An eensy-weensy little bit of a rant this week I’m afraid. The news of changes in our education system, again, had me seeing red and screaming
at the TV and radio.
‘England's exam system needs further changes,’ Education Secretary Michael Gove has told MPs. And plans are being made to return to a two tier ‘O’ level and ‘CSE’ style exam. Mr Gove is reported to be preparing to replace GCSEs for England from autumn 2014 and also to bring in a simpler exam for less academic teenagers.
‘England's exam system needs further changes,’ Education Secretary Michael Gove has told MPs. And plans are being made to return to a two tier ‘O’ level and ‘CSE’ style exam. Mr Gove is reported to be preparing to replace GCSEs for England from autumn 2014 and also to bring in a simpler exam for less academic teenagers.
How many times do we need to keep changing our exam system for yet another one that doesn’t work and fails our children?
The opinion that the current GCSE’s are ‘too simple’ and are
‘dumbing down’ infuriates me and many other mothers I have spoken to whose kids
have been part of them. Let’s put all
those kids down after they’ve slogged their guts out to get good results, shall
we? I can categorically state that my
son’s GCSE English exams were far harder than anything I tackled at ‘O’ level - endless coursework culminated in
exam essays that were so constricting, the kids were totally drilled in what to
say and how to say it. Any ‘thinking
outside of the box’ was quite simply not allowed. If my son had come up with the most
enlightened thought on why Lady Macbeth acted the way she did, it wouldn’t have
mattered. If it’s not what the exam
board want to hear, don’t write it. How
sad that endless ‘parrot fashion’ essays were being churned out for a
pass. And how hard for the teachers to
have to get every child to see it their way, with barely a moment to go ‘off
course’ - just to get them through the gruelling curriculum.
The old ‘O’ level system didn’t work, for many kids. Some are crippled by exam nerves and a bad
day could mean a fail for a child that had been obtaining straight A’s
throughout the course.
I admit though that the 2nd tier of ‘O’ levels -
the CSE - was a Godsend for me when it came to maths. I certainly didn’t feel as if I was being
‘put down,’ there was quite simply no way I could cope with the standard of ‘O’
level.
In the same way that I feel the old style of exams didn’t
work, I also feel that GCSE’s with coursework are open to possibilities of
cheating. Many kids had access to older
sibling’s coursework and ‘adapted’ essays to their needs. Then, of course, there is other outside help
from parents and gentle prodding and coaxing in the right direction from the
teachers. My son re-wrote a Macbeth
coursework essay approximately seven times to get it close to the standard
required for a pass.
Which brings me to my main point. My son is a bright boy who took his GCSE
exams a year early. Achieving mainly A’s
and B’s, we were incredibly proud of him.
But after two years of slogging, rewriting, rereading and a lot of
moaning, he still only managed to get a C for English. He can spell just about any word you chuck at
him, has a vivid imagination and can argue for Britain but he wasn’t giving the
exam board what they wanted and was tying himself up in knots. Were we disappointed with his grade? No.
Why? Because, quite simply, we
can’t all be good at everything.
Surely this is what needs to be considered when looking at
education? I never passed a maths exam -
I wasted three years trying to get a C when I could have been putting that time
to good use elsewhere. I get through
life without a maths certificate and I use fingers, toes and other people’s
brains when it comes to adding up. I
didn’t intend to go into a career which needed maths, so what was the point of
all those years struggling?
Similarly some kids hate science, which has always been
compulsory. If it’s not going to feature
in their career, why force them to do it?
A second language? No head for
it? Why bother?
If kids have a hunger for a subject, that’s half the battle
won. Why do we need to compartmentalise
them all?
The fact is, some are academic and some aren’t. Put a system in place and keep it there so that our children know
where they stand. Offer more options and
accept that the most vital skills some will
leave with are hopefully being able to read and write - the fundamentals on
which the most emphasis should be placed.
Another bug-bear of mine, as I’ve taught adult literacy in the past and
kids are still slipping through the
net.
Far too much importance is put on grades at any early
age. Life is stressful enough, let kids
be kids and accept that they are all individuals with different skill sets.