Latest news with #BeckyFrancis
The Sun
07-05-2025
- Politics
- The Sun
Major change to GCSE results day to be trialled this summer with thousands to get marks in VERY modern way
TENS of thousands of GCSE pupils will receive their results in a very modern way this summer. A pilot to scrap the usual paper certificates is being tried in Greater Manchester and the West Midlands ahead of a planned nationwide rollout. 2 2 The trial will affect 95,000 teenagers this year who will get their grades on the new Education Record app. Education Minister Stephen Morgan said: 'It is high time exam records were brought into the 21st century, and this pilot will allow schools and colleges to focus on what they do best: teaching the next generation rather than being bogged down in bureaucracy. 'This government is slashing red tape through our Plan for Change to drive growth, cut admin for teachers and give tens of thousands of young people more opportunities to get on in skilled careers.' Hathershaw College school has been testing the app since last spring and gave it a thumbs up. Principal Mark Giles said: 'We believe this will reduce administrative burdens on schools, and in the future could also be utilised by parents of younger children to support transition from primary to secondary school.' This comes as academic Becky Francis unveiled her review of the national curriculum tasked by Education Secretary Bridget Phillipson, earlier this year. Her report suggests slashing the amount of 'intensive, high stakes assessment' that is taking a toll on pupils' wellbeing. It highlights how British teenagers are the most tested in the western world, with Year 11s sitting up to 31 hours of papers. While exams force pupils to 'rote learn facts', she said shifting to more coursework could provide better assessments. Schools Minister Nick Gibb says he's optimistic about the GCSE results as students face 'shock' over grades Tory Shadow Education Secretary Laura Trott last night slammed the proposals as 'dumbing down school standards'. She said: 'In moving away from examinations and towards coursework, qualifications will be less rigorous and less credible.' Ms Francis also said the curriculum needs to 'increase diversity in representation' and cited reports calling for more ethnic minority authors to be included. One of the papers that influenced the review was a study called Lit in Colour that bemoaned an education system where 'the literature deemed most worthy of study disproportionately represents a whiteness in a multiracial society.' Ms Francis' review said: 'Pupils told us that not being able to see themselves in the content they learn, or encountering negative portrayals, can be disempowering and demotivating, a point supported by wider evidence.' But it sparked fears of woke teachers foisting their views on young kids in the classroom. Tory MP Nick Timothy said: 'Our schools should absolutely promote tolerance and mutual understanding. 'But we must be very careful to ensure this is not exploited by those who wish to promote divisive identity politics, teaching children to be ashamed of their country and its heritage. Ms Francis - an academic tasked by Education Secretary Bridget Phillipson with carrying out the review - also suggested adapting the curriculum to teach kids about artificial intelligence. Her polling also showed parents wished their children had spent more time learning about finances and budgeting. Ms Phillipson said: "I welcome the important progress Becky Francis and her expert review are making to drive forward work to take the curriculum into the modern era and help deliver on the government's Plan for Change."
