread failure” among the nation’s primary schoolchildren.…