Report March 2012

report

MARCH 2012

THE MAGAZINE FROM THE ASSOCIATION OF TEACHERS & LECTURERS £2.50

Curriculum quandaries Former QCA adviser Mick Waters gives his views

Work experience Why it matters to schools and employers

Judgement day As the GTCE’s remit on competency and misconduct ends, Report asks who will decide teachers’ fate?

ADVICE Protect yourself from misconduct allegations

JOIN THE DEBATE Do computer games affect children’s learning?

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Contents

30 Welcome

Alice Robinson, national president, ATL

T 10

21 Join the debate

Your ATL 04

News Including the sixth form college ballot for action, and ATL’s response to Ofsted no-notice inspections

Agenda General secretary Mary Bousted on the latest changes to education

ATL in Wales, Northern Ireland and Scotland Philip Dixon, Mark Langhammer and Keith Robson on banding, tax avoidance and CPD

Letters ATL members have their say on supply teachers’ CRB checks, vocational learning and phonics

Final word Baroness Susan Greenfield on the effects of computer gaming on learning

Noticeboard Advice, information, events and opportunities to get involved

Features 10

GTCE: the verdict Report looks at the demise of the GTCE

No silver bullet Mick Waters on the curriculum, Ofsted and local authorities

Experience needed Why there should be more, not less, work experience

Help and advice 22

Crossing the line ATL’s legal team on what behaviour is and isn’t acceptable with pupils

Resources 26

ATL resources Useful newsletters, publications and factsheets

Info directory A selection of free resources for teachers and lecturers

Contact All the details you need to get in touch with ATL

Protect your online reputation Practical advice to navigate the risks of online life

Classified advertisements

Crossword Your chance to win £50 in Marks & Spencer vouchers

Report is the magazine from the Association of Teachers & Lecturers, 7 Northumberland Street, London WC2N 5RD Telephone: 020 7930 6441 Fax: 020 7930 1359 Email report@atl.org.uk or membership@atl.org.uk Internet www.atl.org.uk Managing editor Victoria Poskitt Editor Alex Tomlin News editor Andrew Robbins Head of advertising sales Samantha Overton 01603 772520 Advertising sales Lisa Parkinson 01603 772521

he pronouncements and proclamations from the Department for Education continue to appear with unfailing regularity. Last month it was the demise of work experience and the devaluation of vocational qualifications. Who knows what this month will bring? ATL continues to produce reasoned responses to all these issues and to try to reduce, wherever possible, any negative impact on both students and our members. As a teacher of key stage 4, I have always viewed work experience as being very positive and worthwhile for the majority of students; students have been transformed by the experience, it has given them a focus, while others admittedly have gained much less. Phil McCabe’s article on page 21 considers the ‘lottery’ that will ensue if the government’s plans to remove it as a compulsory element of key stage 4 go ahead. As someone who has not yet engaged in Twitter or Facebook — they are on my ‘to do’ list — I was alarmed to realise that I have an ‘online footprint’. Presumably because of my ‘online shop’ at Tesco. Several years ago I was shocked when my son, who does not work in education, told me that the first thing he did when shortlisting candidates for interview was to look them up on Facebook. This makes the article on page 24 even more fascinating reading. At this point it is worth reminding you of the ATL courses that are being run in many areas on aspects of IT safety and security. See page 26 for all the CPD courses. The article on the closure of the General Teaching Council for England (GTCE) on page 10 raises the grave concerns expressed by some ATL members and myself, who have been involved with the GTCE for many years. Who will make decisions about teachers’ fitness to teach and how will they now be made in the future? In the article on page 30, Baroness Susan Greenfield has raised some of the issues that many in education have been concerned about for some years, since the first ‘arcade’ computer games became available — that students do become addicted to them. The development of the internet has transformed many aspects of education, but has also made the possibility of addiction to online games so much more real.

Report is produced and designed for ATL by Archant Dialogue Ltd, Prospect House, Rouen Road, Norwich, Norfolk NR1 1RE. Email: mail@archantdialogue.co.uk Production editor Catherine Page, Managing art editor Nicky Wright, Art director Nick Paul, Managing ad production controller Kay Brown, Client services director Chris Rainer, Editorial director Zoë Francis-Cox, Managing director Mick Hurrell Printed in the UK on FSC-accredited stock. Subscription: Non-members, including libraries, may subscribe at the rate of £16 per year. ATL accepts no liability for any insert, display or classified advertisement included in this publication. While every reasonable care is taken to ensure that all advertisers are reliable and reputable, ATL can give no assurance that they will fulfil their obligation under all circumstances. The views expressed in the articles in Report are the contributors’ own and do not necessarily reflect ATL policy. Official policy statements issued on behalf of the Association are indicated as such. All rights reserved. Material contained in this publication may not be reproduced, in whole or in part, without prior permission of ATL.

