tag:blogger.com,1999:blog-88075147495088234482024-02-18T17:52:39.590-08:00An educated voiceThe Head of an independent school writes about education, university and careersJeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comBlogger43125tag:blogger.com,1999:blog-8807514749508823448.post-16670849795333380252015-02-03T10:10:00.002-08:002015-03-15T07:56:18.354-07:00Careers and university support at King's Rochester<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><img src="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQVm1Qp5h6L79DU-kjPCGbImAenJLrkI6bEqh9a776u_iC21Ka1" style="margin-left: auto; margin-right: auto;" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Rochester Castle and Cathedral from the River Medway</td></tr>
</tbody></table>
We live in an increasingly qualification-driven society and one of the first
duties of education is to ensure each pupil achieves their academic
potential.<span style="mso-spacerun: yes;"> </span>However, while exam results
may gain job interviews, it is the person who walks through the door that gets
the job.<span style="mso-spacerun: yes;"> </span>It is the education of the
whole person that drives our schools and this leads to a broad co-curricular
programme which develops the skills, qualities and interests missed by the taking
of exams.<span style="mso-spacerun: yes;"> </span>The glue that binds this all
together is the provision of outstanding careers preparation at school and for
this to be successful it must be planned, targeted and delivered in a thorough
and meaningful manner.<o:p></o:p><br />
<br />
At King's we have established a website called The Jobs Network (<a href="http://kingsrochester.thejobsnetwork.info/" target="_blank"><span style="color: blue;">click here for link</span></a>) to act as a hub
for current and former pupils at King's and it has transformed the level of
support available, especially for former pupils who may be embarking on their first
career or looking for change or development.<span style="mso-spacerun: yes;">
</span>This website contains a database of mentors – drawn from alumni of King’s
as well as current and former parents and other contacts of the school.<span style="mso-spacerun: yes;"> </span>Once pupils have left they can register with
The Jobs Network (access only being available to former pupils of King’s) and
search the database for career paths of interest and then make a contact
request to a mentor for advice and career development opportunities.<span style="mso-spacerun: yes;"> </span>As well as offering practical support it is
also an excellent way of developing contacts and engagement with parents and
alumni who gain a huge sense of pride and enjoyment from being able to help
others and the school.<br />
<br />
Having such an excellent ‘contacts book’ of mentors has also transformed
careers advice for pupils at King’s.<span style="mso-spacerun: yes;"> </span>Every
week we host Careers Lunches where pupils meet people from a wide variety of
career paths and receive direct insight and advice. Alongside ‘traditional’ areas
such as Law, Finance and Engineering there are also sessions on Entrepreneurship
and Starting up a Business which are proving very popular with pupils. <span style="mso-spacerun: yes;"> </span><br />
<br />
All pupils receive training in areas such as CV writing, interview
techniques and networking skills and each year we host a Careers Fair with
seminars in the morning and over 40 universities and career providers available
in the afternoon for pupils to meet.<span style="mso-spacerun: yes;"> </span><br />
<br />
To ensure a taste of the real world we have also put together a practice job
application for the Upper Sixth who submit a CV and letter of application
before having a practice job interview with one of the mentors followed by
detailed feedback on their performance and advice for improvement.<span style="mso-spacerun: yes;"> </span>This sort of opportunity is invaluable.
Especially with very few universities interviewing for entry, often the first
such experience comes towards the end of university when a job is at stake. It
is not difficult to build this into education and we use the same format for
scholarship applications and it is equally applicable for entrance interviews
and applications for positions of responsibility such as school prefects.<br />
<br />
Careers advice is part of the programme when choosing GCSE options and
especially so when making A Level choices.<span style="mso-spacerun: yes;">
</span>It is also built into our UCAS system where the key to our success in
supporting pupils and their parents in making successful applications is to
personalise the whole process with subject specialist mentors for each pupil
based on their chosen course. We also provide bespoke support for applications
to Oxbridge, Medicine, Veterinary Science, Dentistry and other courses where
specific guidance and training is necessary.<br />
<br />
The great thing about the whole process is that it really does make a
fundamental difference to the future success of our pupils as well as binding
the King’s community of pupils, staff, parents and alumni ever closer together.<o:p></o:p><br />
<br />
<span style="color: #222222;">I recently filmed an interview for the British
Boarding Schools Workshop about Careers and University applications at King's
and for a </span>link to the video on YouTube please <a href="https://www.youtube.com/watch?v=GevGbWKA67g&feature=youtu.be" target="_blank"><span style="color: blue;">click here</span></a>.<br />
<br />
While access to The Jobs Network is exclusively for King’s alumni, the website
technology is available to other schools under license.<span style="mso-spacerun: yes;"> </span>Enquiries should be addressed to <a href="mailto:principal@kings-rochester.co.uk"><span style="color: blue;">principal@kings-rochester.co.uk</span></a><br />
<br />
<a href="http://kingsrochester.thejobsnetwork.info/"><span style="color: blue;">http://kingsrochester.thejobsnetwork.info/</span></a><br />
<br />
<a href="http://educatedvoice.blogspot.co.uk/"><span style="color: blue;">http://educatedvoice.blogspot.co.uk/</span></a><br />
<br />
<a href="http://www.kings-rochester.co.uk/"><span style="color: blue;">www.kings-rochester.co.uk</span></a><br />
<br />
@Kings_RochesterJeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-51091251942285756572015-01-31T03:18:00.000-08:002015-02-02T23:55:52.205-08:00Government league tables a nonsense as independent schools stick to quality<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img class="rg_i" data-src="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQFaP4HpjN2Luvdya3Dl-O5q9nYyEZ-dKsP9SgIdbcqsMyLfTUnLg" data-sz="f" height="479" jsaction="load:str.tbn" name="8gn7fgqjGgEY1M:" src="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQFaP4HpjN2Luvdya3Dl-O5q9nYyEZ-dKsP9SgIdbcqsMyLfTUnLg" style="height: 194px; margin-left: auto; margin-right: auto; margin-top: 0px; width: 259px;" width="640" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Paddock at King's</td></tr>
</tbody></table>
<span style="font-family: Calibri;">The results of thousands of pupils sitting IGCSE
examinations last summer have not been counted in this year’s Department for
Education (DfE) performance tables rendering the tables published on Thursday
29<sup><span style="font-size: x-small;">th</span></sup> January meaningless. </span><span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;">The majority of independent schools choose rigorous </span><span style="font-family: Calibri;">IGCSE
courses as they provide more stretch for pupils and give an excellent
basis for A level study. At King’s, our Upper Fifth (Year 11) pupils study IGCSEs in
Mathematics, English, the Sciences, Music and Modern Foreign Languages. This
means that at least 5 - and as many as 9 - of their qualifications are
now not counted by the DfE in their latest tables. King’s, together with many other
independent schools, therefore appears in the league tables as having 0% of pupils passing at least 5 GCSEs at A*-C including English and Maths. I notice that we are also shown to have pupils taking an average of just under 4 GCSEs each although the actual total of GCSEs and IGCSEs taken is 9 or 10. In their data on A Level, the DfE does not even have the right data set for King's despite my Deputy Head, Academic informing them on several occasions of their error meaning that our performance at A Level has also been shown as lower than in reality. </span><br />
<span style="font-family: Calibri;"><br /></span>
<span style="font-family: Calibri;">Having said that, under the incorrect data King's would have placed 20th out of the 37 Grammar schools in Kent and Medway. Using the accurate data, King's would place 10th compared to the Grammar schools. Considering that every Grammar school is more academically selective than King's this demonstrates a very impressive performance from our pupils and their teachers.</span><br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;">The Education Secretary's response has been to claim that IGCSEs are somehow of a lower quality than new GCSEs which the government wants all pupils to take. This is ludicrous when balanced against the fact that independent schools regularly outperform the maintained sector in public exams and progression to universities. Independent schools are also largely responsible for keeping vital and rigorous subjects such as the sciences, mathematics and languages going at A Level as they decline rapidly elsewhere. The continued failure to engage with the independent sector on areas such as A Level and GCSE reform alongside such ridiculous mis-reporting in this year's performance tables can only serve to damage education in this country with potential knock-on effects to the economy.</span><br />
