Back to school #2

Schools are going to look very different this September.

Exclusive: What schools will be told to do in September so all pupils can returnHuffPost UK
Education secretary Gavin Williamson is set to announce the full plans to parliament on Thursday, but HuffPost UK has been told the detailed guidance for headteachers will include: […]

Some subjects for some or all pupils may have to be suspended for two terms to allow catch-up on core subjects such as English and maths, with a full spread of subjects returning in the summer term of of 2021

Some pupils may have to drop some GSCEs altogether in Year 11 to allow them to catch up and achieve better grades in English and maths. GCSEs and A-levels to take place as planned next summer but with some “adaptations”

Amongst the many school activities being cancelled this year are the tours and transition events for new secondary school students over the summer. But here’s an interesting way of welcoming them and showing them around.

Take on the Co-op Manchester Minecraft Challenge!Co-op Academy Manchester
Welcome to our academy in the wonderful world of Minecraft! Here are some things that you might like to do. You might just want to explore for fun – but you could use it to start to find your way around the academy.

Preview: Co-op Academy Manchester on Minecraft – CoopManchester

Update 03/07/2020

For info, here’s the government’s press release about the new measures.

Schools and colleges to reopen in full in SeptemberGOV.UK
Detailed plans have been unveiled for all children and young people to return to full-time education from September.

Teaching, technically speaking

Schools are now thinking about reopening, after being mostly shut since March and cancelling this summer’s GCSE and A-Level exams. As you would imagine, this is far from straightforward.

How will schools be able to reopen?BBC News
In England, ministers say schools should prepare to begin to open for more pupils from 1 June. This would be for those in nursery and pre-school, Reception and Years 1 and 6 at primary school. At secondary school and college, Years 10 and 12 would return first. Only a tiny fraction of the regular school population are likely to attend. Schools in Wales will not reopen on 1 June, while those in Scotland and Northern Ireland may not restart before the summer holidays.

Many teaching unions and councils, including my own, have major reservations.

Ministers under pressure over schools return dateBBC News
The decision to begin reopening schools came after the reproduction, or R number – the number of people that one infected person will pass the virus on to, on average – came down across every part of the UK. But multiple research groups, including those at the University of Cambridge, show it varies across the country – it has come down most in London but is higher in the north-east of England.

Leeds City Council statement on re-opening primary schoolsLeeds.gov.uk
Due to a variety of factors, it would be impossible for all schools to operate to the Government’s timetable of opening Reception, Year 1 and Year 6 from June 1. While some schools will begin to gradually expand their intake from this date, Leeds will not expect all our schools to open to all those pupils from day one.

Only time will tell if this is the right step to take. Italy, which closed its schools at the end of February, initially for just a week, isn’t expecting them to reopen until mid-September, if not later. Teachers, parents and children alike have had mountains to climb, and they’ve still got perhaps four more months to go.

Italian lessons: what we’ve learned from two months of home schoolingThe Guardian
The Digital Economy and Society Index rates Italy 24 out of 28 European countries in its “digitalisation index”, and last year Italy’s national statistics agency, Istat, reported that 23.9% of Italian families have no access to the internet. As one teacher said to me: “We’ve discovered how democratic pencil-and-paper is.” The attempt by many teachers to get less-privileged students the necessary laptops and internet connections is one of the untold stories of this crisis. By 19 March, the ministry of education claimed to have distributed 46,152 tablets throughout the country. Since then, an emergency budget has created a €70m fund for providing computers to those without. Even if the necessary hardware is distributed, one special educational needs teacher told me that online classes just don’t work for children who need bespoke lessons: “Those who are already doing well at school are now doing even better, but those who were struggling are just falling further behind.”

They aren’t the only ones. Here’s the view from China.

The coronavirus exposes education’s digital divideThe New York Times
Students in some places have hiked for hours and braved the cold to listen to online classes on mountaintops, the only places they can get a decent cell signal, according to Chinese news reports. One high schooler in Sichuan Province was found doing homework under a rocky outcropping. Two little girls in Hubei Province set up a makeshift classroom on a wooded hillside.

For children of the millions of migrant laborers who work far from home to keep China’s cities cleaned and fed, another problem is a lack of supervision. These “left-behind children,” as they are called in China, are raised mostly by their grandparents, who are often illiterate and cannot help with homework even when it is not delivered via smartphone app.

I don’t think our position is that much better.

Outdated IT systems pushed to the limit by large-scale remote working, say schoolsThe Independent
Technology in many schools is like the “dark ages” compared with other sectors, the headteachers’ union warned. … One headteacher is desperately trying to raise funds as he says funding cuts have left the school without the cash to carry out critical IT upgrades needed to run a “virtual school” for 1,200 pupils.