your ATL / news

Ofsted no-notice plan “tinkering”, says ATL ATL has expressed scepticism said Nansi Ellis, ATL head of that no-notice Ofsted inspections, education policy. announced by new chief inspector Ofsted plans to introduce Sir Michael Wilshaw, will improve no-notice school inspections standards in schools. from September 2012. “While we totally agree that teachers ATL is also concerned should be held accountable for how over Ofsted’s newly established well they teach, tinkering with the Parent View website, Sir Michael Wilshaw amount of notice for inspections will www.parentview.ofsted.gov.uk, not improve education for the vast which allows parents to complete an online majority of children and young people,” questionnaire in confidence, giving their

views about their children’s schools. “Any survey that allows people to ‘opt-in’ is likely to attract more critical responses than positive ones, and this is unlikely to reflect the education most children receive at a school,” said Ms Ellis. “We hope to have constructive conversations with the new chief inspector about how to improve school accountability and about the support some schools need to help learners.”

Unions back MPs’ “national ATL fights as scandal” asbestos report independent school shuts The joint-union campaign highlighting the dangers of asbestos in schools has backed a report from an all-party Parliamentary group, which labelled the issue “a national scandal”. Julie Winn, chair and ATL representative for the Joint Union Asbestos Committee (JUAC), said: “The report shows that more than 75% of UK state schools contain asbestos. Over 140 school teachers have died from mesothelioma, while an unknown number of dinner ladies, cooks, cleaners, administrative staff and caretakers have also died.” Ms Winn also highlighted the long-term danger to pupils: “US estimates show that for every teacher’s death, nine people will die from their exposure as a child, but because of the very long latency their deaths will be many years later as adults.” The report, Asbestos in Schools: the need for action, was published by the All-Party Parliamentary Group on Occupational Safety and Health. Its recommendations include: • a new programme for the phased removal of asbestos from all schools • updates on asbestos in schools for parents, teachers and support staff

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• proactive inspections to determine standards of asbestos management.

In a separate development, a former pupil diagnosed with mesothelioma has appealed to fellow former pupils and staff for information to support a possible claim against the school. Susan Langthorp, 57, was taught in prefabricated classrooms at Beverley High School for Girls, East Yorkshire, between 1964 and 1971. She would like to talk to anyone who attended or worked at the school during these years. Anyone with information should contact Susan’s solicitor, Tim Hayward, on 08000 224 224. If you think you may have been exposed to asbestos at work, contact ATL to be included in our asbestos register. The JUAC’s new website, with news, advice and resources, is at: www.juac.org.uk. Find out about ATL’s asbestos campaign: www.atl.org.uk/asbestos

ATL is supporting members at an independent primary school that shut down without proper consultation. The prep school of St Michael’s Primary, in Tawstock, north Devon, was closed over Christmas last year, after its governors placed it into administration. The school’s nursery is expected to remain open. “The main issue for our members — one of whom had worked at the school for almost 13 years — is lack of consultation,” said Helen Taylor, ATL regional official for north Devon. “We’ve now referred the issue to ATL’s legal and member services department to explore the possibility of a protective award from an employment tribunal of up to 90 days’ pay per employee.” Asked if she thought other independent schools in the region faced similar difficulties, Ms Taylor added: “It’s not something they like to broadcast, as parents would withdraw children.” You can download ATL’s model redundancy policy in the independent sector and other advice from: www.atl.org.uk/independentrep

March 2012

Members honoured by Queen Three ATL/AMiE members are to be honoured by the Queen, after being included in the 2012 New Year’s Honours list. AMiE member Catherine Hurst, principal of Wigan and Leigh College in Lancashire since 2008, received an OBE, while Denise Rowland, formerly head of New College Durham’s School of Early Years Health and Social Care, was awarded an MBE — both for services to further education. In Northern Ireland, Rosemary Rainey, retired ATL member and former branch president, and current chair of Belfast Education and Library Board, received an OBE. Hurst, whose teaching career began in catering and commercial studies at Bury College, said she was “genuinely privileged and humbled” to be recognised. “It made me so proud to

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It’s an endorsement of the hard work of staff and the support of governors

be part of Wigan and Leigh’s success,” she said of her college — recently awarded £5.4 million by the Skills Funding Agency to improve facilities. “I was sent a letter from the Cabinet Office in November 2011, asking if I’d accept, and was sworn to secrecy until 30 December. The only person who knew was my husband,” she said. “It’s an endorsement of the hard work of staff and the support of governors in the work of the college.” Rowland, in an interview with the Hartlepool Mail, said she had felt “almost numb” when she found out. “I’ve always had a huge passion for the importance of post-16 education and in the quality of what young March 2012

