Teachers for Supply

I disagree along with your analysis of Gove’s “reform” stampede (“Some good school work, but must do better”, editorial).

Ever since Kenneth Baker’s regressive Education Reform Act (1988), Tory and New Labour governments have messed about with state education to make it fit a rightwing agenda.

I am a recently retired state secondary school teacher who couldn’t be described as a wild-eyed leftie. However, I totally reject the assumptions made from 1970s education. The idea that more “rigour”, facts (who decides them) and longer essays are going to remodel the life probabilities of working-class students will be laughable if it weren’t so intellectually vacuous. Teachers may be smiling through gritted teeth as this pantomime unfolds. Back to the 1950s with a vengeance.

Philip Wood

Kidlington, Oxon

I was pleased to determine that you just stressed the adaptation between Labour’s academies and people of Michael Gove. It’s also important to emphasise the actual motives which are driving Mr Gove.

An example of the issues that he’ll cause because he’s a person in a rush will soon emerge in his A-level reforms. These must be challenged urgently before Mr Gove achieves his true aim – leadership of the Conservative party and, he hopes, the premiership. One example is the rate at which he intends to introduce A-level exam reforms. Students starting AS- and A-levels in September 2013 will encounter only end-of-year exams. Students starting A-level exams in September 2015 and 2016 will begin a two-year course with only an exam on the end. These students wouldn’t have any experience of such exams because the new GCSE courses wouldn’t have any students completing them until 2017.

If Mr Gove was not in this type of rush to advance his political career, he would hearken to those that keep in mind that you should definitely prepare students for brand new exams by starting at a lower age. Students and their parents mustn’t ever be used simply so Mr Gove can prove that he’s “doing something” before he moves on and leaves behind the issues that he’ll have caused.

Martin Jeanneret

Newhaven, Sussex

When it involves assessment of education policy, the devil is usually inside the detail. You are saying that “the pupil premium shifts the funding system further to the good thing about schools with poor [your selection of words] intakes”, however the pupil premium isn’t ring-fenced. Because the DfE website states: “Schools decide the best way to use the funding, as they’re best placed to evaluate what additional provision their pupils need.”

As the Guardian reported last September, David Laws, the universities minister, had “admitted that using funds allocated under the government’s £1.25bn flagship “pupil premium” is “not adequate” after the education watchdog found that more had to be done to ensure the cash was getting used to assist poor children”. This implies it’s premature for the Observer to evaluate this policy as “a gem”. You assert that the academies “remain a small but significant presence”. The DfE website reports that there at the moment are 2,673 academies. Here’s greater than half all English secondary schools and that i would call that paradigm-shifting.

Roz Stevens

Lancaster

Your editorial and investigation into the activities of Gove’s special advisers lend credence to the generally held view inside the education service that “Gove moves in mysterious ways his blunders to accomplish” (to misquote William Cowper – who doesn’t appear in Gove’s new national curriculum).

Prof Colin Richards

Spark Bridge, Cumbria

News that Pope Benedict XVI was stepping down because the head of the Catholic church after eight years within the Vatican sent shockwaves all over the world. The 85-year-old pontiff’s announcement on Monday was the primary papal resignation in almost 600 years. We discover the very best news, multimedia and resources for exploring this historic moment within the classroom.

From the Guardian

A sign from God
Video footage shows a lightning bolt striking the Vatican’s St Peter’s Basilica, just hours after Pope Benedict XVI announced his surprise resignation on Monday.

The life and times of Joseph Ratzinger
The lifetime of Pope Benedict XVI is explored on this fascinating video which looks at one of the most highs and lows of his eight-year tenure because the head of the Catholic church. From his controversial remarks about Islam and using condoms within the fight against HIV and Aids in Africa, to the 1st ever papal tweet.

Pope’s goodbye to the world
After furious speculation over the Pope’s future after stepping down as Roman Catholic leader, the pontiff told priests he’s withdrawing into prayer. This news story covers the 1st public comments on his plans since announcing his resignation, revealing he’ll continue living in the Vatican walls.

Pope Benedict XVI – in pictures
This photo gallery charts the 85-year-old German’s eight-year term as Holy See, from his first appearance at the papal balcony to a couple of the more controversial events surrounding his tenure, including his alleged involvement in covering up child sexual abuse claims.

Pope Benedict XVI – readers respond
Here’s an outstanding round up of readers’ responses to the Pope’s resignation – useful for concepts if you are planning on starting a debate together with your class on among the wider issues surrounding this story

Pope’s farewell cartoon
Add a bit humour for your lesson with Steve Bell’s wonderfully sharp and funny cartoon. an awesome talking point to kick off a lesson in this historic event.