Some central support has been made available, from the big players…

UK schools will get tech support from Google and MicrosoftComputer Weekly
The government has also written to organisations overseeing schools and children’s social care, such as local authorities and trusts, to advise them how they can order devices as part of its £100m investment to provide internet access and computers to disadvantaged children.

… as well as from some lesser-known software companies and training providers.

UK education providers are helping teachers, parents and students respond to the impact of COVID-19 worldwideGOV.UK
Century Tech creates personalised learning pathways for students and powerful data for teachers to ensure that every child gets tailored, high quality education. They are offering free maths, English and science resources here.

Personalised learning pathways sounds a little dry. How could we jazz up what Century Tech are offering? What buzzword comes to mind?

‘AI teachers’ to be offered to British students off school due to coronavirusThe Telegraph
“AI teachers” will be offered to every student in the UK that is forced to miss school due to the coronavirus, it has been announced. … Like a human teacher, the virtual tutor tracks how a student learns, adapts to their strengths and weaknesses and constantly adjusts lesson plans.

The educational impact of this pandemic is not restricted to just schools, of course.

Breaking: All University lectures to be online-only in 2020-21Varsity
A leaked email seen by Varsity outlines plans for all lectures in the 2020-21 academic year to be conducted virtually. Head of Education Services, Alice Benton wrote to Senior Tutors today (19/05) to inform them that the ‘General Board’s Education Committee’ has ‘agreed that, since it is highly likely that rigid social distancing will be required throughout the next academic year, there will be no face-to-face lectures next year.’

University of Cambridge shifts lectures online for 2020/2021 academic yearCambridge Independent
The University told the Cambridge Independent: “The University is constantly adapting to changing advice as it emerges during this pandemic. Given that it is likely that social distancing will continue to be required, the University has decided there will be no face-to-face lectures during the next academic year. Lectures will continue to be made available online and it may be possible to host smaller teaching groups in person, as long as this conforms to social distancing requirements. This decision has been taken now to facilitate planning, but as ever, will be reviewed should there be changes to official advice on coronavirus.”

Online lectures ‘likely’ to continue at Edinburgh Uni for ‘some time to come’, VC warnsThe Tab
In an interview on Radio 4 Today, Peter Mathieson said having “hundreds of students packed into in lecture theatres” would probably not be “safe or possible” when asked about Cambridge University’s recent decision to move all lectures online until Summer 2021. … “We haven’t talked about a fully online model,” he said. “Lectures may be online and we were doing that anyway – we’re very good at that, but actually small-group teaching will continue.”

That’s just as well. As we saw above with schools, moving online is not without its challenges.

Universities beware: shifting classes online so quickly is a double-edged swordThe Guardian
But can this rapid shift to online teaching and learning actually work in the long term? Several problems have already emerged. Online teaching needs more than just the basics. Lecturers need access to a computer that supports teaching software and a reliable internet connection. Meanwhile, for students, even basic hardware and software are far from guaranteed in many homes, as families share equipment and internet providers struggle with increased traffic.

Frustrated, nervous, disconnected

A thought-provoking article from Wired on the toll all this might be taking on our teenagers.

The reality of Covid-19 is hitting teens especially hardWired
Everyone has had to abruptly adapt to “the new normal,” and my initial thought was that kids would take it all in stride. My daughter spends the vast majority of her free time in her room, on her bed, staring at her phone. Would shelter-in-place be any different, aside from not going to school for a few hours a day?

It is, and the impact on Zoe has been profound. She was devastated by the news, and she recently—after more than two weeks into stay-at-home restrictions—spoke to me about the ups and downs (mostly downs) of the experience. “I’m trying to deal with the fact that my high school career is over,” she says. “Losing track and field, prom, and graduation sucks. And there’s no way to cope with it because I’m just never going to get to do those things. It feels like the last four years of hard work have been for nothing.”

It’s not just teenagers, of course, but our younger children and ourselves that are struggling with all this.

The parents are not all rightGEN
We both felt guilty for the work we were not doing — and aching for the way our son was struggling and needed us to be present and calm. But that’s exactly what our current schedule prohibits, as we run back and forth between work calls, requests, and parenting. (Later, as I took over the homeschool shift and he stormed upstairs to cry, he told me it was because I had stopped smiling at him. Knife, meet heart.) […]

This current situation is almost prophetically designed to showcase the farce of our societal approach to separating work and family lives. We are expected to work from home full time. And care for our children full time. And we cannot have anyone outside our immediate household help. It can’t work and we all are suffering at the illusion that it does.