Catherine Hurst (left) and Rosemary Rainey were awarded OBEs, while Denise Rowland (not pictured) received an MBE

people can achieve,” she said. AMiE president Bob Vesey commented: “Wigan and Leigh College, and New College Durham, provide excellent services to large communities. Denise and Catherine have significantly contributed to the FE sector and its students.” Rosemary Rainey said she had been “somewhat overcome” by news of her OBE. “I was very pleased, in that it was recognition of a lifetime’s work in education,” she said. “It also acknowledged the work of Belfast Education and Library Board over the past two challenging years.” Mark Langhammer, director of ATL in Northern Ireland, said: “Rosemary has been a stalwart representative for ATL, and in ‘retirement’ has chaired the Belfast Education and Library Board with distinction at a time of considerable flux. She fully merits this recognition.” ATL Executive member Anne Millis added: “Rosemary has been involved in education for over 40 years — both as a teacher and a member of many public bodies and committees that have been instrumental in developing the education system in Northern Ireland. Her honour is richly deserved.” ATL president Alice Robinson praised all three members: “We’re delighted for our members who’ve been recognised for their service to education. It’s wonderful to see members rewarded in this way.”

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University funding ‘at risk’ from fee hikes Universities are becoming reliant on students for their income, but this is threatened as fees rise and applications fall, warns ATL. “Government changes to universities’ finances have worrying implications, now that applicant numbers have started to fall,” said Martin Freedman, ATL’s head of pay, pensions and conditions. “We fear some universities will face funding shortfalls as a result, and have to cut courses and jobs to make ends meet.” ATL’s comments came as David Willetts, Minister for Universities and Science, announced an increase in overall funding for the higher education sector from £9.3 billion in 2011-12 to £9.8 billion in 2013-14 — but with cuts to some areas such as research. “The government’s plans will raise total funding by just over 5% — barely more than inflation — so the 10% increase it talks about has to come from government reforms, which will make higher education more expensive,” said Mr Freedman. “Students, through the trebling of fees, and lecturers, who will be expected to accept ‘pay restraint’, will, it seems, be paying for any expansion of higher education.”

Nottingham five-term school year challenged ATL is taking part in a campaign against a five-term school year proposal in Nottingham. After a consultation showed that only 25% of the 1,437 school staff were in favour of the plan, the seven teaching unions in Nottingham made a joint submission to the city council, asking it to reconsider. They have also launched a public petition against the changes. “Some members are even prepared to take up posts in neighbouring authorities to avoid this,” said Ralph Surman, ATL Executive member and deputy head at Cantrell Primary School, in an interview with the Nottingham Post. “We also feel that eight-week terms would be too long for young children, and would not increase educational attainment.” Last year, Education Secretary Michael Gove called for a revised holiday and term structure in academies and free schools.

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your ATL / news

Lack of funding is a major reason why schools refuse teachers access to continuing professional development (CPD), according to an ATL learning and development survey. More than 60% of respondents in the survey gave ‘cost of training’ as the reason they had not been given access to CPD. “Budgets are being taken away, so schools are having to find a less expensive way of delivering CPD, which can lead to a drop in quality, relevance and critical reflection,” said Kate Quigley, ATL learning and development manager.

“In such cases, schools often turn to their in-house resource to deliver CPD. This can work really well if they have got a well-structured programme and a good coordinator. But if you’re in a school where there isn’t a high level of CPD expertise — particularly within your subject area — you’re likely to miss out.” Another issue highlighted by the survey is the drive to make delivery of CPD solely by colleague to colleague. “We asked teachers what they thought would happen if CPD became mainly or solely delivered through local school or

DESIGN PIC S INC./ALA MY

CPD budgets fall as cuts bite in schools

workplace networks,” said Ms Quigley. “The most frequent responses were ‘loss of access for teachers to external expertise’ (49%), along with ‘increased workload for those leading CPD for others’ (42%).” Workload issues were particularly important for mentors, she added. “Nearly 80% of mentors that didn’t feel adequately supported within the workplace gave extra workload as their major issue.” For more details of ATL’s CPD courses, visit: www.atl.org.uk/training

ATL to renew guidance on Sixth form performance management colleges face ballot ATL is strengthening its guidance on performance management (PM), in response to new government guidance due out this autumn. “The government’s PM guidance is changing from 1 September 2012 for teachers in maintained schools in England,” said Simon Stokes, ATL policy adviser for pay, conditions and pensions. “In response, ATL will be publishing two new factsheets: a general ‘how it works’ guide for members, and another one for reps, linked to our new PM model policy, which will be issued soon. “We’ll also be updating our current classroom observation factsheet to reflect changes such as the end of the three-hour limit on classroom observation for PM,” said Mr Stokes.

The new guidance is needed as the government regulations are now much shorter, leaving much more to the interpretation of individual schools and heads. “In 2006, the government issued 68 pages of PM guidance,” Mr Stokes continued. “It was very prescriptive and set out exactly what teachers had to do. We had a really clear operating framework for PM. “This year’s PM guidance runs to just 13 pages. As a result, schools will be left to craft their own policies to fill out the gaps within the general principles. “ATL is trying to fill in a few of those gaps. What we want is proper PM and proper support and development for teachers, rather than a more punitive approach.”

FE review

“The FE sector is vitally important both to the economy and the education achievements of young people and adults, which is why ATL sees Lord Lingfield’s independent review as crucial,” said ATL general secretary Mary Bousted.

