Professor of Education. Interested in the school curriculum, the work of teachers and curriculum change

Visit my webpage · http://www.stir.ac.uk/people/11016

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3 thoughts on “Professor Mark Priestley’s Blog

  1. An excellent (doh!) analysis of where I feel we are. I am particularly taken by the (c) section as I tend ti judge people on actions and outcomes, not words. I was having this discussion today with a wonderful probationer who claimed that very early on most of his colleagues spot the discrepancy between the proclamations and the pragmatics. Immediately we seized upon the idea of the BGE timetable being a whole day or morning in each subject to allow developmental activities to flow, to allow for integration of experiences, knowledge and skills. Instantly, a more experienced colleague (and I am duty bound to agree with her) added, ‘But we can’t timetable that! There is not enough accommodation! What about exams?’ Secondary schools are not set up for CFE but it would be good if a ‘leader’ actually addressed this as more and more people are judging CFE on the living outcomes of the 33 period day; Facultisation and increased responsibility for internal assessment. All items sold to us as supporting CFE but only leading to savings in money and staff. Have we been conned?

    1. Interesting that exams are cited as the reason why secondary schools can’t timetable the BGE properly. The BGE is not supposed to be about exams, but instead about a broad foundational education. I wonder if we should reintroduce the middle school as a separate stage (exam free), and then allow secondaries to focus on exam subjects entirely. Certainly a distinct philosophical separation between BGE and exams is needed – a notion that the lower secondary is not about dress-rehearsing for exam subjects, but instead about building foundational knowledge and skills. Other countries manage this – why can’t Scotland?

    2. Interesting that exams are cited as the reason why secondary schools can’t timetable the BGE properly. The BGE is not supposed to be about exams, but instead about a broad foundational education. I wonder if we should reintroduce the middle school as a separate stage (exam free), and then allow secondaries to focus on exam subjects entirely. Certainly a distinct philosophical separation between BGE and exams is needed – a notion that the lower secondary is not about dress-rehearsing for exam subjects, but instead about building foundational knowledge and skills. Other countries manage this – why can’t Scotland?

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