Getting the students in order

Ofqual have set out how GCSEs and A levels will be awarded this summer, following the cancellation of this year’s exams. It’s not just about the students’ mock exam results, but nor is it just a grade they’re after.

How GCSEs, AS & A levels will be awarded in summer 2020GOV.UK
Exam boards will be contacting schools, colleges and other exam centres after Easter asking them to submit, by a deadline that will be no earlier than 29 May 2020, the following:

  • a centre assessment grade for every student in each of their subjects: that is, the grade they would be most likely to have achieved if they had sat their exams and completed any non-exam assessment. Judgements should balance different sources of evidence such as: classwork; bookwork; any participation in performances in subjects such as music, drama or PE; any non-exam assessment […]
  • the rank order of students within each grade for each subject – for example, for all those students with a centre assessment grade of 5 in GCSE maths, a rank order where 1 is the most secure/highest attaining student, and so on. This information will be used in the statistical standardisation of centres’ judgements – allowing fine tuning of the standard applied across all schools and colleges

That last point could be a non-trivial matter, to say the least, though you can see why they’re asking for it.

Coronavirus: Schools will rank GCSE and A-level pupils within gradesSchools Week
The rank order will help determine which pupils move between grades during the standardisation process, which will be run by the exam boards in order to ensure that pupils are not disadvantaged by generous or severe assessment.

But what about the other qualifications?

Exam regulator unveils GCSE and A-level plans for coronavirus crisisThe Guardian
The new system will affect around 1.5 million pupils studying for this year’s GCSEs, A-levels and AS-levels in England, as well as many in Wales. Details are still unclear for those taking BTec and vocational or technical qualifications at schools and colleges.

More to follow, then.

Trusting the teachers

The schools are closed and GCSEs and A-Levels are to be replaced with teacher assessments (partly). That might not sound very robust, but this research from 2019 (how timely!) suggests otherwise.

Don’t worry about cancelled exams – research shows we should switch to teacher assessment permanently – The Conversation
Teacher assessments during compulsory education are as reliable and stable as standardised exam scores. We can – and should – trust teacher assessments as indicators of pupils’ achievement. This advice is based on a study carried out with a UK-representative sample of more than 10,000 children. We hope that our findings will alleviate some of the concerns of the pupils and parents affected by the exam cancellation. […]

Might the “high financial, pedagogical and psychological costs of standardised exams” suggest that this is another area that’s permanently changed, once things go back to normal?

For these reasons, our results suggest that substituting high-stakes exams for teacher assessments might be a good thing, not just during the current Covid-19 crisis, but on a permanent basis.

We call for you to trust teachers during these difficult times. We should do whatever we can to bring joy back to the classroom – or, as it is now, the virtual classroom. We must trust our teachers to teach the curriculum and to assess students’ progress and abilities. The wellbeing of students, their parents and their teachers would benefit from it.

School’s out, for summer?

So yesterday, two weeks before the scheduled end of the term, kids across the country had their last school day. An early end to the term. An end to the school year?

Coronavirus: how to help children through isolation and lockdown The Conversation
The UK has become the latest country to close schools in a bid to slow down the spread of the novel coronavirus. This is a game changer for families, displacing children from friends, learning and their school community. To help them through what could be months of isolation and potentially lockdown, we need to consider how this new world looks and feels to them. […]

Questions about limiting screen time are a little moot, now.

Accept that they will also need to talk with friends and process what is happening around them, so tune into the value of the technology they are glued to, and actively encourage face time and group chats. It is best to talk with teenagers as the near-adults they are, emphasising the positives – the experts are working round the clock.

But what about GCSE and A-levels?

Fears that cancelling exams will hit BAME and poor pupils worstThe Guardian
The education secretary, Gavin Williamson, will give more details about what will replace exams on Friday, but it is likely that GCSE and A-level results will be awarded based on predicted grades. He promised an appeal process for pupils who are unhappy with the results they are given, to ensure that the system is as fair as possible. Experts warned that the changes would disadvantage black and minority ethnic, working-class and other marginalised students, who are already under-represented in top universities.

Mock results and predicted grades won’t be used in isolation, though.

Coronavirus: Teacher assessments for GCSEs and A levelsTes
“Ofqual will develop and set out a process that will provide a calculated grade to each student which reflects their performance as fairly as possible, and will work with the exam boards to ensure this is consistently applied for all students,” the Department for Education said in a statement.

The DfE have some FAQs, with more detail.