ATL has welcomed an independent review of professionalism in the FE and skills sector. March 2012

For details of ATL’s factsheets, visit: www.atl.org.uk/factsheets

ATL has balloted sixth form college lecturers in England for discontinuous strike action, following a zero percentage pay offer for 2011-12. “The refusal by the Sixth Form College Forum to offer any pay increase risks demoralising staff, and will lead to problems of retention and recruitment,” said ATL general secretary Mary Bousted. “Our sixth form members are annoyed and frustrated at the way they are being treated and said they wanted to be balloted to strike. ATL members are realistic — they’re not asking for the moon, but they do expect to be treated fairly.” The result of the ballot will be known in early March. Full details will be published on the ATL website.

“This is a turning point in the history of further education and skills. With the engagement and goodwill of all stakeholders, this review should lead to a renewed professionalism that demonstrates integrity, industry and innovation.” www.atl.org.uk

your ATL / noticeboard

Noticeboard Pension contribution changes From 1 April 2012, the contribution rate in the Teachers’ Pension Scheme (TPS) will be tiered, and your contribution rate will be based on your fulltime equivalent (FTE) salary. If your FTE salary changes from one month to another, there may also be changes in the contribution rate you pay for your pension. There are seven bands and the contribution rate for each band is listed below. This will be year one of three years of increased contributions in the TPS, being phased in between 2012 and 2014. Contribution rates for 2013 and 2014 are still under negotiation. As soon as they are agreed, they will be shared with members. Lower salary (£)

Higher salary (£) Percentage Percentage increase contribution rate (compared to current in 2012-13 contribution rate of 6.4%)

– 15,000 26,000 32,000 40,000 75,000 112,000+

14,999 25,999 31,999 39,999 74,999 111,999 –

6.4 7.0 7.3 7.6 8.0 8.4 8.8

0 0.6 0.9 1.2 1.6 2.0 2.4

Pension increase 2012 Teachers’ pensions already in payment will increase from 9 April 2012 by 5.2%. Teachers who have retired since April 2011 will receive a proportion of the increase.

AMiE Council elections Elections for the AMiE Council are due early in 2012. Request for nominations will be sent to AMiE members from 30 March 2012, with nominations closing at 5pm on 30 April 2012. Full details of the election will be available from www.amie.uk.com. The following AMiE vacancies are available: • vice president (one vacancy) • senior post holder FE/HE (three vacancies) • school leaders (three vacancies) • Wales manager FE/HE/Schools (one vacancy) • black and ethnic minority manager (one vacancy). AMiE aims for its council to be as representative as possible of its diverse membership, and welcomes nominations from all sectors and backgrounds. If you wish to discuss council membership further, please call Sara Shaw on 01858 411546. The AMiE Leadership Seminar 2012, ‘Managing change in an uncertain future’, will take place on Wednesday 9 May 2012, at the Palace Hotel, Manchester. The event will include a workshop session on change management, and the keynote speaker will be Professor Frank Coffield of the Institute of Education, London University. For details, see: www.amie.uk.com.

Let us know your change of details To ensure we offer our members the best possible service, it is important we can confirm with members the data we hold about them on their record. If you have changed your role, workplace, home address, email address or telephone number, or are now working at a particular establishment or for one employer, either in a permanent role or as a supply teacher, please do let us have those details. To see the details we hold on you, please log on to the ATL website at www.atl.org.uk and check and update your information through the ‘my membership details’ box. We also confirm the details we hold when sending out a member’s annual subscription notice. The form can be returned at any time to update your details, although your subscription rate can only be changed as per the ATL rules and constitution. Alternatively, you can email any updates or amendments to: membership@atl.org.uk. If you would like to discuss anything to do with your membership, please do not hesitate to contact us by telephone on 020 7782 1602, Monday to Friday, between 9am and 5pm. Personal emails to ATL If you are contacting ATL direct from your personal email address, please include either your membership number or home postcode to help us deal with your enquiry more efficiently. www.atl.org.uk

Tax credit reminder If you have children under 20 years of age, and/or you work more than 30 hours a week, you could be entitled to receive tax credits. You can use ATL’s free tax credit service to find out whether you’re entitled to one and how much you might expect to receive. You can choose either to claim the credit yourself, or pay a small annual fee to ATL’s partner, Tax Credit Solutions, which will make the arrangements for you. The fee also entitles you to 12 months’ back-up and support. For more details, visit www.mytaxcredits.co.uk/atl or call 0161 968 7440.

March 2012

Noticeboard Peter Smith Scholarship applications

ATL at the Education Show 2012

The closing date for applications for this year’s Peter Smith Memorial Scholarship is 13 April 2012. The scholarships offer help to ATL members for personal or professional development. They can be used to fund a return to study, whether fullor part-time, including short training courses. Support is usually limited to a maximum of 12 months. You can find out more about the study scholarships at: www.atl.org.uk/about/peter-smith.asp.

