London Festival Of Education Report #2

I’m going to steal a literary device from Michael Rosen, who spoke at one of the final sessions at yesterday’s excellent London Festival of Education.

“A few fragments,” he said, starting his short talk on memorable teachers before bringing to life a handful of characters: the teacher who bombarded them with dramatically-performed French literature; Ms Pope, the biology teacher who made them always find a new way to tell their partner what they’d just learned; and his father who gave him the same advice Karl Marx gave his daughter – ‘be curious’.

My fragments, then.

Michael Wilshire arriving with two men carrying attaché cases, and coming across very well indeed. This is despite fact he still clearly believes in an old-fashioned top-down view of excellence: that only leaders can inspire and that it is the job of leaders to make everyone else obey.

Bill Lucas‘ instructive workshop on how parental engagement helps improve schools. “Parental engagement is forgotten territory,” he says, pointing out that 80% of waking hours are spent out of school, and that parental engagement helps raise achievement unequivocally. It has positive social impact and helps shape children’s learning character. “There are two games in town: exams and learning dispositions. You can do both, and if you focus on learning dispositions, your exam results go up.”

The Rebel Teachers workshop: “Make a nuisance of yourself” (Mike Kent); “The government are desperate for solutions. We have to stand up and speak out.” (Martin Latham); “Heads have power. They should speak out, and not be afraid of speaking out.” (Kenny Frederick)

The session on breaking down the achievement gap between middle class and ‘disadvantaged’ young people, with head of Generating Genius, Tony Sewell, speaking persuasively about ignoring class, race and gender to ‘provide young people with a ladder to the moon’.

Remarkable head Bushra Nasir outlining how her school had got 74% of her students achieving at least five A-Cs at GCSE, which including spending £50K on textbooks for GCSE students. Teach First alumni James Toop who is now CEO of Teaching Leaders, suggesting that schools should rename rooms after the universities teachers attended, and that caps and gowns could inspire students to aim for top universities (to be fair, he gallantly expanded on this when I collared him afterwards to find out how this might work, and he said it could help break the cycle of deprivation by helping inspire individuals from families where no-one’s been to university.)

Camila Batmaghelidjh describing how hard it was to receive SEN teaching – and how one teacher recognised what she could do, and worked with her abilities not her disabilities.

Poet (and part of the extended LIVE Magazine family) Bridget Minamore, reading a poem about her favourite teachers – and the one who stopped her writing for a year and a half.

And Michael Rosen, again, to bring us back to the start…

“The fundamental basis of education is talk.”

London Festival Of Education 2012 #Gove

I went down to the inaugural London Festival Of Education yesterday, with Live Magazine politics editor Omar Shahid. It was clear it’d be an interesting day when we turned the corner onto Bedford St to the end of a queue that snaked all the way to the Institute of Education and to the expected handful of protesters in Gove masks, handing out leaflets with suggested questions for the Secretary of State for Education.

The attendees, a mix of students, teachers, heads and the miscellaneously interested, didn’t need much help with questions for Mr Gove, the best of which was one from the front which asked the famously erudite Scot whether he was aware of the truism that weighing the pig doesn’t make it fatter.

But I’m getting ahead of myself. I’m going to blog about the festival in two parts because there’s a huge amount to reflect on. First up, then, the opening session, where Michael Gove was in conversation with journalist and writer David Aaronovitch for a talk titled ‘What does an educated person look like?’

The festival was opened by a Year 10 student, who spoke eloquently about wanting to be a barrister. It was the right note to open on, as you really can’t talk about 21st Century education without involving students, and the Festival did a good job of starting to get the recipients of education involved – although I hope next year they get more students running or adding to sessions, interviewing big names, and being visibly at the centre of things.

Gove came on stage to a few muted boos. “Don’t boo me,” said Aaronovitch with a neat line in diffusion. “I haven’t done anything wrong.”

I’m waiting to hear if the session will be hosted online, but it was fascinating, depressing and vaguely tragicomic all at the same time. At the start, Gove used an unlikely example: the British Communist Party of the 1950s, with their libraries and demand for education, was, he said, “quite admirable” . I imagine this was the quote bone he was throwing to waiting journalists, and he even brought a book along as a visual prop should this be required for photographs.

There were a few specifics points worth commenting on. It looks like he wants to introducing individual purchasing power into sixth forms, saying that every student over 16 should have cash and be able to say to schools and FE Colleges ‘you have to tell me which course will get me a job’ and chose on this basis. He claimed that the EBacc is the encapsulation of what happens in other countries that have been successful at raising achievement, particularly Poland, and said that his proposed examination system would not preclude the teaching of arts, although @localschools_uk claimed that 187 schools have dropped Art GCSE in the last year which may suggest otherwise.

Gove was unrepentant, as you’d expect, on Academies, claiming that he’s never met an Academy head who wants to go back, although I imagine that the increasing use of Non-Disclosure Agreements for staff in both academies (and in the state sector) may be influencing this. “Resistance to academies is with people who want to swim at the edge of the pool, not strike out to the centre. To them I say come on in, the water’s lovely.”

He appears not to believe that schools focus aggressively on exam results to the exclusion of everything else: “Someone people say some schools are exam factories and are prisons of the soul. These schools do not exist”. The audience murmured and occasionally heckled their dissent.

It also looks as though education will remain ring-fenced after the Autumn budget. “The Lib Dems have helped me argue that education remains well-resourced.”

The most instructive moment (apart from when Gove experienced what body language experts call ‘leakage’ during a discussion about the sense of making hormonal teenagers do exams, when he talked about things ‘going wrong hormonally’ during teens and stiffened his left leg in a most peculiar fashion) was during the Q&A session. He was asked about over-assessment.

Gove: “You can’t have education without assessment.”
Audience: “Why not?”
Gove: “We need it. Education without assessment is just play”

As someone pointed out to me later, what does he think happened in Primary Schools before SATs?

It’s a classic example of why politicians shouldn’t get involved in the content and mechanics of education. Governments need assessment, in order to prove they’ve raised standards, and whilst students need some assessment, there’s plenty of evidence, particularly at Primary Level that too much assessment is bad for students.

For what it’s worth, my cod-psychological take is that Mr Gove is involved in a powerful psychological projection in which he wants to replicate his own schooling. I once read an interview with his mother who described her son being so brilliant that teachers would invite him up to the front of the class to take the rest of the lesson.

I think it’s ego leading this, not evidence about how young people learn, nor 21st Century requirements. This is a shame because on today’s showing he’d be a most entertaining conversational companion – and a damn dangerous person to have in charge of education for a generation which is more diverse, in all senses of the word, than any before.

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