Coronavirus (COVID-19): cancellation of GCSEs, AS and A levels in 2020GOV.UK
3. How will you address the fact that students from disadvantaged backgrounds are more likely to have their grades under-predicted?
We are not awarding students their predicted grades. Ofqual, the independent qualifications regulator, will develop a fair and robust process that takes into account a broad range of evidence, including teacher assessment and prior attainment. Ofqual will make every effort to ensure that the process agreed does not disadvantage any particular group of students.

Pupils who do not feel their calculated grade reflects their performance will have the opportunity to sit an exam, as soon as is reasonably possible after schools and colleges open again.

4. Will all students get their predicted grade?
No, we know that simply using predicted grades would not be fair to all students. The calculated grade will take into account teachers’ assessment of the likely grade as well as other factors such as prior attainment, so students’ final grades will not necessarily reflect their predicted grades.

One of our kids is expecting to start university this September…

18. What will young people with university offers do?
The grades awarded to students will have equal validity to the grades awarded in other years and should be treated in this way by universities, colleges and employers. There is no reason for the usual admissions cycle to be disrupted.

We welcome the constructive approach taken by the main university representative body, Universities UK, who have said that universities will be flexible and do all they can to support students and ensure they can progress to university.

We can only wait and see.

Getting through it

Photos: Life in the coronavirus eraThe Atlantic
In an all-out effort to slow the spread of the new coronavirus, health and government officials worldwide have mandated travel restrictions, closed schools and businesses, and set limits on public gatherings. People have also been urged to practice social distancing in public spaces, and to isolate themselves at home as much as possible. This rapid and widespread shift in rules and behavior has left much of the world looking very different than it did a few months ago, with emptied streets, schools, workplaces, and restaurants, and almost everyone staying home.

Rather than the expected shots of empty streets, stadiums and train stations, I find more moving the photos of how this is impacting on individuals, of all ages.

working-through-it-1

Lori Spencer visits her mom, Judie Shape, 81, who Spencer said had tested positive for the coronavirus, at Life Care Center of Kirkland, the Seattle-area nursing home at the epicenter of one of the biggest coronavirus outbreaks in the United States, in Kirkland, Washington, on March 11, 2020.

working-through-it-2

Caidence Miller, a fourth grader at Cottage Lake Elementary, tries to figure out assignment instructions without working speakers on his laptop as he and his grandmother, Chrissy Brackett, navigate the online-learning system the Northshore School District will use for two weeks because of coronavirus concerns, at Brackett’s home in Woodinville, Washington, on March 11, 2020.

working-through-it-3

A woman makes a video call with her smartphone inside her home after the Italian government clamped down on public events, closed bars, restaurants, and schools, imposed travel restrictions, and advised citizens to stay at home in an attempt to slow the spread of the coronavirus on March 15, 2020, in Turin, Italy.

working-through-it-4

A man wearing a mask looks up at a couple looking out of a house window on the 15th day of quarantine in San Fiorano, one of the small towns in northern Italy that has been on lockdown since February, in this picture taken by schoolteacher Marzio Toniolo on March 6, 2020.

Featured image: A student attends an online class at home as students’ return to school has been delayed in Fuyang, Anhui province, China, on March 2, 2020.

Sadly, I think there’ll be plenty of time for more of these photos.

Scientists warn we may need to live with social distancing for a year or moreVox
As Kucharski, a top expert on this situation, sees it, “this virus is going to be circulating, potentially for a year or two, so we need to be thinking on those time scales. There are no good options here. Every scenario you can think of playing out has some really hefty downsides. … At the moment, it seems the only way to sustainably reduce transmission are really severe unsustainable measures.”

Tackling poor behaviour in schools

A press release from the DfE today.

Experts to help tackle poor behaviour in schoolsGOV.UK
Schools with exemplary behaviour practices are being invited to lead the Government’s £10 million programme to improve discipline, as part of work to raise school standards across the country. Supported by renowned behaviour experts, these schools will work in partnership with those that need help to turn around their behaviour culture, equipping heads and senior leaders with the tools they need to tackle poor discipline.

Education Secretary: We’re going on a discipline drive in schoolsGOV.UK
We plan to build partnerships between schools which are leading on this issue with those who want to turn their own cultures around, allowing institutions with poor behaviour to learn from those with the best. They’ll be led by former teacher and behaviour expert Tom Bennett, along with a team of current and former headteachers with broad experience of creating disciplined environments in their own schools

So who are these experts?