Yahoo
22-03-2025
- Politics
- Yahoo
School curriculum ‘designed to install racist notion of British identity'
Britain's biggest teaching union is to claim England's curriculum 'installs a racist notion of British identity'. Teachers at the National Education Union (NEU) annual conference next month will call for lessons to be based on 'equality and social justice' rather than 'dogma' and push for an 'anti-racism curriculum'. One motion set to be discussed at the event in Harrogate will claim 'many curriculum areas do not fully represent the histories, perspectives and contributions of diverse groups in our society'. In the same motion the union will call for a curriculum that is 'culturally reflective' and makes 'all students feel valued and empowered'. In a second motion, staff will say 'the [current] curriculum is not based on the holistic needs of the child but on narrow, government-imposed dogma … and was designed to install a racist notion of 'British Identity''. Teachers' criticism of what children are taught comes as the Government-commissioned curriculum and assessment review published its interim report this week. In it, Prof Becky Francis, who is leading the review, says the curriculum needs to do more to deliver 'equality duties' and ensure that 'all young people feel represented'. The review cites pupils who claim they have encountered 'negative portrayals' that can be 'disempowering and demotivating'. The review's final report, which will outline what should be taught, will be published in the autumn. Despite the issues identified by the interim report, students from black and Asian backgrounds outperform white pupils in England's schools. The NEU, which has nearly 500,000 members, wants to see black history added to the national curriculum. It points to Wales, where the teaching in schools of 'Black, Asian and minority ethnic histories and experiences' is mandatory and teacher training is being 'decolonised'. In England, current history lessons, drawn up under Michael Gove in 2013, have been described by some activists as 'a white-washed' version of UK history. Teaching focuses predominantly on British history, key figures and chronology, although topics from world history are included. Objections have been raised to the requirement for schools to actively promote 'fundamental British values' – democracy, the rule of law, individual liberty, and mutual respect and tolerance. The requirement was introduced as part of the counter-extremism Prevent strategy in 2014. The National Union of Teachers – which became the NEU – levelled accusations that the concept of 'British values' could lead to 'cultural supremacism'. Critics last night accused the NEU of declaring war on Britishness. Chris McGovern, the chairman of the Campaign for Real Education, who advised Mr Gove on the national curriculum for history, said: 'The current national curriculum does not require the teaching of any specific historical figure or event, not even the World Wars or Churchill. 'It does require, however, that either Islamic West African or Central American history be taught. The curriculum is racist only in terms of allowing the promotion of 'white guilt' about 'white privilege'. 'The NEU is guilty of seeking to build an intolerant empire of Wokeism. Their curriculum decolonisation programme is fascistic in its intolerance. They are declaring a racist war on white Britishness.' Iain Mansfield, head of education at Policy Exchange said: 'The national curriculum is rigorous, knowledge-rich and inclusive, with students having the opportunity to study a diverse range of British and world history, including topics such as slavery and the British Empire. Polling for Policy Exchange's Portrait of Modern Britain report showed that 72 per cent of people, including a majority of every ethnic group, thought that children raised in Britain should be taught to be proud of Britain and its history.' The Telegraph has approached the NEU for comment. In another conference motion, the NEU will accuse Israel of genocide and apartheid in Palestine and call for resources to be used in schools 'to raise awareness about the situation in Palestine'. Teachers are demanding a ban on companies involved in weapon production being invited into schools and colleges. Companies such as BAE Systems and Leonardo have long-established STEM projects in UK schools and visit schools to give advice on careers, apprenticeships and work experience opportunities. Broaden your horizons with award-winning British journalism. Try The Telegraph free for 1 month with unlimited access to our award-winning website, exclusive app, money-saving offers and more.
Telegraph
22-03-2025
- Politics
- Telegraph
School curriculum ‘designed to install racist notion of British identity'
Britain's biggest teaching union is to claim England's curriculum 'installs a racist notion of British identity'. Teachers at the National Education Union (NEU) annual conference next month will call for lessons to be based on 'equality and social justice' rather than 'dogma' and push for an 'anti-racism curriculum'. One motion set to be discussed at the event in Harrogate will claim 'many curriculum areas do not fully represent the histories, perspectives and contributions of diverse groups in our society'. In the same motion the union will call for a curriculum that is 'culturally reflective' and makes 'all students feel valued and empowered'. In a second motion, staff will say 'the [current] curriculum is not based on the holistic needs of the child but on narrow, government-imposed dogma … and was designed to install a racist notion of 'British Identity''. Teachers' criticism of what children are taught comes as the Government-commissioned curriculum and assessment review published its interim report this week. In it, Prof Becky Francis, who is leading the review, says the curriculum needs to do more to deliver 'equality duties' and ensure that 'all young people feel represented'. The review cites pupils who claim they have encountered 'negative portrayals' that can be 'disempowering and demotivating'. The review's final report, which will outline what should be taught, will be published in the autumn. Despite the issues identified by the interim report, students from black and Asian backgrounds outperform white pupils in England's schools. The NEU, which has nearly 500,000 members, wants to see black history added to the national curriculum. It points to Wales, where the teaching in schools of 'Black, Asian and minority ethnic histories and experiences' is mandatory and teacher training is being 'decolonised'. 