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SecEd: On Your Side
Remodelling of our
schools never stops
Quality
SECED THIS week reports
once again on one of its
Pete
common themes, that of
Henshaw
workforce remodelling (see
Editor,
page 3).
SecEd control
I am of the opinion,
along with many other educationalists and teachers, that
workforce remodelling is essential if we are to create truly
personalised and effective learning environments in our
schools. In fact, I believe it is one of the most important
processes in modern education.
The signing of the National Agreement, around five
years ago now, was truly one of the most historic moments
in our education system’s history. It has paved the way
for positive change, acknowledging that teachers cannot
and should not do everything, that teachers need to be
free to teach and should not be bogged down with jobs
CONTROLLED ASSESSMENT is the plagiarism concern, but they
such as truancy or welfare officers, administrators, or data
has been introduced by the From September 2009, controlled would argue that any reasonable
managers. Qualifications and Curriculum teacher can spot this, and some
It rightly acknowledged that the education of our
Authority (QCA) to address some
assessment will replace coursework
aspects of coursework are usually
children is the responsibility of not just our teachers, but
of the issues raised in coursework done under controlled conditions as
of a number of varied and equally skilled professionals
reviews, including plagiarism,
for the vast majority of GCSE
a check anyway.”
teacher assistance, and parental However, Mr Tarleton does feel
working together for the good of each child.
subjects. Chris Parr gives us an
intervention. the process offers some advantages
People other than teachers should now be employed It will require teachers and
update on the changes
– particularly for boys.
in all our schools. People such as staff managing
school staff to monitor students He said: “The advantages for the
school systems (bursars and data managers), those
as they prepare longer research- boys are great. When an eight-hour
style pieces of work, and has nate amount of time on coursework, However, he added: “In control- controlled piece is set, they have to
supporting teaching and learning (higher level teaching
been in place for science GCSEs which for the committed student led assessment, there is probably devote that amount of time, as do the
assistants, teaching assistants, cover supervisors and
since 2006, with this summer’s can take an excessive amount of too small a percentage of emphasis girls, but if it was coursework, the
specialist coaches), and those supporting pupils’ personal GCSE cohort becoming the first to time. The additional pressure on the placed on what teachers think. For conscientious girls might spend 16
development and welfare (attendance and welfare officers,
receive awards based on controlled teacher to prepare for and admin- example, we have seen a slight hours on it. The boys never would.”
learning mentors, and inclusion co-ordinators). Sadly,
assessment. ister the controlled assessments is decrease in the amount of practical For some subjects, controlled
Speaking when the changes then balanced by not having to end- science, because the exam boards assessment will contribute 60 per
however, not all schools have progressed as far as they
were announced, Ken Boston, chief lessly chase up and mark course- want to have hard and fast exam- cent to the final mark, while for
should down this road.
executive of the QCA, said: “We work,” he added. ples of what students know, rather others it will make up 25 per cent.
This is despite more evidence being produced all the
have a responsibility to ensure that Andrew Broadhurst, a physics than taking a teacher’s word for it Some subjects will have no control-
time supporting the benefits of workforce remodelling. This
assessments in high stakes external teacher at Carre’s Grammar School that they can carry out an experi- led assessment at all.
week, the English schools inspectorate Ofsted unveiled
examinations, such as GCSEs, con- in Lincolnshire, and national presi- ment well. Science began controlled assess-
tinue to be valid and reliable. dent of the Voice teachers’ union, “On the whole, however, the ment in 2006, and most other sub-
more positive research into this area.
“We are confident that the also has a positive view of control- changes have been welcome, and jects for which it is being introduced
Ofsted has said that pupils are now clearly benefiting changes we are making to course- led assessment, although he does welcomed by parents. It cuts out will begin using it from 2009. The
from these school workforce reforms, which have seen the
work will ensure that the GCSE feel that exam boards could trust a lot of issues of children missing exception is for English, English lit-
“introduction of staff from a wider range of backgrounds,
remains fit for purpose, and ulti- teachers more when it comes to coursework deadlines, and gives the erature, and ICT, which are expected
skills and life experiences”.
mately reduces the assessment bur- evaluating students. school control over the timetable to begin using it in 2010.
den on both students and teachers.” He told SecEd: “The introduc- for completing work.” Revised specifications are avail-
It suggests that learning mentors and higher level
Philip Bevan, deputy head at tion of controlled assessment has Ray Tarleton, SecEd panel- able now for all subjects, while
teaching assistants are among the roles that have made a Hanham High School in Bristol, made a big difference. It’s not a list and head at South Dartmoor revised subject criteria are detailed
positive impact on pupils’ achievement, especially among
told SecEd that after teaching minor change at all. On the positive Community College in Devon, also on the QCA’s website, again with
those likely to truant, underachieve, or be excluded from
controlled assessment in science side, I am spending a lot less time said that his staff had mixed views the exception of English, English
for two years, the initial signs are marking pieces of work, and the of the new process. literature and ICT, for which criteria
school.
encouraging. kids don’t have to spend as much He said: “The English depart- will be available next year.