ATL will have a stand at this year’s Education Show at the NEC Birmingham from 15-17 March. You can visit us at stand J52 to find out about ATL’s plans for 2012 and the services we offer members. The Education Show is the leading education event for the promotion and development of all learning and teaching, offering a selection of free CPD seminars, workshops and training. For more details, visit www.education-show. com.

March 2012

www.atl.org.uk

cover feature / GTCE

GTCE: theverdict

The General Teaching Council for England closes at the end of March, but will teachers miss it, and what impact will its regulatory replacement, the Teaching Agency, have? Words by Alex Tomlin

n 31 March 2012 the General Teaching Council for England (GTCE) will cease to exist, and be replaced by the newly formed Teaching Agency, part of the Department for Education (DfE). The GTCE is the professional body for teachers in England. It registers teachers, maintains professional standards and gives independent advice to government. It regulates the profession through examining allegations of serious professional incompetence and unacceptable professional conduct. It also has a large amount of information about teachers through its register of members and other research. There is also an advocacy role, speaking to student teachers about upholding the standards of the profession. In June 2010, Secretary of State Michael Gove announced he intended to abolish the GTCE, saying: “I believe this organisation does little to raise teaching standards or professionalism.” The Teaching Agency will take on the regulatory role with regards to misconduct cases only, with cases referred at the discretion of headteachers, although the general public can also refer a teacher they suspect of misconduct. Cases of teacher competence will be handled in individual schools by the headteacher. At the time of going to press, little is known about the new organisation, which will also take over some functions currently carried out by the Training and Development Agency for Schools, the Children’s Workforce

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Development Council and the Qualifications regulation committee, adds: “It’s only a and Curriculum Development Agency. recommendation that goes to the Secretary Report asked the DfE for more of State, even though he’s not read or heard information, but they have been unable the hearing. His lawyers at the DfE have said to provide this at the time of going to press. it’s compliant [with law], but we feel that’s However, it appears that hearings will take challengeable.” place in a similar fashion to the GTCE’s, Caroline Kolek sums up the power in the although the ratio of teachers to laypersons Secretary of State’s hands: “If you’ve got a on the panels is currently unclear. One major mortgage and children, by one swift signing difference is that the decision of the panel is of his pen your future could come to a very announced at the end of GTCE hearings, but abrupt end. And he’s not even there to hear under the new regime, the panel can only the evidence.” make a recommendation to Secretary of Michael Gove has only one sanction State Michael Gove, who will make the final available to him: a prohibition order, with decision. The teacher in question will then no option for a lesser sanction such as be informed by letter. suspension, as is the Many believe this By one swift signing case under the GTCE. delay between hearing “Our main concern of his pen your future and decision is unfair. is the single sanction,” could come to a very Caroline Kolek, ATL says ATL solicitor Jayne honorary treasurer and abrupt end Phillips. “In borderline chair of the GTCE Audit cases where they might Committee, says: “I would certainly go to the have got a lesser sanction, are they going human rights court if I was taken to criminal to feel compelled now to recommend a court and the jury listened to my case then prohibition order? They used to be able said we’ll take it to a judge and tell you the to suspend people for a period of time. verdict next week. That would not be a fair The minimum length of a prohibition hearing in a court of law.” order now is two years. If you’re out of Christine Green, ATL member and vice teaching for two years, it’s going to be hard chair of the GTCE, agrees: “I know the to get back into it. Somebody may have distress that teachers go through when they made a mistake, but it doesn’t necessarily attend these hearings, and that’s a further mean they should lose the ability to work stress on them — that they’re going to have because of it. to go home and wait for a letter. It’s just not “And there’s no appeal if they’re prohibited. acceptable to put them through that.” Perhaps you could take it to judicial review, Gill Stainthorpe, another ATL member but that would cost money. There’s no official and chair of the GTCE registration and appeal process.”

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March 2012

She also expresses concern that the Secretary of State can issue an interim prohibition order preventing a teacher from working before a hearing. “There isn’t much opportunity for an individual to do anything about that,” she explains. “That’s something we’ll have to keep an eye on. They say it will be used in the rarest of cases, but there are no examples of what that means. It’s quite draconian that the Secretary of State can stop someone teaching without a hearing.” “We all know that there isn’t just black and white; there are many shades of grey,” says Christine Green. “There are many transgressions that do not warrant prohibition but do warrant some kind of sanction, but that’s not going to be possible.” Caroline Kolek believes that the teacher involvement in the GTCE made it better placed to understand the cases brought before it. “Other teachers know the dayto-day pressures of managing numerous classes, marking numerous books, behaviour March 2012