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;">It would seem that to record 0% in this year's tables is a badge of integrity and demonstrates that, as an independent school, we will continue to exercise our freedom to do what is right to ensure our pupils receive the best quality education available.</span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">This has received widespread coverage in the media (click here for reports in <a href="http://www.telegraph.co.uk/education/educationnews/11380532/Exam-board-chief-Private-schools-are-being-punished-in-league-tables.html" target="_blank">The Daily Telegraph</a> and on the <a href="http://www.bbc.co.uk/news/education-31023685?dm_i=14DE,35JQ0,7ERWL8,BAVRG,1" target="_blank">BBC website</a>). HMC (the Association to which King’s and 270 of the UK’s top
independent schools belong) has issued a statement on behalf of its members
saying that “the decision to drop IGCSEs from the league tables over the next 2
years means that those tables have become a nonsense” and that “Several of the
UK’s most highly performing independent schools………offering this excellent qualification
will now appear to be bottom of the class in the Government’s rankings”. The
statement continues, “This obviously absurd situation creates further confusion
for parents as they cannot compare schools’ performance accurately and
transparently”. </span><span style="font-family: Calibri;">ASCL (The Association of School and College Leaders), has
issued a similar statement stating that their members have now deemed “GCSE
performance tables ‘irrelevant’”.</span></div>
Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-54732628854689009542014-10-03T07:49:00.000-07:002014-10-03T07:49:42.279-07:00A student writes ... UN International Day of the GirlThe capacity of young people never ceases to amaze and inspire me and I thought it would be interesting to post the following address to the school made by one of our Sixth Form pupils. An excellent message and wonderful opportunity for her to be working with the United Nations.<br />
<br />
<div class="MsoNormal">
"Over the summer, I was picked to be part of an advisory team
for the UN on their International Day of the Girl celebrations. Some of you may
know about the International Day of the Girl on the 11<sup>th</sup> October
every year. It’s a day intended to encourage global discussion of the issues
young women face every single day. The number one cause of death to women is
gender based violence. The number one cause of death amongst men is heart
disease.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In countries across the world, simply being a girl puts a
person at a disadvantage. Girls face greater risk of malnutrition, hunger, and
disease compared to boys; many do not receive an education, and in some
developing countries approximately one in seven girls will be forced into child
marriages. You may be familiar with the story of Malala Yousafzai, a young
woman so passionate about education in her birth country of Pakistan as to have
blogged about it for the BBC. When, on the 9<sup>th</sup> October 2012, Malala
was shot in the head and shoulder by members of the Taliban on a school bus,
her school friends risked their lives to cover her body. Malala, now living in
the UK, is a prominent activist for education rights and the rights of women
and girls. But her friends back in the Swat Valley still have to board that bus
every single day, still have to fear for their lives every single minute, as
long as they continue to demand the right to an education they unquestionably
deserve.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When I was asked to apply to work with the UN on the project
I am about to relay to you, I was overjoyed. We are at an exciting time in our
history, ladies and gentlemen. We are watching Beyoncé discuss feminism in
interviews, we are seeing race and gender politics presented in television
programmes with cult followings, like <i>Girls
</i>or <i>The Mindy Project</i>, and we’re
hearing Emma Watson address the world about the role we have to <a href="https://www.blogger.com/null" name="_GoBack"></a>play in the strides we are taking towards equality. I have a
feeling 2014’s International Day of the Girl could be very special.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So what is it exactly that this UN project entails? Well,
firstly, on the tenth of October there will be an event at the UN headquarters
showcasing pieces of writing from girls around the world on what it means to be
a girl in their country. One of these pieces being performed by a young female
drama group will be mine. Sadly, I can’t attend the event, but I’m happy to
hear that girls and boys from across New York will be. But the project doesn’t
end there.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Our mission is to create a book, an anthology of essays and
poems from girls scattered all over the world on what it is to be a girl. On
what friendship is, what love means, what unites our experiences and what difficulties
we face. These difficulties will range from those problems we can only imagine
– child marriage, being banned from receiving an education – to those more
familiar to us – street harassment, being called bossy for using our voices -
and yet none of these problems are less valid because they all contribute to
and are part of this very real, very alive picture of sexism and misogyny. The
aim is to have this book published by next year, so we are working to a rather
tight deadline.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
For that reason, I implore you to come speak to me. To send
over any ideas or queries you may have about a piece you want to write or a
poem you are composing. If you want to submit something, Facebook or email me
and I will pass on your piece. Don’t worry about “not being a writer”. Don’t
forgo the opportunity to be part of something amazing and to leave your mark on
this movement simply because you’re too self-conscious. Each and every one of
us has a story to tell, and a voice with which to express it.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
If you are a boy – and therefore can’t submit to this
project – your input is also valuable. With social media tools at your
disposal, you can share news about this project, discuss it with your family,
think about the discrimination you may not directly experience but are witness
to every single day. Watch Emma Watson’s speech on YouTube. Be more aware of
the way in which you interact with the women in your life.</div>
<br />
<div class="MsoNormal">
The official theme of this year’s International Day of the
Girl is “Empowering Adolescent Girls: Ending the Cycle of Violence”. I wonder,
when you look back on your life, if you’ll truly feel proud to have fought
against the physical, and mental harm that women and girls face throughout the
course of their lives. I wonder if your name will be part of history. I wonder
if you’ll be a Gloria Steinem or an Emmeline Pankhurst or a Chimamanda Adichie.
Or I wonder if you’ll have sat back. Watched the world change. And realised you
had done nothing to help."</div>
Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-45791825343503840622014-09-27T06:40:00.003-07:002014-09-27T06:40:58.596-07:00Outstanding careers adviceOur Upper Sixth are busily preparing their university applications at present and one of my favourite activities is being a mentor to a dozen of our pupils. Advising them on how to make the best application and which courses and universities to apply to is a very rewarding process, not least because you see how their experiences to date have shaped their plans for the future.<br />
<br />
At King's we put a lot of focus on careers advice and university applications and provide lots of opportunities for our pupils to engage with people from a variety of career paths and receive training on areas such as CV writing, interview techniques and networking skills. We have established a website called <a href="http://kingsrochester.thejobsnetwork.info/" target="_blank">The Jobs Network</a> to act as a hub for current and former pupils at King's and it has transformed the level of support available, especially for former pupils who may be embarking on their careers or looking for change or development,<br />
<br />
As part of this, it is always good to welcome Old Roffensians (as our alumni are called) back to King's and yesterday we had a visit from Joanna Odeyiran OR who spoke to the Sixth Form about her career and most importantly about the mindset and key decisions which have shaped her fascinating and successful life to date.<br />
<br />
Joanna is currently a programme manager for South Sudan and Sudan at the Open Society Initiative for Eastern Africa (OSIEA). She previously worked as a Senior Human Rights Officer with the United Nations in Darfur, Sudan and Gaza. She has also worked as a researcher for Amnesty International, where she researched and wrote reports on human rights Israel, the Occupied Palestinian Territories and Iraq and so had plenty of interesting insights into global politics. <br />
<br />
Joanna's top tips for our Sixth Form pupils provides an excellent summary of the key attributes needed for a successful and fulfilling career and life.<br />
<br />
<ul>
<li>Keep questioning who you are and what you want out of life.</li>
<li>Expect a portfolio career not a linear one.</li>
<li>Networks are vital - especially professional. Make sure you maintain your reputation within them,</li>
