Continuing what follows!
We went through a phase when "the literacy hour" led to the marginalisation, if not abandonment, of extended reading and texts were gobbetised to illustrate arid points of "language". So cohorts of children were not given a chance to reflect and learn to love literature, meeting worlds outside their experience.
This neo-Gradgrindism feeds upon and feeds the obsession with grovelling for grades so that EVERYONE in education has to be doing ABOVE average and a Newspeak where "excellent" is the new "standard" and "satisfactory" is unsatisfactory.
So staff become burnt out, insecure and edged out, everything can only get "better", and a generation on from the entitlement and inclusivity of the National Curriculum and GCSE we head back to the "good old days" when fewer children succeeded and children who find the three R's a pain in it are taken from what they enjoy to do more of what they fail at.
We went through a phase when "the literacy hour" led to the marginalisation, if not abandonment, of extended reading and texts were gobbetised to illustrate arid points of "language". So cohorts of children were not given a chance to reflect and learn to love literature, meeting worlds outside their experience.
This neo-Gradgrindism feeds upon and feeds the obsession with grovelling for grades so that EVERYONE in education has to be doing ABOVE average and a Newspeak where "excellent" is the new "standard" and "satisfactory" is unsatisfactory.
So staff become burnt out, insecure and edged out, everything can only get "better", and a generation on from the entitlement and inclusivity of the National Curriculum and GCSE we head back to the "good old days" when fewer children succeeded and children who find the three R's a pain in it are taken from what they enjoy to do more of what they fail at.