ukjess I find your post deeply depressing, I showed it to my mother who is nearly 80 and a former Headmistress and she did too. You have forgotten so much that was bad about education in the past. I really don't see any point in engaging further. That rigour in 70s O levels you talk about was not respected by the bluestocking ex Oxbridge teachers at my direct grant, dismissed as a waste of time and not intellectually challenging enough, a mere acquisition of knowledge with little training in thinking skills, we moved quickly on at the end of Year 10 to our chosen A level courses and sat only the O levels in subjects that we were not going to study further. Why on earth you would advocate returning to an exam that was rightly deemed not fit for purpose in the 1980s to prepare our DCs for the 21st century is beyond me. Let alone supporting the deep injustice to pupils, those with learning difficulties and without, perpetuated by the rushed, ill thought thought out implementation of education strategies dreamt up by a few narrow minded politicians which have little support from educationalists, and have done so much damage to the current cohorts sitting GCSE and A level exams.
I will leave you with the words of a modern day Headmistress and educationalist, Head of one of Britain's foremost independent schools demonstrating how you can consider new teaching methods and old, and take the best of the present and the past
"My commentary this week centres on a recent article on dyslexia which raised a number of questions about educational approaches and how we encourage pupils to give the best and most creative responses. The article to which I refer, (based on research at Princeton University USA) suggests that dyslexic pupils learn better when asked to read information in challenging fonts, such as Monotype Corsiva (a decorative italic style), rather than in the more open typefaces (Arial or Comic Sans) which are usually recommended for pupils with learning difficulties. In brief, ease and accessibility of information appears to be less important in aiding memory and understanding than the mental tussle involved in decoding it.
It seems sensible to suggest that children learn better when making an effort to assimilate information. This is a hypothesis which fits well with our recent focus in staff INSET on active learning. Individual engagement in the acquisition of knowledge can be encouraged in many different ways. Research is one such method, especially when focused on a particular question requiring information to be sifted and analysed rather than gathered as a string of facts. Classroom challenges and debates promote learning through competition, giving the advantage to those who can justify their ideas clearly and succinctly. Problem solving focuses attention on the essence of an issue or on mathematical and scientific processes and hypotheses. The task of presenting ideas in different forms, whether written, pictorial, graphic, dramatic, spoken or in music, invites careful and considered thought. Learning at its best is not a passive process. Listening to a lecture can be active, but the prerequisite is that the audience should be engaged in the ideas being presented and this often requires a higher level of self motivation than can be guaranteed in a classroom. Chalk and talk, while by no means to be dismissed altogether, is currently out of vogue as a means of promoting deep learning and creativity.
Arguably, however, active learning is not enough as a recipe for success; there are at least two missing ingredients. The first is a proper factual base. The contention is that too much time nationally has been spent by pupils manipulating low-level information and that the taught curriculum needs to be reinforced and made more rigorous. This lies behind the majority of suggested educational reforms. There is some truth in this. To quote my own subject again, history text books, particularly at Key Stage Three, are often over simplified and limited in the information they provide. They can play to the lowest common denominator and often need supplementing with considerably more advanced material to give the topics depth and intellectual solidity. Similarly the questions posed in many of the GCSE, AS and A2 papers in all subjects are arguably limited in the level of thinking they invite and thereby fail to stretch as we would like. The proposed remedies, however, appear to give too much weight to factual recall as an educational virtue and thereby risk allowing too little time for information to be assimilated, discussed and developed.
It was interesting in this context to read the attacks made on the new History National Curriculum by Simon Schama at the Hay Festival over half term. His criticism was cutting in the extreme, perhaps the more so because he is named as one of the advisers. To his mind, the proposed framework is overloaded and prescriptive while also being overly Anglo-centric and therefore limited in its appeal and relevance: ?1066 and all that, but without the jokes?. There is a danger that the pendulum will swing too far in the opposite direction.
The second missing ingredient is motivation. To my mind this overarches and intertwines the whole of the learning process and its absence is often the most important factor in explaining failure. To be faced with difficult fonts may help dyslexic pupils assimilate facts better, but my guess is that the theory will have limited application without the presence of a strong desire to learn. Motivation is a complex issue. It can have its roots in family background and aspiration, and it can also be influenced by the sense, which economic downturn does its best to suppress, that academic success is important for social and economic advancement. The classroom environment clearly plays an important role too. Here experience shows that motivation is more likely to be found in lessons which successfully combine erudition with active engagement. As ever, balance is all. The mark of a good teacher is the ability to stretch pupils with appropriately complex information alongside tasks which encourage mental challenge.
Moving towards a fact-based curriculum will bring the UK more in line with some of its foreign counterparts, but I wonder how much we will lose in the process. I hope that the critical voices ensure that sufficient space is given for teachers to continue encouraging the critical exploration of ideas, an approach to learning which makes us distinctive amongst other educational systems in the world."