<li>Don't worry if you find you have come to a dead-end in a particular job. There is nothing so liberating as resigning from a job you hate - it's more enjoyable than getting a job you want.</li>
<li>Do things that feel scary. Always challenge yourself to play at the top of your game.</li>
<li>In a competitive jobs market, work out what skills others lack and work on developing them. It's amazing how few people can really write well and put together a concise, analytical report.</li>
<li>The world is full of diabolical managers. Develop your skills of managing people.</li>
<li>A good education means nothing unless you use it. Too many people walk past opportunities.</li>
<li>Be ambitious, be willing to work hard and anything can be achieved. </li>
</ul>
Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-48693379258990777222014-03-11T05:25:00.000-07:002014-03-11T05:25:00.315-07:00Exam reforms - concern deepens over Gove's plans<br />
<div style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;">
A letter appears in The Times newspaper today from the Chairs of HMC, GSA and the Society of Heads raising deep concern about proposed new GCSEs and A Levels. The letter is reproduced below but the headline issue for me is the question of whether students should still be able to take AS exams halfway through their Sixth Form. Universities want to keep them as do the various Heads associations but still there is no reply from Michael Gove. To not even respond in the face of such concerns could be seen as deeply worrying. However, given Gove's tendency to come out fighting when he is challenged this might be an indication that he is reflecting seriously on whether it is such a good idea.</div>
<br />
<br />
To reiterate the main concerns:<br />
<br />
<ul><a href="http://static.guim.co.uk/sys-images/Guardian/Pix/cartoons/2012/11/14/1352852714652/Michael-Gove-Secretary-of-007.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="192" src="http://static.guim.co.uk/sys-images/Guardian/Pix/cartoons/2012/11/14/1352852714652/Michael-Gove-Secretary-of-007.jpg" style="cursor: move;" width="320" /></a>
<li>New courses were meant to be taught in some A Level subjects starting in September 2015. These have been delayed by a year.</li>
<li>If AS exams are scrapped at the end of the Lower Sixth there has been no discussion or indication as to whether students would study three A Levels on their own or perhaps take an AS exam at the end of two years. The latter option would be an enormous headache for those responsible for timetabling in schools.</li>
<li>New courses at GCSE and A Level are apparently still on their way but schools have not been given any information about them.</li>
</ul>
<br />
This current situation is not helping anyone - students, parents, teachers or universities. Nor is it doing any favours for the reputation of Michael Gove or UK education in the eyes of the world. I am going to a conference in London on March 20th being run by Ofqual (the government ombudsman for education and examinations), it will be very interesting to see what they have to say. At the very least, Michael Gove needs to engage with school leaders so that this situation can be put right.<br />
<br />
<i>LETTER TO THE TIMES </i><br />
<div class="f-standfirst" style="line-height: 21.600000381469727px; padding: 0px 0px 14px;">
<i style="font-family: inherit; line-height: 18px;"><br /></i></div>
<div class="f-standfirst" style="line-height: 21.600000381469727px; padding: 0px 0px 14px;">
<i style="font-family: inherit; line-height: 18px;">Sir, We should like to repeat our concern about the nature of public exam reform, and the speed proposed for it. With regard to content, it is a retrograde step to abandon AS level which has many advantages, as our leading universities all maintain.</i></div>
<div style="line-height: 18px; padding: 0px 0px 18px;">
<span style="font-family: inherit;"><i>With regard to timetable, the introduction of some new exams has been delayed a year: others have not been delayed. Many specifications, even for the earlier tranche of new exams, remain unclear. At GCSE, for example, the new “Big Maths” is said to involve anything up to double the content of the current exam. Teaching for it will therefore need to begin in year 9: starting this September. The syllabus is not yet written.</i></span></div>
<div style="line-height: 18px; padding: 0px 0px 18px;">
<span style="font-family: inherit;"><i>Other subjects will presumably be downgraded in terms of curricular time to allow for this change. This will involve potential redundancies in schools; and additionally it is estimated that up to 2,000 new maths teachers will need to be recruited. We are not confident that such a pool of talent exists. That there are to be no pilots of any of these new examinations and grading structures raises further concern for the pupils whose futures will be affected by the qualifications they gain.</i></span></div>
<div style="line-height: 18px; padding: 0px 0px 18px;">
<span style="font-family: inherit;"><i>We call upon the Secretary of State to listen to the concerns of teaching professionals. All new exams should be delayed until the same start date, enabling simplicity and clarity, and preventing the errors which will undoubtedly ensue if regard is not paid to due diligence.</i></span></div>
<div style="line-height: 18px; padding: 0px 0px 18px;">
<span style="font-family: inherit;"><i>Timothy Hands, Chairman, the Headmasters’ and Headmistresses’ Conference; Alice Phillips, President, the Girls’ Schools Association; Richard Palmer, Chairman, the Society of Heads</i></span></div>
<br />Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-10454946153837332902014-01-21T13:35:00.003-08:002014-01-21T13:43:31.933-08:00The impact of A Level reform - Cambridge University flags concerns<!--[if gte mso 9]><xml>
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<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjRgE67gx3Q-TGZaiWLYgHMgKwi74vKi5G-vcb4s_sYB-HUC2_TsVBSytIF93iVvOVx6_Yx6uMS9iWsxEOAUuFnSAoVil_RkMXqTVB2C-0FEpT331f-M7AtV0lqK76Y4uYWTlD9u0c8cgI/s1600/Cambridge.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjRgE67gx3Q-TGZaiWLYgHMgKwi74vKi5G-vcb4s_sYB-HUC2_TsVBSytIF93iVvOVx6_Yx6uMS9iWsxEOAUuFnSAoVil_RkMXqTVB2C-0FEpT331f-M7AtV0lqK76Y4uYWTlD9u0c8cgI/s1600/Cambridge.jpg" /></a><span lang="EN-US" style="font-family: Arial;">There
is an article in the Daily Telegraph outlining the opposition of Cambridge
University to the planned scrapping of AS exams and their claim that this will
lead to UK pupils being less likely to be offered a place. <a href="http://www.telegraph.co.uk/education/educationnews/10584709/A-level-reforms-will-harm-English-pupils-says-Cambridge.html" target="_blank">For the full piece, click here.</a><o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US" style="font-family: Arial;">This
raises an interesting debate which is getting very little public discussion so
it is worth raising it here. The current plan from the Department for
Education is to scrap the current system whereby pupils take AS Levels at the
end of the Lower Sixth which form 50% of their A Levels and are completed with
the taking of A2 exams at the end of the Upper Sixth. Instead, pupils
will sit exams at the end of a two year course. The teaching of these new
courses is scheduled to start in September 2015 with the first of the 'new' A
Levels being sat in the summer of 2017.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: Arial;">Michael
Gove's rationale is that this will increase rigour in sixth form education and
end the opportunity for pupils to re-take exams. Already the January
sitting of exams has been scrapped so that AS Levels can only be re-taken at
the end of the Upper Sixth along with A2 exams. While I have no
difficulty with the idea of a rigorous examination system this means that
pupils currently in the Upper Sixth are being placed under great pressure next
summer with exams both before and after half term. The perceived wisdom
is that this will see a drop in results across the country which would fit in
with another of Michael Gove's plans. <o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: Arial;">However,
it is difficult to anticipate the extent of this impact and it is interesting
to see that the universities have not made any alterations to their offers as
they 'wait and see'. Indeed, the biggest surprise this year has been the
re-appearance of unconditional offers which have been made to several of our
pupils at King's. This includes highly-rated courses at Russell Group
universities which gives some indication of the state of play in higher
education at present.<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: Arial;">One
advantage of a return to exams at the end of two year's of study is that the
summer term of the Lower Sixth will no longer be partially lost to exams
meaning greater time for teaching as well for the breadth of education.
It would be great to see opportunities taken for personal research
projects, such as the Extended Project Qualification, which we already
offer, and more extra-curricular activities such as Arts Festivals, music
and drama productions and sport. All of these are vital ingredients of
the fully rounded education at King's which prepares our pupils to be happy,
successful individuals.<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: Arial;">Having
said which, before we get to taste the benefits there are issues to be faced.
For over ten years, Cambridge and most other universities have used
results attained at AS Level as a good guide for making university offers.