management, performance management, tutor groups, GCSE classes, A-level classes and teaching different subjects. That knowledge and understanding will be lost in the Teaching Agency.” Another change is that the decision to refer a case of misconduct is discretionary for heads rather than the duty it is under the GTCE. “There’s no compulsion,” says Christine Green. “You could have a teacher who should be prohibited but the headteacher doesn’t recommend them. It’s down to interpretation like in the bad old days.” Although guidelines have been issued on referring misconduct cases to the Teaching Agency, Jayne Phillips believes they are more vague than the GTCE guidelines and therefore more open to interpretation. There are also serious concerns over the announcement of government plans to make it easier to sack underperforming teachers, at the same time as responsibility for dealing with competence cases is taken away from

the GTCE and shifted on to headteachers. “It just seems that it’s going to be really easy to get rid of someone on capability issues if the head just doesn’t like someone,” says Jayne Phillips. “It’s an easy way to manipulate the process. We’re going to have to see how it pans out, but there’s a fear that some heads will just use it to get rid of people when it suits them and there’s no other body to look at that. The only option is to go to a tribunal, which is not an easy road.” Outside regulatory work, the GTCE also holds a register of teachers, which contains a great deal of useful information. At this point it is not certain what will happen to that register. “It was quite clear some months ago that the current register would be abandoned and archived,” says Caroline Kolek. “The DfE is now realising that it contains huge amounts of information. For example, the age profile of teachers that enables teacher training organisations to plan to meet rising or falling demand for teachers. And we know there are very few men in primary school teaching. It also helps with planning CPD.” “All this information that we’ve built up about teachers over the last 10 years is going to be lost and members of the public are not going to be able to ring up about a teacher’s credentials and authenticity,” says Christine Green. “That register was a kitemark. The Teaching Agency is going to have a sort of register, but it will be a pale imitation. “It cost a lot of money to set up the [GTCE] database and once it’s switched off, that’s it. I can’t understand what their objection is to continuing the register. It’s an absolutely fantastic bedrock of information and vitally important.” Caroline Kolek also highlights the issue of what happens to members’ fees when the GTCE ceases to exist. “There are closingdown costs, but I understand there could be a considerable amount of money left over and that money will go to the DfE, and that money could be used to fund the free school programme. I wonder how teachers would feel about their fees going to fund free schools. I’m certainly not happy that I paid my fee to my professional body in good faith and that money will go to Michael Gove’s budget.” Report asked the DfE what will happen to any remaining money, but it has not been able to provide details as yet. www.atl.org.uk

cover feature / GTCE

The abolition of the GTCE is part of the de-professionalising agenda.” Dr Dixon explains that the General Teaching Council for Wales (GTCW) is consulting now about augmenting it to include FE and possibly support staff. This consultation is due to end at the end of March, the day the GTCE closes. Ironically, on 1 April, the day the new Teaching Agency is scheduled to take over regulation of teachers in England, the GTC for Scotland (GTCS) will gain its independence from the Scottish government to become a fully autonomous organisation. ATL Scotland national official Keith Robson explains: “One of the major elements of the legislation granting the GTCS its independence was a requirement to introduce a professional reaccreditation scheme. The GTCS has spent considerable time and energy attempting to engage with the profession on this issue.” In Northern Ireland, “the General Teaching Council for Northern Ireland (GTCNI) has had the introduction of their regulatory powers delayed in the political upheaval that Northern Ireland has been going through in recent years,” explains John Pollock, ATL member and chair of GTCNI’s Registration Caroline admits that the GTCE was far from universally popular with teachers. “A fair criticism of the GTCE would be that it took a long time to engage with teachers. But in the last four or five years it has done a lot of work to make teachers understand its role.” “I think it was going in the right direction,” says Gill Stainthorpe. “It was always hampered by its remit. The GTCE knew it needed to change but couldn’t because of legislation. In the previous government, the Secretary of State gave an indication that we would be able to drive changes forward. But we’ll never know what could have happened now. “I think there will be people who are exceedingly pleased that the GTCE has closed, because I don’t think they ever really understood what it was about,” she concludes. That could explain the lack of protest from teachers since the announcement of the GTCE’s abolition, although with the pensions debate, the advent of academies and performance management changes coming in, it could be argued that the news got lost. Even now, many members are unaware www.atl.org.uk

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It seems that it’s going to be really easy to get rid of someone on capability issues if the head just doesn’t like someone

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that the GTCE is going out of existence. Overall, “it’s a real sadness for the profession,” says Gill Stainthorpe, “I feel the professional status of teachers has been eroded over the last few years and this is another retrograde step for the profession.” Christine Green goes further, saying: “It’s no longer a profession because teachers will no longer have a professional body representing their interests.” She goes on to question how the abolition of the GTCE fits with the continuation of the General Teaching Councils in Wales, Scotland and Northern Ireland. ATL Wales director Philip Dixon believes it demonstrates a fundamental difference between the England and Wales administrations. “The Welsh government sees teachers as professionals and the English government sees them as technicians.