Revealed: The experts leading £10m behaviour programeTes News
The seven-strong team will work alongside headteachers and leaders from 20 outstanding schools in order to improve behaviour in around 500 schools which are struggling with poor behaviour. The group is being led by the DfE’s behaviour tsar Tom Bennett, who is the founder of ResearchED, an international conference of teachers that aims to boost knowledge of current research among the profession.

DfE reveals Tom Bennett’s new behaviour taskforceSchools Week
Bennett, the DfE’s lead behaviour adviser, said: “There are some incredible schools out there making miracles happen every day, but many schools who, often through no fault of their own, face huge challenges getting there. Behaviour hubs will support these schools with the schools who know how to turn things around.”

Exclusive: DfE behaviour expert ran unlawful exclusionsTes News
Mark Emmerson, chief executive of the City of London Academies Trust, was in charge of The City Academy in Hackney in 2016, when pupils were voluntarily “withdrawn” by parents – without these absences being recorded as fixed-term exclusions.

Let’s hope they succeed. It’s an emotive topic for sure, but only an idiot would imagine there are any simple fixes or easy answers here.

Ban phones and queue in silence for better GCSEs, says Gavin WilliamsonThe Telegraph
Gavin Williamson has urged schools to implement stringent discipline regimes, such as lining up in silence before lessons. He said that often “common-sense solutions” can be used to curb unruly behaviour as well as lead to outstanding academic results.

Point proven, then. Meanwhile, here’s an overview of some of the research on what might influence student behaviour.

Are parents to blame for bad behaviour?Tes News
As hysteria mounts over knife crime, school exclusions and persistent bad behaviour, “I blame the parents” is once again a common refrain. But to what extent does parenting affect how a child behaves in school? Considering the number of parenting courses on offer through schools, and through government services, the perception is clearly that the impact is significant. But, as always, it’s a bit more complex than that.

Well said. Meanwhile.

It’s not all about the money

This seems appropriate to share after yesterday’s post about late capitalism. Last year, the Augar report on university funding was published, which was roundly criticised at the time.

Universities condemn ‘catastrophic’ plan to link fees to graduate payThe Guardian
Dr Jason Scott-Warren, a lecturer in English at Cambridge University, says: “The idea of measuring the success of degrees by graduate earnings is despicable and we can only hope that future governments will abandon this market logic.”

It seems that concept of linking value of education to earnings is spreading to other areas. Anything that mentions Ofsted is usually trouble.

Alarm at Ofsted-style plan to rank universities by graduate earningsThe Guardian
In November the Conservative manifesto set off alarm bells in universities by promising to tackle “low-quality courses”. Now senior academics close to Westminster say the government is pressing on with this in a plan that could replicate the four Ofsted categories used for schools, flagging up university courses the government considers inadequate. […]

Controversially, graduate earnings are expected to be the bar by which the government will judge courses. Higher education experts warn this would damage the arts and humanities, where starting salaries are typically much lower than in disciplines such as medicine or law. […]

Prof Alec Cameron, vice-chancellor of Aston university, in Birmingham, says: “Salary is evidence of things, including where you live, what sector you’re in, and what sort of job you are pursuing. We should push back against the idea that a good salary is an adequate measure of how much a job matters to society.”

How can anyone think this is a good idea?

Packed your school bag, kids?

There are other collections of school exercise books around, but this one is fully online and looks to be vast, with hundreds of children’s exercise books from across the globe, from the 1700s to 2000s.

Exercise Book Archive
The Exercise Book Archive is an ever-growing collection of old exercise books from all over the world. Everybody is invited to discover the history, education, and daily life of the children and young people of the past through this unique material.

exercise-books-2

The Boeing. France, March 31, 1973

exercise-books-3

3rd year of school 1943-44. Austria, September 1943

exercise-books-5

My Friend. United Kingdom, March 7, 1936

exercise-books-4

The blizzard at Honey Brook. United States of America, February 1899

Challenging universities

It’s great to see some universities overhauling their applications processes to become more diverse, but something that caught my eye earlier was this new kind of offer being made to applicants.

‘Conditional unconditional’ offers on the riseBBC News
Conditional unconditional offers give students a place – regardless of their A-level grades – on condition they make the university their firm first choice. Critics say they encourage students not to work hard to get the best A-levels.

You could say that about any kind of unconditional offer, of course. As Mike Ratcliffe, Nottingham Trent University’s Academic Registrar, explains below, this new type of offer does have the worrying feel of ‘pressure selling’ about it.

The evidence against conditional unconditionals doesn’t stack upWonkhe
One concern expressed around conditional unconditional offers hinges on when a conditional offer made via UCAS is converted to an unconditional offer if the student accepts that provider as their firm choice, in particular if there is an arbitrary time limit. This is the source of the potential, it has been suggested, for universities to engage in “pressure selling”. In our view, there should be no need to require a student to choose before they have all their offers or outside of the standard UCAS decision dates.

