I haven’t blogged since October of last year. This is because any spare time I’ve had has been spent writing my book. No one has the time you need to research and write a book spare in their day-to-day lives – it has to be carved out by sacrificing other things and using any spare moment that crops up. Staying late for the Christmas concert? Time to write. Got a seat on the tube on the way home? Write. Early to meet friends for drinks? Glass of wine and write. It’s meant seeing less of my friends and family than I’d like and it’s meant my blog has had to take a backseat for the last few months.
But now, it’s done. Well, I say done – it’s currently with my lovely editor who will spend the next few weeks reading through it before sending it back to me for further editing. But, for now, there is nothing more I can do; for the first time since 19th January 2017 I don’t have a deadline looming over me. This means two things: firstly – time to get out of the country for a bit (which is why I’m writing this in Amsterdam) and secondly, I can finally get back to blogging.
This falls at a good time as the DfE have treated us to three pieces of “news” this half term holiday: the first is that they are dropping the two-year time cap in which trainee teachers have to pass the QTS skills tests. The second was confirmation that the Year 4 Timetables Check is going to be trialed later this year – not really news but, as Michael Tidd points out, it’s a good way to draw people’s attention away from the third announcement. The third, and most disheartening, piece of news is that the writing assessment framework, the one that most teachers widely acknowledge is not fit for purpose, is here to stay.
When the new assessments were launched in 2016 there was a substantial level of criticism. Some said the assessments were too hard, others said that we didn’t have enough time to prepare the children for them. My main criticism at the time was of the writing assessment. It was unclear, included made-up definitions (exclamation sentences anyone?) and the advice schools received on how to administer and moderate them seemed to vary widely.
Since then, some progress has been made to address these flaws. Exclamation sentences have been dropped for example, and, whereas in the former framework teachers needed to have evidence that a pupil demonstrated attainment in all of the statements to reach one of the standards, pupils can now be awarded a standard without meeting all the criteria if they have a “particular weakness.”
However, the whole framework still lacks clarity. The “particular weakness” exemption can only be used “on occasion” and “with good reason” – although the examples they have provided don’t really tell us “what occasion” or “why.” The assessments have been described by the STA as neither “best fit” nor “secure fit” which I guess means they are unfit for purpose. The assessed work must be independent (a word that we as a profession still don’t have a shared definition for – does this mean no modeling? No discussion or sharing of ideas? What about having displays up with key vocab etc…) and the spellings can be from a spelling test, the handwriting from a handwriting book, etc… Moderation is going to be an absolute nightmare and ultimately the results will be meaningless. Whilst the DfE have tried to make the assessments more flexible they appear to have just further muddied the already muddied water.
Now, about the times table check: on the whole, I think this isn’t a terrible idea (which I understand is a very easy thing to say whilst working at a school that won’t have to do the check.) It’s a 25-minute test and the results won’t be published at school level or used by Ofsted – although I do understand why many teachers don’t trust this to be case. However, if it makes learning times tables a priority in lower KS2 then, as an upper KS2 teacher, I believe that to be no bad thing.
A secure knowledge of times tables is invaluable for understanding fractions, percentages, division, averages, area, perimeter, algebra etc… Teachers know this and are already teaching them. Every school I know has had it’s own system of testing times tables so I doubt this Year 4 Check will require any huge curriculum adjustments. If anything, I would like to see these sorts of low-stakes, short assessments happening more often in place of one, high-stakes test at the end of Primary school.
My main criticism of the times table check is the sheer hypocrisy. The same week the DfE confirmed the Year 4 Times Table check they also announce that they are scrapping the two-year lock-out period that currently prevents trainee teachers from retaking the QTS skills test for two years if they fail it three times. Now, trainee teachers can take the tests as many times as they need to and teachers who have been previously banned from re-sitting will be allowed to from this week.
It seems bizarre to me that children don’t get unlimited attempts in tests but their teachers do. Surely we have to be ahead of our pupils and our knowledge and skills should far outstretch theirs? I had a look at the practice papers and there’s nothing on there that my Year 5 couldn’t answer. I don’t think it’s too much to ask that the adults teaching them should be to answer them as well.
These tests, we were told, were introduced to ensure we were getting that teachers had the high level of maths and English skills necessary to deliver the curriculum. Given their decision to scrap them when faced with a recruitment crisis, can we assume that the DfE have decided the highest standards aren’t important to them anymore? And rather than address the reason teachers are leaving the profession, or why graduates don’t want to become teachers, we will just make it even easier for people to become teachers? This isn’t happening in medicine or law – they have high expectations of the people entering the profession.
So in my opinion, this is a mistake. If anything I think we should follow Finland’s lead where all teachers have a Master’s degree and teaching is a well-paid, highly prized profession. As a result of these measure competition for teacher training places has risen and, last year, only 7% of applicants to the master’s course in Helsinki were accepted. Raise the bar and make sure you keep hold of those who get over it by addressing the reason teachers are leaving the profession in the first place.
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