With an increase in overseas pupils applying, Cambridge is being clear in
stating that this may lead to pupils in the UK being disadvantaged in the race
for places.<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: Arial;">More
fundamentally, the first teaching of these exams is now only 18 months away and
still there is no firm information from the Department of Education about the
structure and content of the new qualifications. I am confident that
King's is agile enough to give our pupils the best opportunities whatever might
be proposed but our young men and women deserve a lot better. It is one
thing for Michael Gove to have grand plans and easy headlines but an Education
Secretary worth his salt should have made better progress in the planning
and communication of the most radical overhaul of exams in this country since
the introduction of AS Levels in the year 2000.<span class="Apple-style-span" style="font-size: 11pt;"><o:p></o:p></span></span></div>
<!--EndFragment-->Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-82636055995198102152013-11-13T04:09:00.000-08:002013-11-13T04:11:43.378-08:00Remembrance Day with our European partners<br />
<div style="text-align: justify;">
<div style="text-align: left;">
Remembrance Day has taken on added significance in recent years as we mark not just the loss of life in the First and Second World Wars but also in more recent conflicts. On a personal level, during the two minutes silence I remember fathers of childhood friends killed by the IRA, a boy from my school shot by a sniper in Bosnia and another who died in the Twin Towers on 9/11.</div>
</div>
<br />
<div style="text-align: justify;">
<div style="text-align: left;">
Holding these events in our minds once a year is an important way not only of showing our respect but also to think about the precious nature of peace. Last Sunday our CCF took part in the annual act of remembrance in Rochester and on Monday the Senior School, alumni and parents gathered in Rochester Cathedral for a service of remembrance.</div>
</div>
<div style="text-align: justify;">
<div style="text-align: left;">
<br /></div>
</div>
<div style="text-align: justify;">
<div style="text-align: left;">
It is always a poignant service and one thing which is different to others I attend is that at the end, the whole school files through the chapel where the names of pupils who died in the First and Second World Wars are inscribed on the walls. As they do so, every person takes off their own poppy and adds it to the wreaths laid on behalf of the whole school. It is that personal act of remembrance which I think is so important.</div>
</div>
<div style="text-align: justify;">
<div style="text-align: left;">
<br /></div>
</div>
<div class="" style="clear: both; text-align: justify;">
<div style="text-align: left;">
This year we had pupils and teachers from six other European countries with us as part of a exchange programme in which we are involved. To have representatives from Germany, Italy, Romania and other countries joining in with British pupils in a shared act of remembrance was very special indeed.</div>
</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7YDaDzna7ghV1lU0u156heEt-VDo3JNgxRsQQ6Wlc_LycXjXsEUyW2yqAHll63OlqhyQp875CpvZGjZbYXnpHUf7Tzi8WXx6AjoDdUa9qBnmG8xIK1q2eurDcqdf9GrjxCBRHLxUyFNf5/s1600/Poppies.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7YDaDzna7ghV1lU0u156heEt-VDo3JNgxRsQQ6Wlc_LycXjXsEUyW2yqAHll63OlqhyQp875CpvZGjZbYXnpHUf7Tzi8WXx6AjoDdUa9qBnmG8xIK1q2eurDcqdf9GrjxCBRHLxUyFNf5/s400/Poppies.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Poppies laid by King's pupils in Rochester Cathedral</i></td></tr>
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Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-15812562008934873512013-10-06T01:28:00.000-07:002013-10-06T07:10:58.791-07:00In defence of Religious Studies<a href="http://www.bbc.co.uk/news/education-24399813" target="_blank">A recent report by Ofsted</a> says that over half of schools are failing pupils in their provision of Religious Education. It is a subject which schools have a duty to include in the curriculum and yet six in ten are guilty of low standards in teaching and examinations. <br />
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The purpose of Religious Education can be misunderstood with some thinking it exists as Religious Instruction of the young rather than the diverse, dynamic and academically rigorously subject it can be when taught properly. A good curriculum (often called Religious Studies rather than Religious Education) enables pupils to learn about global culture through a study of different religions - increasingly crucial not just in our multicultural society but also in global politics. Learning about religions also introduces pupils to some of the greatest literature humankind has ever produced. The great ethical debates surrounding issues such as euthanasia, abortion, warfare, cloning and genetic engineering are examined - not just the legal structures but also in the context of what it means to be fully human. Issues of belief and lack of belief in God are addressed - not in a way designed to promote one side or the other but to allow rational insight into matters of faith. To deny the spiritual dimension of life robs young people of the chance to explore a key element of human existence and even a militant atheist such as Richard Dawkins acknowledges awe and wonder as a central aspect of being alive. The great philosophical debates concerning the challenge of evil and suffering to the existence of God, the puzzle of whether the mind is separate from the body and debates between science and religion are all covered in the structure of rigorous academic debate. Pupils are taught how to structure argument with supporting evidence and how to produce rebuttals and counter-arguments before giving a balanced judgement. As well as introducing them to the giants of philosophical history such as Plato, Aristotle, Hume and Descartes it is some of the best brain-training they will ever experience and crucial for further study and success in life.<br />
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Religious Studies lies at the heart of good education. At King's Rochester all pupils study it to at least GCSE with a third of the Sixth Form voluntarily including it as one of their A Level choices. The failings identified by Ofsted paint a sorry picture of what can happen in the state sector with the proliferation of Free Schools and Academies - given independence from local authority control but without the ability to produce a high-quality curriculum for their pupils. Michael Gove, in a rare moment of humility, acknowledged last summer that the failure to include Religious Education in the narrow range of subjects in his 'English Baccalaureate' had damaged the subject. It is a sad reflection on Mr Gove that his desire to control education has led to huge numbers of pupils being denied access to a subject which should sit at the heart of education of the highest quality. It makes me glad to be working in an independent school where we have the freedom, experience and vision to give this cultural and academic birthright to our pupils.Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-16531223194005413122013-06-05T08:36:00.000-07:002013-06-05T08:36:00.192-07:00Proposed changes to GCSE and A Levels King's is a member of HMC, an organisation representing the leading 250 independent schools in the UK, and yesterday I attended the termly meeting of Heads in the South East. We had an interesting discussion about the changing face of ICT in teaching and learning and the need to adapt to the new technologies our pupils work with and embrace the opportunities they present. This came at an opportune time as we have appointed two new Heads of ICT for September in our Prep and Senior Schools, one of whom is an Apple Distinguished Educator. Increasingly, especially for Senior School pupils, the trend is moving away from teaching skills such as using word processing and spreadsheets which are developed at a much younger age and more to using technology to enhance learning.<br />
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The main item though was a discussion of proposed educational reforms to A Level and GCSE. Michael Gove has made it clear that he wants to see an end to the two tier AS and A2 structure and a return to a two year A Level course. There are advantages of this in terms of reducing the loss of teaching time in the summer term but the various Heads associations and universities are opposed to this move as it reduces flexibility in teaching programmes and denies universities the chance to assess performance before making offers.<br />
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There is a good deal of concern here. First that Michael Gove is fully aware that all of the associations of Heads and universities are against his proposal but is carrying on regardless. Secondly, no clear details have yet been published for a change planned for September 2015. Thirdly, should Labour win the election in May 2015 there is the prospect that they may scrap Gove's plans. Clearly this is not a strong foundation for change.<br />
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Yesterday morning the media leaked even more wide ranging plans that would affect GCSE. Having, very sensibly, backed down from imposing an English Baccalaureate (EBacc) based on a few core subjects it transpires that Michael Gove's latest plan is to introduce a two tier GCSE system. There would be a new qualification called 'I Levels' which would be graded on a numerical scale of 8-1 rather than A*-F. It is surely no coincidence that they would only be in those subjects which Gove had proposed as making up the EBacc (English, Maths, Physics, Chemistry, Biology, History and Geography). Again this is planned for September 2015 but with no information available on syllabus content or assessment structures. This was widely reported yesterday - click here for a link to <a href="http://www.telegraph.co.uk/education/secondaryeducation/10097344/GCSEs-to-be-replaced-by-new-I-level-exams.html?dm_i=14DE,1JH60,7ERWL8,59OZR,1" target="_blank">The Daily Telegraph</a>.)<br />
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The move from O Levels to GCSEs and the introduction of AS alongside A Level came about as the consequence of careful research and planning (10 years in the case of GCSEs). Michael Gove is clearly determined to ensure changes which will have a significant impact on the education of our children for years to come, in the face of opposition from educationalists and all in a time frame driven by his fear of not being in office after the May 2015 election.<br />
