Are We Looking More At Testing Than Teaching

The downside of the emphasis on testing is the tendency towards “teaching to test” rather than broadening the horizons. The redirection of time consumed in testing could allow the teacher to make a more rounded assessment of a child’s skills and make it more interesting for the child and teacher

If a child is falling behind teachers should enlist extra effort from parents. The range of educational games now matching the curriculum can make the recovery real fun for parents and child at home. This positive interaction would ensure parents maintain a dynamic involvement in schooling process rather than the sudden burst after the end of term or year reports are released.

Do Large Secondary Schools Impair Performance

Dr James Wetz, former headteacher of two large secondary schools and visiting fellow at Bristol University's graduate school of education, argued that large secondary schools are ill-equipped to support pupils and may even stifle their potential in a Channel 4 Dispatches programme.

A huge number of star pupils from primary education fail to thrive in secondary school. Wetz's research, published in 2006, showed that 40% of the young people who left secondary school without a single qualification at GCSE actually achieved average or above-average performance in English, maths or science in key stage two tests at the end of their primary schooling.The dramatic change in schooling procedures, building size and the number of teachers involved overwhelms many children. The drop off being most significant in the age group 11-13.

Dr Wetz suggests the pastoral approach in primary education where one teacher predominately takes all lessons for a class should be adopted at secondary level. The abrupt change to an environment where children will meet 11- 15 different teachers a week causes a disconnect that can be irreparable. The class tutor, gaining only a fleeting view of their charges can be unaware of issues which could be otherwise easily addressed.

Curriculum changes seek to achieve greater lesson integration, something that is difficult without significant liaison, and probably impractical.

The quest to introduce continuity can receive huge support with the parent taking an interactive role to mentor their child. With school class sizes over 30 the 1:1 ratio at home can provide vital encouragement and the active opportunity to go over lessons. With modern classroom resources being in the form of educational games this can also be great fun!