Everything you’ll ever want to know in regards to the Pope
If you are looking for snappy Pope stats, it’s where to go for an entire data history of the Catholic head, including an inventory of your complete Popes, average start and end ages and the trendy-day country of birth of Popes inside the whole history of Papacy. Phew.

Pope podcast
Wondering who the subsequent Pope could be Polly Toynbee, Sean Worth, Shiv Malik and Andrew Brown join Tom Clark to talk about the papal election and other political hot potatoes within the Politics Weekly podcast.

On the Guardian Teacher Network

Rethinking Christianity
Fascinating blog by academic Nigel Fancourt a few project which aims to assist schools teach the topic of Christianity more rigorously.

Choosing my religion
Here’s an amazing resource to begin a debate about infant versus adult baptism, getting students to impeach how people choose their religious beliefs, if in any respect.

Introduction to the good religions
This is handy little resource for teachers seeking to give pupils an introductory taste of the world’s six main religions: Christianity, Hinduism, Judaism, Buddhism, Sikhism and Islam.

Holy books
What’s in a book Help your pupils understand why certain scriptures and books are important to the world’s main religions and discover the origins of those religious works.

Telling the truth
Check out this brilliant Powerpoint resource which aims to contrast Catholic and Kantian teaching on truth telling.

The better of the web

BBC round-up
This helpful video from the BBC gives a very good snapshot of what the Pope’s resignation means for Catholics and the sector. From global government reactions to what happens next with the hunt for a successor, it does exactly what it says at the tin and give a pithy explanation of the entire sensational story.

Best dressed Pope
Want to grasp more in regards to the Pope’s dazzling white vestments and eye-catching red loafers Canada’s Globe and Mail has prepare a vibrant photo gallery providing brief explanations on his distinctive garments.

The next Pope – The Telegraph
The web is already buzzing with speculation over who would be the next Pope. This blog from The Telegraph hopes the hot leader of the Catholic church might be black – a global first. Many commentators are tipping Ghanian Cardinal Peter Kodwo Appiah Turkson as a fave.

Was Pope Benedict VXI great Channel 4 News
Was Pope Benedict VXI great Archbishop of Liverpool Patrick Kelly seems to think so, telling Channel 4 News he was one of many splendid and why. An engaging examine a spiritual figure who have been criticised for his deeply conservative views.

This content is dropped at you by Guardian Professional. To get articles direct in your inbox, and to access thousands of free resources, join to the Guardian Teacher Network here. Seeking your next role See our Guardian jobs for schools site for thousands of the newest teaching, leadership and support jobs

For many, Pope Benedict XVI will little doubt be remembered for his conservatism. But in a Guardian Environment blog this week, the pinnacle of the Catholic church was praised for his green credentials, which included having solar panels installed at the Vatican and championing St. Francis of Assisi, patron saint of ecology. If the fairway message is getting through to the Holy See, surely a higher generation are equally clued up, if not five steps ahead

Some schools have embraced the golf green revolution. Take Langley Academy, for instance. Sustainability is on the heart of everything the faculty does. From a biomass boiler and college-grown veg to a pupil-led eco council and green friendly lessons, there is no corner of the college which is not giving the planet a helping hand.

Or how about Canon Pyon Primary, whose pupil ‘power rangers’ have spearheaded an environmental awareness project which included building a greenhouse from recycled plastic bottles.

But what are you doing to interact pupils in green issues How can teachers encourage children to take an interest inside the environment and sustainability And what role should pupils play in making their school a greener place to learn

Share your thoughts within the comment thread below.

This content is delivered to you by Guardian Professional. To get articles direct on your inbox, and to access thousands of free resources, check in to the Guardian Teacher Network here. Searching for your next role See our Guardian jobs for schools site for thousands of the most recent teaching, leadership and support jobs

I was mentioned in a field in the course of nowhere. I went to a rural secondary school in Leicestershire, Market Bosworth Highschool. Nobody ever observed lesbians, in truth i don’t believe I’d ever even heard the word. After I was growing up I had relationships with girls and truly always had a girlfriend but they were never classed as such. Once we got to about 14 and my friends starting having closer relationships with boys and comparing notes about ‘how far’ they got. i assumed, okay I’m imagined to do that stuff with boys. So I had boyfriends too, but I always had girlfriends at the side. We did not have the web or mobiles, and there has been nothing on TV about this, so we needed to know about every issue by word of mouth. There has been no awareness of LGBT issues and there gave the impression to be no lesbians around in any respect – apart from Martina Navratilova.