But going back to that point about potentially disincentivising students to do well at their A-Levels, he suggests that’s less of an issue.

Another concern is whether applicants with conditional unconditional offers are more likely to coast through the remainder of their level 3 qualifications and thus miss their predicted grades. National data show it is the applicants with higher predicted grades who miss their grades the most; at NTU it is these very students to whom we make conditional unconditional offers. Our statistical modelling suggests that only a tiny proportion (1.2%) of the variables explaining our students’ propensity to miss their predicted grades can be attributed to holding conditional unconditional offers. This is consistent with the UCAS analysis in its End of Year Cycle report in 2018 which concluded: less than 2 per cent of applicants that missed their predicted A levels by two or more grades in 2018, did so as a result of holding an unconditional firm.

I was amused by this other article on WonkHE from Paul Greatrix, the Registrar from Nottingham’s other university, about the latest developments in online courses—‘nanodegrees’. I don’t think he’s a fan.

Stack ‘em high, sell ‘em cheap – get your micro-credentials hereWonkhe
But despite all the hype around MOOCs and the like, universities and their traditional offerings have proved remarkably resilient and therefore the logical next step was for the MOOC providers to start offering actual qualifications themselves. Not traditional awards of course but excitingly named micro-credentials, nano-degrees and micro-masters courses all of which were described as ‘stackable’ qualifications and would, again, destroy universities with all of their tedious, fusty old style qualifications. […]

It remains to be seen whether there is significant demand for these excitingly labelled new programmes and whether they will prove as popular as these extremely small awards previously promoted on Wonkhe.

But given the treatment that MOOCs, advocates of ‘unbundling’ higher ed and those who favour the ‘uber-isation’ of HE receive in Audrey Watters’ wonderful list of the 100 worst ed-tech debacles of the last decade you have to ask if MicroBachelors™ or the like are going anywhere fast.

Time to take Media Studies seriously

There’s nothing new about fake news and misinformation, now. These topics are part of our landscape, unfortunately, and we must do our best to deal with them. A thorough understanding of the media is needed now more than ever.

Commission on Fake News and the Teaching of Critical Literacy Skills in SchoolsNational Literacy Trust
[T]he final report from the Commission on Fake News and the Teaching of Critical Literacy Skills in Schools, published on 13 June 2018, found that only 2% of children and young people in the UK have the critical literacy skills they need to tell if a news story is real or fake. It also found that almost two-thirds of teachers believe fake news is harming children’s well-being by increasing levels of anxiety, damaging their self-esteem and skewing their world view.

Only 2%? That’s shocking.

Why media education in schools needs to be about much more than ‘fake news’The Conversation
A growing number of educators, policy makers and third-sector groups are calling for news and critical digital literacy to be taught in schools, with over half of teachers reporting that the current national curriculum does not equip pupils with the literacy skills they need to tackle fake news.

In its final report on Fake News, published in February 2019, the UK parliament’s Digital, Culture, Media and Sport Committee reiterated its calls for digital literacy to be the fourth pillar of education alongside reading, writing and maths. But thus far these calls have fallen on deaf ears.

It’s not just our young people that need upskilling in this area, of course. Remember that photo of the boy lying on the floor of the LGI during the election campaign?

‘Do not believe a stranger on social media who disappears into the night’ – An open letter from our editor to youYorkshire Post
Margaret, it may well be that those who will benefit the most by breaking the bond of trust you have with the likes of The Yorkshire Post and Yorkshire Evening Post have already won, but I urge you to consider which news source you can get in touch with. Who is willing to look you in the eye and tell you they did their best to get it right versus those who pop up on Facebook, spout something so compelling that others share it, and with that undermine the truth and discombobulate decent citizens.

Could do better?

Politicians got a taste of their own medicine whilst they waited for the results of the PISA tests this year. The Programme for International Student Assessment is a way of measuring how effective countries’ education ministers are in improving education standards.

And this year’s results? For some, it was good news.

English school children are climbing the international league tables as rest of the UK lags behindThe Telegraph

Welsh PISA education stats show improvements but country still falling behind rest of UKPowys County Times

Pisa rankings: Irish teens among the best at reading in developed worldThe Irish Times

Keeping score: PISA results has Alberta top of the class in reading, scienceEdmonton Journal

For others, less so.

