Tag "Education" - page 2

EDUCATION, Sport & Culture has passed on the opportunity to have a quick and clean resolution to its future. That is a mistake that means a cloud will continue to hang over crucial work on which quick and clear progress needs to be made. It discussed the impending motion of no-confidence yesterday morning and, while not commenting publicly, it told deputies it will get on with the work to move to an all-ability secondary system – inviting them all to a workshop at the end of January to discuss what to do.

Time for the ‘musketeers’ to fall on their swords

Education, Sport & Culture vice-president Deputy Carl Meerveld, left and Deputy Marc Leadbeater, who has resigned from the committee.

Deputy Marc Leadbeater’s resignation from the Education board should be a catalyst for the remaining members to follow suit and avoid all the disruption and uncertainty that holding on will cause, suggests Nick Mann 

Setting in schools would benefit all

AS A regular reader of the Guernsey Press, qualified English teacher and proud Guernesiaise living in the UK, I know much has already been written on the subject of the recent vote in the States to abolish education selection at 11 (the ‘11-plus’). Although now residing in London, I was born and grew up on the island. I was fortunate to be able to take advantage of Guernsey’s state education system, attending first Amherst school and, from the age of 11, the Guernsey Grammar School. I now teach English as a foreign language. There is no doubt that the 11-plus is a crude instrument for separating those according to their academic ability.

Reading the signs for life

IT is one of the most misunderstood of learning difficulties, despite affecting in some way around 10% of the population. Yet for those managing their dyslexia every day, that is just one of the challenges they face. Here in Guernsey, thanks to a valued local charity now celebrating its 30th year, much work has been done to explode the myths surrounding the condition – a specific reading disorder, which can also affect numeracy but does not reflect low intelligence.

Fear of comprehensives holds us back

I WAS at Amherst School in the 1950s. I benefited enormously from some excellent teachers. In particular the deputy-head Mr Rowe, and the superb Miss Daley. In 1957 I took the 11-plus exam and got a place at the Grammar School. Most of my friends went to Vauvert School, then the secondary school for the Town area. What surprised me was that several of them were actually much brighter than me. Worse, a number of pupils who had been perfectly OK at Amherst went off the rails at Vauvert because they felt like second-class citizens. It was the old adage. Label someone a failure and they start to act as a failure.

Grammar ranks among best schools nationally

AHEAD of the next crucial Education debate on 30 November, it is vital that we, on behalf of the Intermediate and Grammar Schools Association, share with you at this time some crucial and compelling performance indicators which simply cannot be ignored. The Department for Education in the UK has recently published the results of the new Progress 8 performance measure, which replaces the discredited five GCSE grades A*-C including English and maths measure and instead aims to capture the progress a pupil makes from the end of primary school to the end of secondary school. It is a type of value-added measure, which means that pupils’ results are compared with the actual achievements of other pupils with the same prior attainment. It assesses and ranks every secondary school in England (both selective and non-selective) on the extent to which the school adds average grades to its GCSE results. The range is usually between -1.00 and +1.00. A full link to the UK national results can be found here: https://www.compare-school-performance.service.gov.uk/schools-by-type?step=phase&geographic=all&region=0&phase=secondary and an extremely useful video explaining Progress 8 is available at: https://m.youtube.com/watch?v=4IAEgFMSGDY.

Myths abound in education debate

AS THE second debate on education fast approaches it’s timely to revisit some of the smoke-and-mirror tactics used by a few of our deputies recently. A common one has been to devalue the contribution of the teaching profession by giving preferential consideration to ‘other stakeholders’. In a radio interview in February, Deputy Ferbrache stated that, ‘Teachers do not know best … They should be respected but their views are not paramount. Their views are to be weighed in the balance.’ And more recently he elaborated, saying, ‘I’m also very influenced by what parents say … and I trust the parents more than anybody… (parents’) views are those that weigh heavy with me … they know their individual child or children better than anyone else. Better than a teacher.’ Of course Deputy Ferbrache is correct in thinking that parents have a unique and intimate insight into their own children. But there is a crucial difference between a parent’s knowledge of their child and a teacher’s in-depth understanding of that child’s academic performance and aptitude gained over time within the school setting. Failure to make this distinction and weight the parents’ opinion above a teacher’s is misguided and unjustifiable. It’s an approach which demotes the contribution of teachers. Their consensus should be considered indispensable for an informed debate about any education system change within the Bailiwick.