I did my degree in music specialising in opera at Birmingham Conservatoire. While i used to be doing my degree I taught singing and piano to members of the general public of every age from children needing to pass their grade exams to a dad who desired to learn Love Changes Everything to sing at his daughter’s wedding, so i used to be already teaching before I did my PGCE.

After my degree I did an element-time MA in music and philosophy. While i used to be doing that I got a role with Sculpture Theatre Company in Birmingham which specialised in theatre in education. We did hilarious plays with ridiculous costumes. I remember playing an immense nose with pink bogeys snorting out of it. It was at the back of that I got used to being with the youngsters and noticed how receptive children were, so it was a natural progression for me to do my PGCE at Birmingham. Also my girlfriend on the time was a touch younger than me and still doing her degree so i needed to remain within the city for one more year.

I did my NQT year on the Barclay School in Stevenage. Then, after a year as a peripatetic music teacher, I got a role at Stoke Newington School in London. I became increasingly more excited by education beyond music and in regards to the needs of kids so once I got the job as head of year in 2005, i used to be really excited for you to make a difference.

I’d seen the limits to learning and that i was really excited by the youngsters that stayed behind for a talk after lessons who needed help. I worked with a stupendous learning mentor Jo Smyth who really set me at the right path and taught me such a lot about incredible easy methods to get a kid learning and particularly tips on how to work with families.

I was out to the workers in school and if anyone ever asked me I’d tell them straight that i used to be a lesbian. After I became head of year we decided to celebrate LGBT history month at school for the 1st time. My mission was to eradicate homophobic language and challenge young people’s perceptions of LGBT people. This was in February 2005 and LGBT history month had only been born the year before. Do not forget that section 28 which banned teachers from talking about gay issues or same sex parenting was only repealed in 2003.

My tutor team were exceptionally supportive. The IT teacher did a lesson on Alan Turing, the mathematics teacher did an LGBT powerpoint gazing the numbers focused on LGBT bullying, and naturally we checked out LGBT issues in music, my subject. All of the teachers got involved and that was the beginning of an excellent LGBT journey.

I’ve seen the large benefits of LGBT awareness and that i actually enjoy those ever so difficult conversations that people will attempt to avoid. I’ve seen how the work really is changing lives. Only one example is an ex-pupil of mine at Stoke Newington. Scott is an adult now but at college he was homophobically bullied. He wasn’t out, but being bullied because he was looked as if it would be gay. My experience is once a teenager has pop out things get much better. He decided to out himself in front of one thousand kids, singing A less complicated Affair by George Michael and got a status ovation. He took the facility back with that move and that is what bullying is so often about. Eight kids came out in my year and never one was bullied over it. All of them stay in contact with me now they tell me how homophobic their colleges are.

I learnt everything I now advise other teachers to do through trial and blunder. I’ve sat through enough Inset days to grasp this has to come back from grass roots level. I ask teachers to consider the lesson they’re teaching tomorrow and the way they are able to expand it to incorporate an LGBT element, and to do this for each lesson. You cannot suddenly make your school LGBT friendly. Sex and relationship education policies and equal education policies may need a tweak but it’s within the classroom and thru the whole curriculum that faculties really make an impact. If LGBT individuals are invisible within the classroom, then it’s never going to work. What teenagers say needs to be constantly challenged. After some time you locate youth start correcting one another in the event that they make homophobic comments, because they understand why it’s wrong.

I always compare the placement now to racism 40 years ago. We had Love thy Neighbour on TV and folk said incredibly racist things on a regular basis. LGBT awareness is the brand new kid at the block.

I stopped teaching music just two months ago to spotlight my teacher training programme Educate and Celebrate and because September 2012 i have been the LGBT schools advisor for Birmingham City council.

LGBT awareness issues really are kicking ass now, but there’s still far to head. i am getting emails each day from teachers who’re unable to return out at their schools, where kids speak to one another in a derogatory fashion. This drive in me to vary things won’t leave until we’ve happy out teachers, students and oldsters and that is the reason not the case now in 2013. That LGBT project in 2005 has changed my life within the most positive way you could imagine, it’s like I’ve trained myself to do the job I’m doing now.

Elly’s top resources

Elements of disco PowerPoint

Elements of disco lesson plan

These resources use a track from the film Priscilla Queen of the Desert to explore the various elements of disco music, allowing learners to locate a definition of trans.

All London schools are invited to give their LGBT work and take part the joys on the London Schools LGBT Showcase on 28 February 2013 at Arsenal’s Emirates Ground. Discover more details here.