Committee. “Once the legislation is in place in the near future the profile of GTCNI will be enhanced and elevated.” “Today, as is evident in banking circles,” Pollock continues, “all facets of professional life need to be regulated. If teachers do not regulate themselves then someone else will and the trust that exists between teachers and the general public will be broken.” “I don’t think teachers will appreciate what they have got until it’s gone,” says Caroline Kolek, “particularly those who are brought up on hearings.” “I think that in the next five years the phoenix will rise from the ashes,” says Christine Green. “It might not be called a general teaching council but it will be a similar sort of body because the situation that will exist after 31 March is going to be unacceptable.” March 2012

Fauna & Flora International launches urgent appeal: please respond immediately to help save the Sumatran tiger.

Photo: Jeremy Holden/FFI

One of the Sumatran tiger’s final strongholds is under threat from major road building plans. Without action now, this extremely rare big cat faces imminent extinction. Latest surveys show there are now only 700 Sumatran tigers left in the wild. We must act now to save them. This Critically Endangered tiger has been pushed to the edge of extinction. You can help save it by donating to Fauna & Flora International on 01223 431991 or by visiting www.FFIsumatrantiger.org

Photo:: Debbie Martyr/FFI

Poaching and habitat loss have already pushed the Sumatran tiger to the brink of extinction but to make matters worse, politicians are now demanding that dozens of roads are built through their final strongholds. Fauna & Flora International (FFI) has put out an urgent call to the global community to save the last Sumatran tigers currently existing in the wild. There are now only around 700 left alive. FFI is urgently seeking funds to continue the crucial conservation programme in Kerinci Seblat National Park, Sumatra, Indonesia. In order to safeguard the future existence of these magnificent creatures, it is imperative that this work goes ahead. The fact is that, right now, the Sumatran tiger faces a number of very serious threats, which are putting their very survival in jeopardy. And, sadly, they are all man-made threats.

Now this road building project threatens to fragment the tiger’s habitat even more – and could cause a drastic reduction in the areas where the big cats can survive. It all adds up to the fact that these majestic forest dwellers have been designated as Critically Endangered on the IUCN Red List. This is a rating reserved for animals that face an extremely high risk of extinction in the wild. Today, 170 tigers live in and around Kerinci Seblat National Park – the largest known population of tigers anywhere in Sumatra. Since 2007 the number of tigers in the park has stabilised and begun to slowly grow – largely thanks to the vital work of FFI’s Tiger Protection and Conservation Programme. Even so, tiger populations are still dreadfully fragile. If the tiger’s habitats are carved up to build new roads, there will soon be nowhere left for them to go – and all our good work could be undone. For all of these reasons, it’s now absolutely vital that we keep up our patrols to protect tigers from poachers – and work towards greater protection for their delicate habitat. If we’re going to save the Critically Endangered Sumatran tiger from complete extinction, it’s vital that FFI takes action now. But, before that can happen, This tiger was rescued by FFI patrol FFI needs to raise £70,545. To do teams in Kerinci Tiger Project in that, the charity is calling on ATL Sumatra, but later died. Report readers to make an urgent contribution today. Please send a gift, by no later Poaching is a constant danger than 12th March to help safeguard for the elusive Sumatran tiger. Local the future survival of the last few hunters can make good money from remaining wild Sumatran tigers. the tiger’s beautiful skin, which Together, we can save the Sumatran remains in great demand as a status symbol across Indonesia and beyond. tiger from extinction – but only if we At the same time, its bones are illegally take action immediately. For more details about the exported to use as ingredients in traditional Asian medicines. Poachers Sumatran tiger and FFI’s plan to save it, please email sumatrantiger@faunago to great lengths to hunt tigers. flora.org or call 01223 431991. Worse still, Kerinci Seblat If the coupon to the bottom right National Park is under threat from a recent proposal to build a network of is missing, please send your cheque new roads right through the heart of (payable to FFI) to: FREEPOST RRHG-GBGG-CAGG, Fauna & the Sumatran tiger’s core habitats. Flora International, Sumatran Tiger In the last ten to 15 years, natural Appeal, Jupiter House, Station Road, forest cover in Sumatra has been Cambridge, CB1 2JD by 12th March. slashed by almost a staggering 40%.

• £70,545 is needed to safeguard our crucial conservation programme in Kerinci Seblat National Park against road building. • This is one of the last places where the incredibly rare Sumatran tiger still survives in the wild. • FFI’s work here could be all that stands between the tiger and extinction. • The money needed to fund this urgent work must be raised immediately. £70,545 is sought from ATL Report readers to carry out essential conservation work in Kerinci Seblat National Park in Sumatra. These items on FFI’s shopping list are essential to help save the 700 Sumatran tigers surviving in the wild. • £3,440 could pay for essential field equipment, including uniforms, boots, rucksacks, sleeping bags, camping equipment, cooking equipment, field radios and compasses. All these items are needed by our patrol teams in their constant search for poachers. • £2,500 could buy a second-hand pick-up van to help a patrol travel around Kerinci Seblat National Park and prevent poaching. • £1,714 could buy two motorbikes to help our patrols keep even more mobile in the park. • £857 could pay for laptops for two patrols in order to use GIS mapping devices. • £400 could buy uniforms and boots to be worn whilst on patrol. • £72 could buy essential first aid kits to help deal with medical emergencies whilst out on patrol. Any donations, large or small, will be received with thanks – and will go a long way towards helping to save the Critically Endangered Sumatran tiger.