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One of the great strengths of schools like King's is that we have the flexibility to adapt to change and, if we need to, will make sure that our pupils get the possible deal out any reforms. This week we have several information evenings for parents of children starting in Nursery and Reception. One of the great joys of having a school which educates pupils from ages 3 to 18 is being able to tailor an education which carries them all the way through to adulthood and such evenings are always enjoyable - full of excitement as to what lies ahead. I wonder though what exams they might be taking in twelve to fifteen years time. The education of our children in this country is a sacred duty and those pupils starting Nursery and Reception in September deserve better from a Secretary of State who seems more interested in his own legacy than their education.Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-34969693122611714852013-05-04T08:50:00.003-07:002013-05-04T08:55:14.813-07:00Top tips for exam success<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbdMY2Av19f-InzmkxFJ310HdFzRzFAjM_Dy9-cAHtj9c1w43QSlee9inJE-g9GkOCsZQV_s_FFeWDrOFN4vYhfdOl33UcTuX8qhD0p-_eStaQfmfknTIfnBDZWncN3y4w66w_DsMCeWIp/s1600/keep_calm.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbdMY2Av19f-InzmkxFJ310HdFzRzFAjM_Dy9-cAHtj9c1w43QSlee9inJE-g9GkOCsZQV_s_FFeWDrOFN4vYhfdOl33UcTuX8qhD0p-_eStaQfmfknTIfnBDZWncN3y4w66w_DsMCeWIp/s320/keep_calm.png" width="223" /></a>The exam season is about to start and, as is usual at this time of year, our pupils are filled with a mixture of apprehension coupled with a desire to get on with the task ahead. As one of my Sixth Formers said, 'I've done the work and am pretty sure I'm ready. It's the waiting to get going that I can't stand'.<br />
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Our pupils receive plenty of good advice about exam technique and I was interested to read an article in The Guardian covering top tips for university students taking exams. There is a great deal of overlap and it makes for a good read. <a href="http://www.guardian.co.uk/education/2013/apr/30/student-advice-exams-success?dm_i=14DE,1GFTM,7ERWL8,4XZKV,1" target="_blank">Click here for the link</a>.<br />
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<br />Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-91544125262002384062013-05-04T08:50:00.002-07:002013-05-04T08:52:35.555-07:00Survey season - the gap between state and independent education<span class="Apple-style-span" style="font-family: inherit;">It seems to be the season for surveys and some of them indicate an alarming gap between the standards I would expect in my school and that which is available to pupils in the state sector.</span><br />
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<span class="Apple-style-span" style="font-family: inherit;">We recruit teachers based on the premise that they hold at least a university degree in the subject they teach. However, the Department for Education census suggests many pupils in the maintained sector are being taught by teachers without that level of knowledge. </span><br />
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<span class="Apple-style-span" style="font-family: inherit;">Here are the statistics showing the proportion of state school teachers who do not hold a relevant qualification higher than an A-level in the subject they teach.</span><br />
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<ul>
<li>Almost
one in four (23.1%) maths teachers - around 7,500.</li>
<li>A fifth
(20.1%) of English teachers - around 7,300 in total. </li>
<li>More than
a third of physics teachers (around 2,000 teachers).</li>
<li>Half of
those teaching Spanish (around 3,400).</li>
<li>More than two in five religious education teachers
(around 6,500).</li>
</ul>
<br />
<!--EndFragment--><span style="background-color: white; color: #282828; font-family: inherit; line-height: 20.71875px;">In Science it is crucial that pupils have the opportunity to carry out practical work in the laboratory. However a study carried out by the Science Community Representing Education (a coalition of organisations including the Royal Society, Institute of Physics and the Royal Society of Chemistry) indicates that this is not always possible.</span></div>
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<span class="Apple-style-span" style="color: #1e1e1e; line-height: 20px;"><br /></span>
<span class="Apple-style-span" style="color: #1e1e1e; line-height: 20px;">Prof Julia Buckingham, SCORE chairwoman, says: “Taking part in
practical work is an integral and essential part of learning the sciences, but
our findings indicate that teachers do not feel equipped to give their students
the full learning experience that they should be able to. </span><span class="Apple-style-span" style="color: #1e1e1e; line-height: 20px;">Practical work is being limited by missing equipment and a lack of access to appropriate facilities such as laboratories and outside space.” </span><span class="Apple-style-span" style="color: #1e1e1e; line-height: 20px;">The study also found that i</span><span class="Apple-style-span" style="color: #1e1e1e; line-height: 20px;">n state-funded secondary schools, an average of 28 per cent
of the practical science budget was spent on photocopying.</span><br />
<span class="Apple-style-span" style="color: #1e1e1e; line-height: 20px;"><br /></span>
<span class="Apple-style-span" style="color: #1e1e1e; line-height: 20px;">I was recently sent a link to a survey from the Department for Education which I could not complete as it was for state rather than independent schools. It was asking how much time was allocated to sport and physical exercise and, from the way the questions were phrased and the suggested lengths of time, indicated a worryingly low level of activity in maintained schools.</span><br />
<span class="Apple-style-span" style="color: #1e1e1e; line-height: 20px;"><br /></span>
<span class="Apple-style-span" style="color: #1e1e1e; line-height: 20px;">All this leaves me with two feelings. First, that I hugely appreciate the opportunities we are able to give our pupils. Secondly, that there is a great deal of media coverage given to Michael Gove's proposed reforms to exams while underlying issues like these deserve greater scrutiny.</span><br />
<span class="Apple-style-span" style="line-height: 20px;">
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Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-90476838136306301612013-02-07T06:54:00.002-08:002013-02-07T14:42:55.970-08:00Does Gove get it? It seems he might.On Saturday evening I wrote a blog post about my concerns over Michael Gove's proposed reforms to GCSE. I concluded by writing:<br />
<br />
<span style="background-color: white;"><span style="color: #333333; font-family: inherit;"><span style="line-height: 18px;">"He (Michael Gove) was right to stick to his guns in the early days but now he needs to demonstrate a little more understanding and humility. He must listen to his critics and engage with their concerns or he risks weakening the very education system he wants to improve."</span></span></span><br />
<span style="background-color: white;"><span style="color: #333333; font-family: inherit;"><span style="line-height: 18px;"><br /></span></span></span>
<span style="background-color: white;"><span style="color: #333333; font-family: inherit;"><span style="line-height: 18px;">This morning I woke up to hear on the radio that Mr Gove has decided to scrap his proposal for a new English Baccalaureate. While I suspect it wasn't my post on Saturday that pushed him over the edge, I am nonetheless delighted that he has had the courage to accept that his plans were wrong. I hope this marks a new willingness to engage with educationalists. Our education system does need improvement and there are plenty of good people willing to engage with progress.</span></span></span><br />
<span style="background-color: white;"><span style="color: #333333; font-family: inherit;"><span style="line-height: 18px;"><br /></span></span></span>
<span style="background-color: white;"><span style="color: #333333; font-family: inherit;"><span style="line-height: 18px;">Coverage of Mr Gove's decision can be found on the <a href="http://www.bbc.co.uk/news/uk-21363396?dm_i=14DE,19S13,7ERWL8,4B4I8,1" target="_blank">BBC website</a>, </span></span></span>Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-66617300695469600412013-02-07T06:46:00.001-08:002013-02-07T06:46:24.111-08:00The Olympic legacy - don't let pupils downI wrote recently about our acquisition of a sports centre and how it will benefit not just our pupils but also the local community. I am particularly keen that local primary schools access the facilities and make the most of the opportunity to get into sport and a healthy lifestyle at a young age.<br />
<br />
Last evening I had a meeting with my Director of Sport and one of my Deputy Heads about increasing the amount of cricket coaching we provide to our pupils and access for local clubs to our indoor nets. Last Friday, I met with Kent LTA to discuss new coaching programmes at the sports centre (both indoor and outdoor and, again, both for our pupils and others).<br />
<br />
All this makes an article in today's Guardian particularly relevant. The demand for sport is huge and yet there are real concerns over potential cuts to funding for sport in the state sector. An announcement is expected in the next fortnight and I hope the government does the right thing for young people in our country.<br />
<br />
<a href="http://www.guardian.co.uk/education/2013/feb/06/headteachers-athletes-cuts-school-sports-funding?dm_i=14DE,19S13,7ERWL8,4B4I9,1" target="_blank">Click here for the article online.</a>Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-62313769152571591232013-02-06T11:12:00.001-08:002013-02-06T11:12:18.166-08:00Effective revision - mind mapsWhen I was revising for exams I used to rely on re-reading my files and occasionally making summary lists. Since I started teaching though I realised that, while I seemed to have blessed with a naturally retentive memory, this wasn't either the best way to revise or indeed an effective method for many of my pupils.<br />
