Teaching

I was delighted to read that my university is apparently over-generous when it comes to awarding top degree classes. Oxford is among 21 universities accused of grade inflation after a Higher Education Funding Council study found ‘significant unexplained variation’ in students’ likelihood of getting a First or Upper-Second. Alongside fellow culprits including Exeter, Brunel, Warwick and Newcastle, Oxford hands out more good degrees than A-Level grades and the university’s entry standards would lead you to predict. So am I on track to an effort-free First? Sadly not.

When I trained as a teacher, seven years ago, these are some of the things I was taught: it’s better for pupils to discover a fact than to be told it. Children learn best working on authentic, real-world projects. Schools and traditional subject boundaries are silos which stifle the natural creativity we all have within us. And this last fact especially: there is no point teaching a body of knowledge, because within a few years it will be outdated and useless. Don’t teach the what, teach the how. ‘Drill and kill’ and ‘chalk and talk’ will lead to passive and unhappy pupils. This, to a large degree, is still what most teachers are taught. So it’s unfortunate that these ideas are deeply flawed.

Should pupils in free schools and academies be taught by teachers without Qualified teacher status? This question has become the latest game political ping-pong involving all three parties. So much has been said it’s difficult to know what everyone believes. Here is a summary of where all the key players stand: Tristram Hunt (and Labour) No, well maybe — the Shadow Education Secretary's position is unclear. In a Daily Mirror interview, Hunt said 'they have to work towards qualified teacher status or they have to go'. But last night, Jeremy Paxman asked Hunt no less than nine times whether he would send his children to a school with teachers who do not have Qualified teachers status.

I’ve been at university for 17 days, and yesterday had my fifth contact hour: my second tutorial. ‘Tutes’ are what an Oxford education is all about. They’re the reason any self-respecting applicant will give when asked why they’re putting themselves through a three-month ordeal of entrance tests; essay samples; interviews, and an agonising, Christmas-ruining wait. Of course we weren’t swayed by the architecture, the prestige or the challenge: what we really wanted, my sixth-form self often insisted, was the chance to be ‘taught by the people who write the textbooks’. It’s now dawning on me that we’re not really ‘taught’ at all — not in the conventional sense.

The coalition's biggest clash with trade unions so far is fast approaching. From October, the NASUWT and NUT teaching unions are carrying out a series of regional walkouts over the introduction of performance related pay. Unfortunately for the unions, new polling from Populus shows the public are not on their side. When questioned on how teachers' pay should be decided, 61 per cent of those polled said they agreed that ‘schools should be able to set the pay of individual teachers based on the quality of their performance as determined by an annual appraisal’, as opposed to 28 per cent who believe teachers should receive the same amount, based on time served and not performance.

The Labour years can, in retrospect, be seen as a massive experiment into the link between cash and education. Gordon Brown almost doubled spending per pupil over the past decade, the biggest money injection in the history of state schooling. But as he did so, England hurtled down the international league tables. It now languishes in 18th place, according to the Organisation for Economic Co-operation and Development (OECD). The plan didn’t work. Only now is the full cost of that failure becoming clear. In an age when ‘work’ is increasingly something done with the head rather than the hands, education standards determine the wealth of nations. There is now enough data to draw a direct relationship between the two and put a price on it. Smarter nations are richer nations.

Peering over my son’s shoulder as he forced himself through a pile of practice IGCSE maths papers in readiness for this week’s exams, I was shocked both by the absence of pounds sterling and by the ardently international imaginary first names dreamed up by the question-setters. That ‘I’ stands for ‘international’ — and goodness, you’re not allowed to forget it. ‘Nyali paid $62 for a bicycle.’ ‘Alejandro goes to Europe for a holiday. He changes 500 pesos into euros at an exchange rate of…’ ‘Abdul invested $240…’ ‘At 05 06 Mr Ho bought 850 fish at a market for $2.62 each…’ ‘On 1 January 2000 Ashraf was x years old.

I like to tease my friend Wei about being a tiger mother. She once told me of an incident where her daughter Shu was making an artwork for a friend as a birthday present. Shu doodled for a few minutes, then showed her mother a sketch of a funny face. ‘I told her to knuckle down, spend more time, and come back with a far better drawing,’ said Wei. ‘It just wasn’t good enough.’ I said that was a bit harsh on her eight-year-old, especially since it was not schoolwork but part of Shu’s leisure time. Wei snorted. ‘It was a gift for her best mate, yet she hadn’t put any thought into it,’ she said. ‘She needs to know that you must make an effort for the things you really care about.