PISA 2018 test results show over 4 in 10 Romanian students don’t understand what they read; education minister not that worriedRomania Insider

‘It just isn’t working’: PISA test scores cast doubt on U.S. education effortsThe New York Times

PISA tests: Israeli students consistently behind developed worldThe Jerusalem Post

The PISA problem: ‘The rest of the world is moving away from us’The Sydney Morning Herald

So is there anything to learn from this?

After two decades of PISA tests, why haven’t scores risen more?The Economist
The hope at the turn of the millennium was that the wealth of new information would help identify what makes a school system tick, prompting others to follow their lead, and thus causing results to rise across the board. This is not quite how things have worked out. Despite the fact that spending per pupil in the OECD has risen by 15%, average performance in reading, maths and science remains essentially the same as when the tests started. Pick a country at random and it is just as likely to have regressed as improved.

could-do-better

As The Economist’s article goes on to say, “If a silver bullet for improving education existed it would have been discovered by now.”

A big problem is that many education ministers still pay too little attention to the evidence. Others are hemmed in by the fact they must listen to the views of teachers and parents, who do not always know best. Andreas Schleicher, head of education at the OECD, bemoans the fact that lots of countries have, for instance, prioritised shrinking classes over hiring and training excellent teachers, despite evidence suggesting this is a bad idea. As he points out, one place that has given the quality of the teacher priority over the size of the class is Shanghai. Another is Singapore. And they are reaping the benefits.

Let’s see what our own government make of it all.

Turning that frown upside down

What would you do with 17 rejection letters?

A doctoral student wore a skirt made of rejection letters to defend her dissertation
The skirt communicated what her presentation didn’t: the grueling, bumpy process she went through on her way to her major moment in front of a committee of five professors on Oct. 7.

“The dissertation presentation is in this narrative form, where … it looks like everything went smoothly in my process from start to finish,” said Kirby, 28, who for the past 4½ years has been a doctoral student in environmental science and policy. “So I wanted something in my presentation that shows that really isn’t how it goes. There are a lot of roadblocks along the way.”

Heavy questions for a Monday morning

I’ve just got round to reading this weekend’s Art & Letters Daily newsletter. More coffee is required before I properly engage with these questions, I think — the first, about the value of the arts; the second, the value of higher education.

What’s the point?
These feel like such dire times, times of violence and dislocation, schism, paranoia, and the earth-scorching politics of fear. Babies have iPads, the ice caps are melting, and your smart refrigerator is eavesdropping on your lovemaking (and, frankly, it’s not impressed).

Fascists, bigots, and guys who plan to name their sons Adolf wake up every day with a hateful leer on their faces and the Horst Wessel Song in their hearts—if you’re an ignorant, misogynist, xenophobic, racist against science, I guess times have never felt better. But for the vast rest of us—and please know, please believe, you and I greatly outnumber them—for the rest of us, things can seem so much worse than they did back in 2010, when a decent, thoughtful, level-headed, rational, and humane black man was living in the White House.

It has all seemed to fall apart so quickly. Looking around, it’s hard not to wonder who or what is to blame. I think it might be me. No, hear me out.

(This quote from George Bernard Shaw might help here.)

Does meritocracy stall social mobility, entrench an undeserving elite, and undermine trust in higher education?
An attack on meritocracy is invariably an attack on higher education, where meritocrats get sorted and credentialed. So the turn against meritocracy prompts big questions. Has meritocracy in fact failed? Is it time for universities to rethink the definition of merit, and, more broadly, higher education’s role in American life? Are meritocracy’s critics too sweeping in their indictment? Is it still — flaws and all — the fairest way to organize society? If we do away with it, what comes next?

We put these questions to 10 scholars and administrators from across the academy. Here are their responses.

Poor performance

For such a small number, a school’s Progress 8 score can be quite a big deal. So the last thing we need is an exam board messing up the performance tables process by not sending complete data to the DfE.

Progress 8 error in performance table checking after BTEC gaffe
Peter Atherton, data manager at a school in Wakefield, told Schools Week some schools had received a “nasty surprise” when they went to check the website.

“It could be the case that, if all of these qualifications were missing for your school, that could affect your progress 8 score by quite a lot. Some schools are saying they’re -0.20 below what they were expecting.”

Gaffe is such an odd word, if you think about it. French, I guess. Would that make Pearson a gaffeur?

It is the second gaffe relating to BTECs to hit the exam board this year.

In August, Pearson was forced to apologise after it hiked grade boundaries for its BTEC Tech Awards just days before pupils were due to collect their results, meaning youngsters were handed lower grades than they were expecting.

Requires improvement, I’d say.

Sneaky sources

For all you lazy students out there, here’s a way you can present any Wikipedia article as a real academic source.