<br />
Repetition of material and finding ways to access the right information lies at the heart of good revision and increasingly I prefer mind maps (often called 'spider diagrams'). Starting in the middle of a page with a core topic, lines come out breaking it down into sub-topics which are then broken into further sub-topics. <br />
<br />
It is an incredibly visual way of presenting an area for revision which shows the whole topic and allows you to see the interaction between different areas. It also relates to how the mind stores information (from the general to the specific) so works with our preferred way of retrieving information. The best ones I have seen from my pupils have been highly colourful (different colours for different types of information or to show strengths and weaknesses of different ideas).<br />
<br />
The prompt for this post was seeing a really good article in today's Daily Telegraph (<a href="http://www.telegraph.co.uk/education/educationadvice/9839678/Spider-diagrams-how-and-why-they-work.html?dm_i=14DE,19O77,7ERWL8,4AR01,1" target="_blank">click here</a>). Well worth a look, and unlike The Times, no subscription required. As an example, here is a mind map summarising potential impacts of global warming.<br />
<br />
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<br />Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-27558376199215848372013-02-02T09:45:00.001-08:002013-02-02T09:45:39.244-08:0050 great websites to make you smarterHaving just posted concerns about Michael Gove's capacity for considered reform here is a more positive link to The Times online where there is a list of 50 fantastic websites for education. Some you may know, such as Mathletics which really motivates younger pupils. Others you may not but they are all worth a look. (Subscription to The Times is required).<br />
<br />
<a href="http://www.thetimes.co.uk/tto/education/article3674233.ece?dm_i=14DE,19E5H,7ERWL8,49S6C,1">http://www.thetimes.co.uk/tto/education/article3674233.ece?dm_i=14DE,19E5H,7ERWL8,49S6C,1</a>Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-28439341276222115872013-02-02T09:40:00.000-08:002013-02-02T13:39:10.543-08:00Does Gove get it?<span class="Apple-style-span" style="color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">Is Michael Gove's touch deserting him? It is not that long ago that, as a new Secretary of State, he was being praised in many quarters for his desire to bring back increased rigour to our education system. Tackling grade inflation and seeking to ensure that all pupils receive a good academic grounding is certainly something to be welcomed and in his early months in office he was right to stand up to his critics. Recent weeeks though have seen some well justified criticisms <span style="font-size: x-small;">about</span> lack of consultation and an ill-considered haste in the timetable for change. More troubling though is that the publication last week of Performance Tables for schools has flagged up a real question as to the extent to which Michael Gove actually understands education. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="color: #333333; font-size: 13px; line-height: 18px;"></span><br /></span>
<span class="Apple-style-span" style="color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">For the first time they have included as a measure the percentage of pupils gaining 3 A Levels in what are called 'facilitating subjects'. These are the three sciences, mathematics, classical and modern languages, Geography, History and English. All of these are traditional, rigorous subjects and presumably this is why Mr Gove wants to use them as a measure. There are though serious flaws in his logic: </span><br />
<ul>
<li><span class="Apple-style-span" style="color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">The list of subjects comes from a Russell Group document entitled 'Informed Choices' and is a group of subjects most commonly regarded as compulsory for related degree courses. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="color: #333333; font-size: 13px; line-height: 18px;">They are not </span><span class="Apple-style-span" style="color: #333333; font-size: 13px; line-height: 18px;">a complete list of traditional subjects (note that they do not include Economics, Politics, Religious Studies, Ancient History etc). </span></span></li>
<li><span class="Apple-style-span" style="color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">They do not take into account the necessity of Art or Music for related degree courses. </span></li>
<li><span class="Apple-style-span" style="color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">Or that the Russell Group clearly states that it is not necessary to have only 'traditional subjects'. They are entirely happy with a mixture of two traditional and one of the more modern / practical / creative subjects. Indeed, Art or Design Technology are valued for Architecture at Cambridge alongside subjects such as Maths and Physics. </span></li>
</ul>
<span class="Apple-style-span" style="color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">This is a really worrying sign of Mr Gove's lack of understanding and something I say as Head of a school which comes out well under this measure (8th out of the 37 Grammar Schools in Kent and Medway despite taking in a broader range of pupils and 8th out of 19 independent schools).</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="color: #333333; font-size: 13px; line-height: 18px;"></span><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="color: #333333; font-size: 13px; line-height: 18px;">A similar blind spot is in</span><span class="Apple-style-span" style="color: #333333; font-size: 13px; line-height: 18px;"> his planned reforms at GCSEs which will see a new English Baccalaureate comprised of five compulsory subjects (English, Maths, History or Geography, Science and a
Language). There is nothing wrong with those subjects per se but it does not include any of the creative subjects such as Art or Music and has no place for Religious Studies and there is a concern that, nationally, many schools will not devote resources to subjects which don't count in league tables. While that will not be the case at my school, or others like it, it causes me concern for education across our nation.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-style-span" style="color: #333333; font-size: 13px; line-height: 18px;"></span><br /></span>
<span class="Apple-style-span" style="color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">In recent days, Michael Gove has come under fire from universities, Heads and MPs on the Commons Education Select Committee. He was right to stick to his guns in the early days but now he needs to demonstrate a little more understanding and humility. He must listen to his critics and engage with their concerns or he risks weakening the very education system he wants to improve.</span>Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-10022363804175430962013-01-29T12:01:00.000-08:002013-01-29T12:11:45.002-08:00Careers advice - at school and beyondThere was plenty of coverage last week about MP's concerns over the decline of Careers advice in schools (<a href="http://www.bbc.co.uk/news/education-21144825" target="_blank">click here for BBC coverage</a>). Having an education which not only gives young people the skills to thrive in the workplace but also an insight into different career paths is absolutely crucial - especially in a time of economic uncertainty.<br />
<br />
I cannot help wondering if the decline in Careers advice is linked in with the increasing emphasis on measuring schools by a narrow range (e.g. the limited number of subjects in the English Baccalaureate and how many pupils study 'facilitating subjects' at A Level).<br />
<br />
Once again, I feel very fortunate to be working in the independent sector where there is greater freedom to select the right balance and ensure our pupils have a proper, rounded education. Last term we launched a web-based Careers site for our current and former pupils called 'The Jobs Network'. It draws on the expertise of current parents and former pupils (Mentors) who are willing to offer advice on their chosen career practical help with work experience, CV writing and interview skills.<br />
<br />
For our current pupils, this has already led to CV writing clinics, workshops on preparing for interviews and introductions to different careers. Later on this term we are setting up mock job interviews for our Upper Sixth pupils. There is a graduate entry job specification for which they will submit a letter of application and their CV and they will then have an interview with one of our Mentors and receive feedback on the process. Far better to make mistakes and learn from them at school than later on in life.<br />
<br />
This sort of opportunity is invaluable. Especially with very few universities interviewing for entry, often the first such experience comes towards the end of university when a job is at stake. It is not difficult to build this into education. For example, we are currently interviewing pupils for Sports Scholarships and have deliberately used the format of a job interview so that they have an experience which develops those skills.<br />
<br />
For our former pupils, this sort of Careers advice is particularly important and points out another problem nationally in seeing Careers advice as something done in schools. We can do a huge amount with our pupils while they are with us but we fundamentally see our association with pupils and parents as being a lifelong process. A real education not only prepares you to leave school but also sustains you beyond the school gate.<br />
<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><span class="Apple-style-span" style="margin-left: auto; margin-right: auto;"><a href="http://jobsnetwork.kings-rochester.co.uk/" target="_blank"><img border="0" height="78" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUxFdfp5HJsfWwmaW3tW_-rVa_w2n2OIelyE8HHRUfZTguxijAsSUSCA19z7mHMix8lNr423rpTTvjZqn5U-gVdYsZTZ-gQ6dnlzPtV70R8ZhGISV-qVTnzA-XWr1sy93JLKVJ6_2Sw2NB/s400/Screen+shot+2013-01-29+at+19.55.17.png" width="400" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://jobsnetwork.kings-rochester.co.uk/" target="_blank">To view The Jobs Network, click here.</a></td></tr>
</tbody></table>