Another crucial area where the reforms have had an
“It is common place in science lesson time, and home study time, ment doesn’t regard it as a substitute A factsheet and guidance is avail-
impact is with parents, with a new ability for schools to and has worked well. There is more doing their coursework. for coursework, which they argue able from the National Assessment
reach out to those who are reluctant to come into school or
emphasis on teachers and systems “It is also a huge improvement represents a mature and reflective Agency and the QCA website has
those who simply do not know how to help their children.
being well organised to ensure that that none of it is done at home, as process – akin to what we expect of subject specifications.
pupils are well prepared, or them- teachers can now guarantee that the university students – which allows For these documents, and for a
One small case study from the report showed how
selves are well organised,” he said. work is the students’ own, and not true independent study, use of full breakdown of the changes visit
in one secondary school, an outreach worker is helping
“It benefits pupils because they copied from the internet or other external sources, and opportunities www.naa.org.uk, www.qca.org.uk
parents, many of whom have low incomes and are battling
do not have to spend an inordi- kids’ work.” for depth and extension. Yes, there and www.dcsf.gov.uk/14-19 SecEd
unemployment, not only to support their children’s learning,
but to re-engage with learning themselves.
IN RESPONSE…
The report said: “The school recognised that by
getting parents and carers to become interested in their Basir Kunduzi, 16, is a year 11 In October, we had an was three or four-years-old, my
own education they would be better able to support their
student at Villiers High School International Student Conference father and I were walking next
children’s learning.”
in west London. He is one of a at Villiers, joined by people from to a river when suddenly, out of
The report also highlights the need now for schools to
number of Afghan students at the Czech Republic, Finland and nothing, a grenade dropped a
the school, and recently took Germany. few yards away from us. My dad
ensure a constant focus on the training and development of
to the stage at its International Mr Jones asked the Afghan picked me up and we dived into
all school staff. This is crucial. Student Conference, where he boys in our school to perform a the river, avoiding being killed or
As has been said many times before, remodelling is an
spoke about his experiences of very traditional Afghan dance, even injured.
ongoing process and schools have to ensure their provisions
growing up in Afghanistan. called the Attan. Also, he invited Another horrifying
He wrote to SecEd to tell an Attan teacher from an Afghan experience was that once, I
for training and development are also ongoing.
us a little more about what it organisation in Kent to teach us was at my grandfather’s house.
Help in this area can be sought from the Training and
meant to share his experiences this magical dance. He had holes in his wall, so I
Development Agency for Schools, although the report with his peers, and to explain This sounded very exciting went to look through them. I
revealed that many school leaders did not realise this.
more about his school’s Afghan Unity: Basir Kunduzi, 16, for me, but the real joy had yet to literally saw bullets flying from
Ofsted has therefore called for a more “coherent” approach
Project, which encourages speaks of his experiences come. After a few days passed, one side to the other. I wanted
support and co-operation growing up in Afghanistan he told me that I had to give a the students and the teachers
to induction, training and performance management, and
between the local area’s Afghan speech at this conference too. I at the conference to know that
CPD for this new wider school workforce.
population and the wider The Afghan Project is a was very privileged and fortunate these things might seem very
Workforce remodelling is an ongoing process and will
community. programme that will give Afghans to get this opportunity, because disturbing now, but at that time,
give all schools the potential to influence and improve the
at Villiers High School a better I realised that this was a chance it was very normal for everyone
outcomes of their students in the most effective way.
“As you may all be aware from image in school and in the for me to set a strong, positive including children.
the media pictures, Afghanistan is community. This outstanding project image of Afghanistan in front of My school is doing a great
This latest report is just another page in the growing
often portrayed in a very negative also gives people from different everyone. job by organising such events
encyclopedia of evidence that shows clearly, simply and light. cultures a better and more positive Sharing my own experiences and activities and I encourage
without question that workforce remodelling works and all
According to them, understanding of Afghanistan. with others was very emotional people to take part in these
schools must embrace it. SecEd
Afghanistan only resembles war It all started with Dai Jones (a and important because I wanted activities because I believe that
and violence. With the Afghan teacher at Villiers), who is a very people to realise that people are not every single individual can make
Project we are trying to show that intelligent and gentle person. He as prosperous as we are now. a difference.”
• Pete Henshaw is the editor of SecEd. Contact 020 7501
there is a healthier country than began this project with the Afghan I talked about the situations I For more on the school, visit
6771, editor@sec-ed.co.uk or visit www.sec-ed.co.uk
that which they show. heritage students at our school. went through, including when I www.villiers.ealing.sch.uk
6 SecEd • November 13 2008
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