M-Journal subverts academia by morphing Wikipedia into a reliable source
Caveat lector, let the buyer beware. These are the words at the end of the Wikipedia page that informs users that attempting to use Wikipedia as a reliable source of cited material comes with a continuous and present risk. Across academia it is a known operating fact that Wikipedia is not an accepted source for research papers and the lot. That hasn’t stopped students from using it and thanks to M-Journal, disguising it.

As the article goes on to say, it’s “ingenious as much as it is ridiculously dubious.”

Website M-Journal will turn Wikipedia articles into “real” academic papers
One of the funnier parts of the M-Journal is that if your teacher does ask for a link to the academic paper, the site will generate a fairly convincing-looking link. But it has a fake paywall, so you can’t see the whole thing.

And we all know that no one ever goes past the paywalls on academic journals.

(Not that the ‘real’ ones are necessarily any better, of course.)

This whole scheme will only work if academics are kept in the dark, otherwise the game is up. Let’s hope the word is getting out — I think the sector has enough fakery problems without this adding to the mix.

What to do with helicopter parents?

I’ve worked in a number of universities and know that it’s not easy being a university student; lots to worry about. And I know it’s not easy being the parent of a university student; lots to worry about. I’ve been the former, and in a year’s time, if all goes well, I’ll be the latter.

In this article for WonkHE, Alan Sutherland from Surrey SU considers the problems universities and parents have with each other’s expectations, and a possible way forward.

Parents are at the sharp end of marketisation
The 2019 UCAS application cycle is almost complete, and at the time of writing almost half a million undergraduates will be starting at a UK university in a few weeks time.

What part, however, are parents allowed and expected to play in the next few years? After a harrowing experience with a gaggle of angry parents, I thought it wise to take a closer look at the parental experience.

They’re doing their best

People are getting a little twitchy about GCSE results day tomorrow, I think.

Poorer pupils twice as likely to fail key GCSEs
Russell Hobby, the chief executive of the education charity Teach First, which carried out the research, said: “A child’s postcode should never determine how well they do at school, yet today we’ve found huge disparities based on just that. Low attainment at GCSE is a real cause for concern as it can shut doors to future success and holds young people back from meeting their aspirations.”

Pupils ‘refusing to sit GCSE exams in new tougher format’
“Making exams harder doesn’t make kids smarter or more employable. It does make them more stressed, anxious and depressed – especially those from disadvantaged backgrounds,” one senior teacher told ASCL.

Another said it was “soul-destroying” to see well-prepared students struggle to cope: “The difficulty of reformed GCSEs places undue stresses upon students and staff. The sheer volume of examinations in such a short space of time leads to tired and weary students.”

GCSE results: further decline in arts and technical subjects
This is a story echoed elsewhere, in the decline in arts GCSE and A-levels and the steady but steep decline in BTEC vocationally related qualifications. And it seems to blame for these changes is the arrival of the English Baccalaureate (Ebacc) – a set of subjects at GCSE that are said to keep “young people’s options open for further study and future careers” – but which appears to do the opposite.

The result you were after?

Another year, another A-level results day, another set of the usual stories in the media. This one caught my eye, though, about Labour’s plans to change the university application process timeline, removing the need for predicted grades.

A-level results: a minority of students achieve predicted marks, so yes the system should be reformed
It’s generally accepted that going to university plays a significant part in shaping lives, and the skills gained there help to sustain a thriving society. So it seems odd that at the heart of this process is guesswork – with the bulk of university offers based on predicted grades.

Indeed, Labour has announced plans to replace offers based on predicted grades with a new “fairer” system of post-qualification admissions. Under Labour’s plans, students would apply for their higher education place after receiving their results instead of the current system of predicted grades – which the party says penalises disadvantaged students and those from minority backgrounds.

My first reaction with these kinds of plans is to almost faint at the thought of the upheaval everyone would have to go through. Hundreds of universities, thousands of schools, millions of students. Would there have to be a pilot implementation with just a few schools? Or just a few universities? How would that work? Would that create a two-tier system? Could it really all be turned around in such a short timeframe? What if it all went wrong?

But then, if other countries can do it, why can’t we?

All of which makes Labour’s most recent suggestions of reforming the system a step in the right direction. Indeed, a 2019 report from The University and College Union revealed that post-qualification admissions were the global norm, and that countries the UK often benchmarks against – such as Germany, Singapore, Australia and the US – all use this system.

The OECD’s top five countries with the highest performing graduates also use post-qualification admissions – so it’s possible that students in those countries are being better matched to institutions and thriving accordingly.