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<br />Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-35957685992605533732013-01-20T02:39:00.001-08:002013-01-20T02:43:33.534-08:00Partnership through sportRecently at King's we completed a deal with the local Council which is an interesting model of partnership and one worth sharing and explaining. A short distance from our school is a sports centre which was built for the town by the Council. It offered a great range of facilities including the sports hall, gym and several tennis courts but over time it had become dilapidated, public use declined and due to lack of demand it was often closed. We have two sports halls at King's but were using the sports centre to broaden what we could offer to our pupils and out of this came the idea of how the school and council could work together for mutual benefit.<br />
<br />
Last term we signed an agreement with the Council whereby we acquired what is now called 'King's Rochester Sports Centre'. We are now running the Centre and putting in half a million pounds of investment to dramatically improve the facilities. Our pupils will have use of excellent sporting opportunities which is great for them and supports our programme of development. Crucially we are also running it as a public Sports Centre which means our local community gains a huge benefit as well. With excellent bar and catering facilties it can become a social as well as sporting hub; indeed the childrens' parties and roller skating sessions are particularly popular which as a parent makes me very happy!<br />
<br />
One aspect which has got real potential to transform sport locally is our plan for tennis at the Centre. Curiously, there are not many courts in the area but we have several at the Centre, although currently only three are even halfway playable. The LTA have been fantastic in offering their support and expertise and we are shortly going out to tender to totally resurface the area to LTA specifications. <br />
<br />
In two weeks time we are holding assessments for five new sports scholarships at King's to celebrate the acquistion of the Sports Centre and later in the year the refurbishment will be complete. It is a genuinely exciting project and one which I am gaining a great deal of satisfaction and enjoyment from. This is the sort of venture which shows how an independent school and local Council can work together to great effect and provides a platform for the legacy from the Olympics which we all want to see.<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.kings-rochester.co.uk/pi/cache/cache_800_Sports%20Centre%20Ext%20AI%20Oct12.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="282" src="http://www.kings-rochester.co.uk/pi/cache/cache_800_Sports%20Centre%20Ext%20AI%20Oct12.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">King's Rochester Sports Centre - artist's impression</td></tr>
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Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-38447289598028450392012-12-12T02:06:00.002-08:002012-12-12T02:06:29.419-08:00Cold but beautiful<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTdBMqwp-ZFHVNWMokNnIuuXAOqSzTNhrv_9EF3KMG0ZFcyRasSlwcQeA71jy_C6qCOykvyem48REV4gkfL3QeQSSbz6_Bshy1n7VdEkFwynOl7MswOHGI588bnPa2CXTFmB1RNs4KzmrJ/s1600/IMG_1853.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTdBMqwp-ZFHVNWMokNnIuuXAOqSzTNhrv_9EF3KMG0ZFcyRasSlwcQeA71jy_C6qCOykvyem48REV4gkfL3QeQSSbz6_Bshy1n7VdEkFwynOl7MswOHGI588bnPa2CXTFmB1RNs4KzmrJ/s400/IMG_1853.JPG" width="400" /></a>It's that time of year when cold and snow might disrupt school so we decided to put plans in place last week. The key thing is to let parents get to work if at all possible while ensuring that disruption to learning is kept to a minimum. Our approach is that the school always remains open and as many as can make the journey safely come and join us. Meanwhile, teachers put the work for their lessons on the school intranet so that those forced to remain at home can keep up to date.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhruu01ZrzmvFsvb4zLNNd5K1TW5ja2TiG2dxHiTQYRDtBuLCQ9HchGUOTNDsiJYRz7lnwN68qa7f8mEbHi99j4YlXSRPD9g5kNbIs_nbUAKRDhCb6OkBxIyNbNtVdydCaoNlsZDhzMb9t7/s1600/IMG_1847.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhruu01ZrzmvFsvb4zLNNd5K1TW5ja2TiG2dxHiTQYRDtBuLCQ9HchGUOTNDsiJYRz7lnwN68qa7f8mEbHi99j4YlXSRPD9g5kNbIs_nbUAKRDhCb6OkBxIyNbNtVdydCaoNlsZDhzMb9t7/s320/IMG_1847.JPG" style="cursor: move;" width="320" /></a>This morning the temperature dropped to -5 celsius. School is carrying on as normal but Rochester does look absolutely beautiful as the photos demonstrate. One of the castle at 7.30am and another of the Paddock after the Nursery class nativity play. It certainly adds to the excitement among the pupils.<br />
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<br />Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-78131433685129995342012-12-11T02:35:00.000-08:002012-12-11T02:35:24.880-08:00National challenges but local celebrations.There has been plenty of coverage in recent days about Michael Gove's proposed exam reforms and the imposition of an EBacc - now being described as the EBC (English Baccalaureate Certificate). It has to be said that the debate is becoming seriously polarised with a range of high profile opponents including the Chair of Ofqual (the examinations regulator), the Chair of the Commons Education Select Committee (a Conservative MP like Mr Gove), teaching unions, exam boards and leading academics. Mr Gove does not shy from a fight but it will be interesting to see the extent to which he engages with the concerns being raised or whether he sticks his ground, being certain that he knows best.<br />
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An interesting development has been the recent involvement of HMC in the debate. HMC represents the 250 leading independent schools in the country (including King's Rochester) and one of the key points being made is that our schools value diversity and choice while the EBC represents a 'low trust' approach towards our level of expertise. I have written in previous blog posts about this debate and there is a reasonable summary on the TES website (<a href="http://www.tes.co.uk/article.aspx?storycode=6307096&dm_i=14DE,13IS2,7ERWL8,3EXES,1" target="_blank">click here)</a>. <br />
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While the debate continues (and will do so for some time), I found myself reflecting on more positive matters closer to home. The school is abuzz with that wonderful feeling of the anticipation of Christmas and coming up in the next five days we have carol services for all three schools in the Cathedral as well as nativity plays and our Cathedral Choristers singing at the Historic Dockyard in Chatham on Wednesday evening. The Prep and Senior Schools have House matches this week and the boarders' black tie dinner on Thursday. Meanwhile The Sunday Times is currently my favourite newspaper, having featured Rochester as an excellent place from which to commute to London and being blessed with beautiful surroundings (<a href="http://www.thesundaytimes.co.uk/sto/style/homes_and_gardens/Move/article1169234.ece" target="_blank">click here, although subscription needed</a>) and also placing our Prep School in their Top 100 Parent Power table. We have also recently concluded the process of defining the distinctive characteristics of King's and reaffirming our Aims of Education which I look forward to publishing shortly. <br />
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There are some important decisions to be made about the future of education but that should not come at the expense of noting and celebrating all that which is good.Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-24770383091048499402012-11-27T23:45:00.001-08:002012-11-27T23:45:18.034-08:00Independent education - freedom to chooseDriving to visit another school yesterday, I heard an interesting discussion on Radio 4 based on a report from the new Head of Ofsted (the body responsible for inspecting state maintained schools) that too many state schools are not providing a good enough quality of education. Click here for coverage in <a href="http://www.independent.co.uk/news/education/education-news/not-good-enough--must-do-better-chief-schools-inspector-says-secondary-education-quality-is-a-postcode-lottery-8360044.html" target="_blank">The Independent online</a>. His view is that local authorities should be ranked according to the performance of the schools in their area which raises a conundrum. More than 50% of pupils in state secondary schools are now in Academies - schools allegedly independent of state control - and the discussion centred on the extent to which local authorities are responsible for their performance. The discussion highlights the reality that Academies are not truly independent as they have to conform to central requirements and the views of their sponsors for most aspects of their educational provision as well as their funding.<br />
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The school I was visiting is Christ's Hospital where I was sharing views on education with colleagues in a very different setting to King's Rochester. What we do share is true and genuine independence in forging the education which we believe to be right for our pupils. It was an interesting day but what really made it for me after being stuck in traffic on a rain-lashed M25 was coming back to school to our Autumn concert where we were entertained with a repertoire from Handel to Jazz - a fitting analogy for the breadth of the independent sector. Diversity united by quality. <br />
<br />Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-37735474389062295002012-11-14T04:18:00.000-08:002012-11-14T04:18:00.190-08:00A pupil speaks about 'Luck'<div class="MsoNormal" style="margin: 0cm 1.3pt 0pt 0cm;">
We have a regular pattern of pupils giving an adress to the school. They are always interesting and a great way of sharing ideas as well as giving excellent practice in public speaking. This morning Anastasia, one of our Senior Prefects, gave a thought-provoking and interesting speech about 'Luck' which I thought would be good to share.</div>
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"When I see someone being able to stand proud in front of a vast crowd and address it with passion and confidence whilst simultaneously having a total control of their emotions and fears, it simply fascinates me! Great leaders such as Martin Luther King, Churchill, Kennedy, Obama were able to <span lang="EN-US" style="mso-ansi-language: EN-US;">lift hearts in dark times, give hope in despair, refine the characters of men, inspire and give courage to the weary, honour the dead, and change the course of history by their motivational speeches. I often think of how lucky they were to be born as naturally gifted orators. But what is luck? <o:p></o:p></span></div>