'White-washed' history In England, current history lessons, drawn up under Michael Gove in 2013, have been described by some activists as 'a white-washed' version of UK history. Teaching focuses predominantly on British history, key figures and chronology, although topics from world history are included. Objections have been raised to the requirement for schools to actively promote 'fundamental British values' – democracy, the rule of law, individual liberty, and mutual respect and tolerance. The requirement was introduced as part of the counter-extremism Prevent strategy in 2014. The National Union of Teachers – which became the NEU – levelled accusations that the concept of 'British values' could lead to 'cultural supremacism'. Critics last night accused the NEU of declaring war on Britishness. Promotion of 'white guilt' Chris McGovern, the chairman of the Campaign for Real Education, who advised Mr Gove on the national curriculum for history, said: 'The current national curriculum does not require the teaching of any specific historical figure or event, not even the World Wars or Churchill. 'It does require, however, that either Islamic West African or Central American history be taught. The curriculum is racist only in terms of allowing the promotion of 'white guilt' about 'white privilege'. 'The NEU is guilty of seeking to build an intolerant empire of Wokeism. Their curriculum decolonisation programme is fascistic in its intolerance. They are declaring a racist war on white Britishness.' Iain Mansfield, head of education at Policy Exchange said: 'The national curriculum is rigorous, knowledge-rich and inclusive, with students having the opportunity to study a diverse range of British and world history, including topics such as slavery and the British Empire. Polling for Policy Exchange's Portrait of Modern Britain report showed that 72 per cent of people, including a majority of every ethnic group, thought that children raised in Britain should be taught to be proud of Britain and its history.' The Telegraph has approached the NEU for comment. In another conference motion, the NEU will accuse Israel of genocide and apartheid in Palestine and call for resources to be used in schools 'to raise awareness about the situation in Palestine'. Teachers are demanding a ban on companies involved in weapon production being invited into schools and colleges. Companies such as BAE Systems and Leonardo have long-established STEM projects in UK schools and visit schools to give advice on careers, apprenticeships and work experience opportunities.
The Guardian
20-03-2025
- Entertainment
- The Guardian
The Guardian view on the arts in schools: classrooms need more creativity
If the review of English schools led by Prof Becky Francis leads to a boost for the arts, this will be an excellent outcome. Already, many young people have good experiences of creative learning. Art and design is a popular GCSE, while class assemblies and concerts are a staple of the primary school calendar – in real life as well as the latest Bridget Jones film. But the disparity between the opportunities at state and private schools is enormous. And the interim report of Prof Francis's panel takes seriously concerns that the arts have been squeezed out of too many children's learning. The national curriculum, it points out, is meant to 'engender an appreciation of human creativity'. But since 2010, when schools were encouraged by Michael Gove to guide pupils towards a GCSE combination of English, maths, science, a language and history or geography, the arts have been relegated to second fiddle. GCSEs are, of course, not the be-all and end-all. Not everything that happens at school leads to an exam. But the decision by the government to place a higher value on other qualifications had an effect. There are many reasons to regret this, as this column has argued before. Our capacity for creative expression and imaginative sympathy is part of what makes us human. In the UK, the creative industries are hugely important economically as well as culturally. Encouraging the development of these capabilities in childhood – alongside literacy, maths and so on – ought to be a core task of educators. Up to a point, it already is. Children generally draw, dance and sing before they write. But efforts to raise standards in primary schools, under both Labour and Conservative governments, saw the emphasis on play and creativity reduced while literacy and maths learning was ramped up. In secondary school, similarly, a strong emphasis on academic attainment combined with cuts meant that the take up of arts subjects, including drama, fell back. The review also highlights calls from parents for more applied learning – for example, financial and interview skills. It notes that views on the curriculum are very diverse. But the early, positive signs are that the current emphasis on the English baccalaureate will be reduced in favour of the more flexible Progress 8. The overall picture is complicated. Evidence suggests that standards in maths and science have risen in English schools. But the failure of attendance to bounce back since the pandemic is deeply concerning. The latest figures show that the absence rate in 2023-24 was 7.1%, compared with 4.7% in 2018-19. Pressure on Send provision (for pupils with special educational needs and disabilities) is intense – with councils facing a collective £5bn deficit, and absence rates troublingly high for these pupils. The declining mental and emotional wellbeing of children and young people is among the gravest challenges facing our health service and society. It would be glib to claim that more dancing or painting in classrooms would solve these problems. But, as John Harris described in an article last weekend, for some children creativity is hugely important, while in educational terms it can support inclusion. The concentration of the arts in private schools and wealthy areas is unjust – not simply because, along with science and maths, they can be a route to good jobs but because participation in arts and culture is life-enhancing.