Elly is the LGBT schools advisor for Birmingham City Council and heads up the programme Educate and Celebrate. She is the equality and variety Lead at Stoke Newington School and a contract diversity trainer. She also volunteers because the National Schools rep for LGBT History month and SchoolsOUT. Discover more about Elly’s work here. Elly is doing an MA at school based explorations at Goldsmiths University where she have been a teacher trainer for the last four years.

This content is dropped at you by Guardian Professional. To get articles direct on your inbox, and to access thousands of free resources, check in to the Guardian Teacher Network here. Attempting to find your next role See our Guardian jobs for schools site for thousands of the most recent teaching, leadership and support jobs

It was after I realised i used to be bored during one in all my very own lessons that I knew something was wrong. Teaching is lots of factors, but boring it ain’t. And if i used to be bored, how could I possibly be inspiring my class

In my first few years as a teacher, the inability of boredom was first thing i discussed when people asked me about my chosen profession. “You never end up clock-watching, looking ahead to hometime,” i’d say, “each day just flies by”. People would study me with envy, brooding about all those times that they had stared on the clock of their office setting, hopeful for 5pm. But now, after a number of more years and many reforms, my job now not offers that very same unpredictability.

Sure, the youngsters still pop out with unexpected responses; providing me with hilarious anecdotes and sometimes making me smile. However the job itself now resembles that of a factory production worker. I clock in, deliver the teachings planned for me by some anonymous educationalist, read the stories chosen for me by some book marketing company, send the youngsters home after which mark the books using the marking and assessment code designed for me by some senior leader and not using a class in their own. Step by step, the autonomy of teachers is being chipped away at by individuals who don’t trust us as a way to plan effectively for the kids we teach.

Now i’m certain that somewhere in Middle England somebody thinks carefully and attempts to devise creatively, attempting to imagine their lessons being taught to children around the country. But most commonly, the schemes that my school leaders bought into hoping to ease our workload by scaling down at the hours required to be spent planning have simply given us one other task. Nowadays, the time i might have spent dreaming up imaginative, inclusive and stimulating lessons is instead spent seeking to reformulate the usual lesson into something that may be both achievable and challenging to my class of EAL learners with little or no life experience beyond their housing estate. Instead of attempting to squeeze the square peg of my class into that round hole (“we must teach aspirational lessons in order to not limit the children’s learning opportunities”) i’ve taken to dumbing down my lessons, cutting out any references to culture, history or geography that i believe the kids won’t know, in order that we will be able to instead specialise in what they desperately need; functional English and maths.

Similarly, a few years ago the pinnacle decided that we should always adopt a college-wide marking policy, in order that it’d be clear to all who checked out the children’s work just what feedback they were receiving. When my colleagues and that i queried this, insisting that our marking must be done solely to aid the youngsters to enhance, we were told that the teenagers were only 1 group out of several shareholders for whom we were marking. So now, instead of modifying my marking and the sorts of comments I make in accordance with the learner, every child I teach must comply with the way in which of marking preferred by SLT.

This interfering, ahem, support even reaches so far as the reading books i exploit. After reading a book with my class they had adored and that’s wildly well liked by children in their age around the country, i used to be told that i could not read the sequel with them because “the kids should be exposed to a number of authors”. i used to be then told which books were ordered for my book corner. My handmade guided reading resources designed to suit around books by Roald Dahl and Astrid Lindgren sit, languishing behind my cupboard, replaced by neat little books of short stories, all created to be read in 20 minute slots. They even include a Teacher’s Guide, complete with the questions I should ask and the comments I should make as we read.

So it is how my vivid, varied days became monotone and dull. My exciting lessons filled with enthusiastic learners are getting formulaic sessions where i am going in the course of the motions, and the youngsters, to their credit, continue to work flat out to profit. This can be a tribute to them that they still desire to work flat out in lessons, but it surely makes me sad to never hear them say “that was much fun miss!” on the end of a session, the way in which they used to.

I love my class and that i love helping children to realize, but it surely increasingly feels that teaching is being made right into a factory production line, where any old student wanting a summer job could rock up, read out the questions, follow the formula after which go home. What the present method seems to disregard, however, is that the youngsters themselves must experience the exciting feeling of actually tailored, creative lessons – designed by professionals who know them – which will progress. Let’s hope someone important realises this soon.

This week’s Secret Teacher works in a prime school in London.

This content is dropped at you by Guardian Professional. To get articles direct in your inbox, and to access thousands of free resources, register to the Guardian Teacher Network here. In search of your next role See our Guardian jobs for schools site for thousands of the most recent teaching, leadership and support jobs