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Over the summer I read an article about lucky people in which Dr Richard Wiseman, a British psychologist, shared his views on the concept of luck after 10 years of research. The results of his work revealed that people aren’t born lucky. Instead, fortunate people behave in a way that seems to create luck in their lives. <span lang="RU" style="mso-ansi-language: RU;">Here</span> are the four distinct features of such people:</div>
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<li class="MsoNormal" style="margin: 0cm 1.3pt 0pt 0cm; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;">They notice opportunities that happen by chance more often than unlucky people. They are also more open to meeting new people and having new experiences. </li>
<li class="MsoNormal" style="margin: 0cm -34.7pt 0pt 0cm; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;">They tend to make good decisions by listening to their intuition. </li>
<li class="MsoNormal" style="margin: 0cm 1.3pt 0pt 0cm; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;">They are optimists and are certain that the future is going to be full of good luck. This positive attitude often makes good things happen.</li>
<li class="MsoNormal" style="margin: 0cm -34.7pt 0pt 0cm; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;">They are also good at coping with bad luck and often cheer themselves up by imagining things could be worse than they are. <o:p> </o:p></li>
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Therefore, don’t be afraid to allow yourself to encounter new discoveries. And of course if you are challenged by making a speech in from of a class – use your fear to drive you forwards, and allow you to enjoy your new leadership skill. <span class="firstword1"><span style="color: #232323; font-family: 'Times New Roman'; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt;">Life</span></span> is a struggle, accept it. Life is a tragedy, confront it. Life is an adventure, dare it. Life is luck, make it. Life is too precious, do not destroy it. Life is life, fight for it.</div>
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To conclude, I urge you to take note of what one sage used to say - “<span class="firstword1"><span style="color: #232323; font-family: 'Times New Roman'; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt;">Good</span></span> luck is often with the man who doesn't include it in his plans”. </div>
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SO:</div>
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-Recognise your OPPORTUNITIES</div>
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-Trust your INTUITION</div>
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-Be OPTIMISTIC</div>
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-Be POSITIVE, especially when things are going wrong</div>
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And, by the way, GOOD LUCK to you!"</div>
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Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-84040640629645404312012-11-12T12:17:00.002-08:002012-11-12T12:18:35.434-08:00Farewell to exams in JanuaryOn Friday, Ofqual (the body which regulates exams) announced that after this academic year there will no longer be any AS or A2 (A Level) exams sat in January. A little bit of history has been made, or perhaps revisited, as January exams have been part of the educational landscape since the introduction of AS and A2 Levels in the year 2000. The big move back then was to split the old A Level course with exams sat at the end of two years of study into two halves. AS exams sat in the Lower Sixth and A2 exams in the Upper Sixth are currently together to form the A Level. <br />
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As a result, schools were able to enter pupils to sit papers not just in the summer but also in January. This allowed some pupils to take papers early in the year, thereby potentially reducing the number of papers to be sat in the summer. It also enabled pupils to re-sit papers to improve their results over time. It is easy to see why this option seems attractive, especially with the pressure on the best possible grades to secure entrance to university. However, we had a brief discussion about this at a Head of Department's meeting at King's this evening and their unanimous view was that this was a good thing and I am in total agreement with them.<br />
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The option of re-sitting papers may seem like a good thing, especially if a pupil has a bad day and 'catches a piano'. However, it arguably creates even greater pressure on pupils who may think, 'What if I managed to bump up a few extra marks'. To re-sit a paper six months later requires decent preparation which will inevitably intrude into other work and I have seen in other schools how some pupils do not put enough effort into the first sitting because of the option of re-taking later. The worst case scenario is the paper sat in January of the Lower Sixth, then re-sat in the summer, again in the January of the Upper Sixth and once more in the summer. In addition, the January papers are spread over a three week period and the loss of pupils from the classroom has a negative effect on the teacher's ability to keep the class moving forwards.<br />
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For sure there will be a transition period during which some may feel that opportunities have been taken away. However, our pupils are the most over-examined in the world and I am fond of the adage that, 'if you want to know how well your carrots are growing it doesn't help to keep pulling them up to have a look'. It will be good to get January back for teaching rather than a piecemeal period of disrupted lessons and that will ultimately be better for the pupils.<br />
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<br />Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-18184045181385338792012-11-10T09:20:00.000-08:002012-11-10T09:20:56.184-08:00Remembrance<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyYEJti220d7cPKMEH1NUKO6PQ_YdYBjp7UzxKyM2mdit52r5a_-xYH-RWbgczynYhg0CbJL0FSkfgBoPYZWAjCKqhClsSfN-1unrkfkzwgWUjrY1GP4dz04RSiLvBGv2HqLPYDap_KHR8/s1600/IMG_1780.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyYEJti220d7cPKMEH1NUKO6PQ_YdYBjp7UzxKyM2mdit52r5a_-xYH-RWbgczynYhg0CbJL0FSkfgBoPYZWAjCKqhClsSfN-1unrkfkzwgWUjrY1GP4dz04RSiLvBGv2HqLPYDap_KHR8/s320/IMG_1780.jpg" width="240" /></a>Tomorrow is Remembrance Sunday and this week has seen our Prep and Senior School's acts of remembrance. Set in the Cathedral they centre around calling to mind those who have given their lives in the service of their country and in particular former pupils of King's; a central act being the reading aloud of all of their names before wreaths are laid. For the Prep School this took place in their cathedral service on Tuesday and for the Senior School there was a special service on Friday morning when we were joined by parents and Old Roffensians. On Thursday, the Headmaster of the Senior gave a poignant address focussing on one name in particular who was killed during the battle for Arnhem in the Second World War. Hearing the list of names read out is poignant in itself, not least because of how many ORs died in the First and Second World Wars, but to hold in mind one person in particular and his career at the school reinforced the reality of the people behind the names on our school memorials.<br />
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At the end of the service on Friday, the whole school processed through the Lady Chapel where our memorial is sited and wreaths laid. One by one, the took their own poppy and laid them alongside the wreaths as a personal act of remembrance. It was an incredibly moving experience and one which has a great impact on our pupils. The cold clouds at the start of the day were later replaced with autumn sunshine on the cathedral and castle, lending a positive feeling to this important day in the life of our school.Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.comtag:blogger.com,1999:blog-8807514749508823448.post-16842047549301476912012-11-07T01:40:00.001-08:002012-11-07T01:43:05.330-08:00Educational breadthHaving written last evening about education being about more than exam results, I have just returned from a Senior School service in the Cathedral. One of our Heads of School gave a really good and interesting address about the importance of skills, character and personality. Unsurprisingly, the example he used was not drawn from the classroom but from his recent Duke of Edinburgh expedition to the Brecon Beacons and the experience of traversing Pen Y Fan in a snow storm. He made his points clearly and the experience of presenting to a large audience is also good preparation for life.<br />
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Linked to this, I was interested to see an article in yesterday's Telegraph (<a href="http://www.telegraph.co.uk/education/educationnews/9653088/Arts-luminaries-warn-of-threat-to-creative-subjects-in-schools.html?dm_i=14DE,11AP7,7ERWL8,369AT,1" target="_blank">click here</a>) where leading figures from the worlds of music, theatre, art and dance have expressed concern over a narrowing of education. This all stems from the move towards an EBacc made up of five compulsory subjects (English, Maths, History or Geography, Science and a Language) and the fear that pupils will stop accessing broader and creative subjects. It is at times like this that I am glad to be running an independent school where such issues do not arise. We do teach languages from the age of four which is unusual but also incorporate other subjects such as Art, Design Technology and Music all the way through our Pre-Prep, Prep and Senior Schools. I agree whole-heartedly with both the concerns raised and also the clear arguments made about the importance of the creative arts in developing skills and enabling the flourishing of the whole person.<br />
<br />Jeremy Walkerhttp://www.blogger.com/profile/09729462096214658429noreply@blogger.com