The Guardian
20-03-2025
- Politics
- The Guardian
GCSEs harm our young people. Ministers should have the guts to abolish them – and start again
Just say it. Spit it out. Abolish GCSE. It has nothing to do with young people or their advancement. It has everything to do with quantifying, measuring, controlling and governing their preparation for life. Last year, Prof Becky Francis was asked by the education secretary, Bridget Phillipson, to draw up proposals for the curriculum in England's secondary schools. In her interim report out this week she recognised the challenge, but then took fright. Francis took up the charge that England's schools are obsessed with exams. She 'feared' that they 'overly stress' children and prioritise academic subjects. These are not fears, but facts. Anyone reading post-Covid figures about the mental health of young Britons might wish to emigrate. A soaring one in five schoolchildren now report mental illness. A fifth of pupils in England are persistent truants. School suspensions and expulsions last year were a full third up on the previous record year. Overly stressed is an understatement. Pupils in England sit twice the hours of exams as do Irish students – and three times the Canadian figure. The gods of GCSE help schools order their classes and assess their teachers – and give ministers a boost in the Organisation for Economic Co-operation and Development's Pisa World Cup in maths. Pisa's most truly awful league table is for European pupils' sense of 'life satisfaction'. Among 15-year-olds, the UK comes bottom. But GCSE's biases are gross. It places English and maths above all forms of education, yet 40% of pupils fail those subjects, and most fail their retake. Without a maths GCSE, you supposedly cannot become a nurse, teacher or police officer. This is crazy. There is no prize for guessing which jobs now have gaping vacancies. Just as the chip renders obsolete a need to know how engines work, so computers and soon artificial intelligence have rendered maths obsolete. In both cases, the subject is the pursuit of a tiny minority. It is computers that all pupils should study and learn how to use, rather than be suspended or accused of cheating for doing so. Making them learn maths is like teaching them to swim but banning the use of water. Yet to say this in education circles – I began my career in London's Institute of Education – is like swearing in church. The most telling chart in the Francis report is of what today's parents and pupils themselves want from schools. Overwhelmingly, both asked for the opposite of what schools are giving them. Their top subjects were personal finance, digital and computing, creative activities, problem-solving, employment, interviewing and debating skills. All were favoured ahead of academic subjects. GCSE might offer a choice of hobby. Pupils wanted help with life's challenges. They wanted a vocation. It is a feature of this list that these subjects are all hard to measure. That is clearly the system's chief objection to them. As the dissident teacher Sammy Wright writes of the cult of the exam in his Exam Nation, GCSE rules all because it is the basis of a school's public face and pupils are therefore told, over and again: 'You need good grades to get on in life.' Exam performance dominates teenage morale. He points out that GCSE English once had 20% of its marks devoted to the essential skills of speaking and listening. When this proved hard to measure, it was simply dropped, demoting the aspect of English that was 'most relevant to the widest range of kids'. Mental illness among young people – however questionable its definition – needs the attention of both parenting and teaching. Francis has drawn attention to exams as a contributory factor, but she is too kind to GCSE. A more radical challenge came from last year's Oracy Commission, and its plea for instruction in articulation, in speaking, debating and team working, as an antidote to pupils' mobile phone addiction. Francis ignored this convincing call. Of course, assessment is needed to ensure schools are up to the mark. Teachers need training in what pupils – and their parents – most need to prepare them for life. Means must be found to ensure this is supplied. But the cult of the exam is not the answer. The present system patently causes harm. Schools should not do that. In her final report, Francis should have the guts to kill GCSE and start again. Simon Jenkins is a Guardian columnist