Cut the coupon below and return it to FFI, together with your gift, to help save the Critically Endangered Sumatran tiger. Alternatively, go to www.FFIsumatrantiger.org or call 01223 431991. Thank you. I want to help save the remaining 700 Sumatran tigers today, with a donation of £ _____________ Title

Forename Surname

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I enclose a cheque payable to Fauna & Flora International OR I wish to pay by credit/debit card Type of card: Visa/Amex/Mastercard/Maestro/CAF Card No: Start Date:

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Please note: If Fauna & Flora International succeeds in raising more than £70,545 from this appeal, funds will be used wherever they are most needed.

Please return to: Sumatran Tiger Appeal, FREEPOST RRHGGBGG-CAGG, Fauna & Flora International, Jupiter House, Station Road, Cambridge, CB1 2JD. You can call 01223 431991 to donate now. Or go to: www.FFIsumatrantiger.org to donate online. Registered Charity No.1011102. Registered Company No. 2677068.

PR-SUMRE

join the debate / agenda

A rocky road ahead A look at the year ahead shows massive changes to education, but there is still no sign of the promised trust in teachers’ judgement, says ATL general secretary Mary Bousted

ast year was a momentous year for ATL. For the first time in its 127-year history, the Association took industrial action over the government’s plans for public sector pensions. The pensions campaign raised ATL’s profile, enabled the case for public sector pensions to be soundly promoted and resulted in a negotiated Teachers’ Pension Scheme (TPS) settlement that was overwhelmingly accepted by ATL members. While the pension deal did not gain everything members wanted, ATL’s president, Alice Robinson, captured the mood of the membership (and was endorsed by a Sun newspaper leader column, no less) when she said that ATL members were realists and accepted that this was the best deal to be got by negotiation. Members should be proud that their action resulted in a 14% increase in the value of the TPS. Organising two days of national strikes takes a huge amount of a union’s resources. Getting a negotiated deal requires constant effort, energy and continual presence in negotiating meetings. It would be nice if life now got back to normal and we all got on with things. That is not going to happen. The government has plans for education and they are progressing at breakneck speed. And while much of government policy makes little direct impact on the working lives of education staff, this is not the case now. A cursory look at what is coming down the track makes the point. The government’s overhaul of performance management, and its link with capability, makes it easier and quicker to sack teachers. This would be acceptable when dealing with cases of poor teacher standards if performance management was consistent and well embedded in schools, and if well planned and properly resourced CPD was more than a mirage in the desert of the average teacher’s career.

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In the absence of either, however, many What do we know about schools that teachers will fear becoming too experienced, remain ‘satisfactory’ in Ofsted terms? and consequently too expensive, for We know that they take disproportionate diminishing school budgets. The disgrace numbers of disadvantaged pupils (while of older, often female, teachers being ‘outstanding’ schools take disproportionate hounded out of the profession through numbers of advantaged pupils). Size the misuse of capability is a stain on the matters. The greater the number of soul of an honourable profession. disadvantaged pupils, the more difficult Workload is rising up teachers’ and it is to raise standards because pupils do lecturers’ agendas as Ofsted continues not learn just from teachers, they learn to speak with forked tongue, insisting from each other, and if too many of them that written lesson plans are not have low expectations of themselves and required… unless the inspectors have low educational aspirations, then it is concerns about the standard of teaching. much harder for their teachers to inspire School leaders, under huge pressure and enthuse pupils and instil in them to avoid notice to improve, play safe. the necessary discipline to learn and Too many impose ridiculously complex make progress. lesson planning pro formas that do the What these schools need is support opposite of their intent — they prevent and challenge. Note the order: support thought (which at its essence makes first in order to address the challenges they connections) through dividing up, face. What they get is neither (inspection compartmentalising and listing different is not a challenge, it is a judgement — a aspects of teaching. very different beast). These plans are Do Ofsted chief not written for the inspectors never The government teacher but for the ask themselves has plans for education inspector when s/he why two decades and they are progressing calls. They are not of naming and worth the paper they shaming have had at breakneck speed are written on. They such limited effect create enormous on the educational stress and intolerable workload and do standards achieved by the nation’s least nothing, not one thing, to raise standards able and most vulnerable pupils? Perhaps of teaching and learning. they do ask this question, but the answer is Ofsted has much to answer for always laid at the teachers’ door. Teachers when it comes to teacher stress, and are not working hard enough (watch out its pronouncements on no-notice for the lengthening of the school day and inspections and the abolition of the the shortening of holidays); teachers are ‘satisfactory’ grade, to be replaced by not skilled enough and teaching quality the ominous ‘requires improvement’ is too variable (search in vain for support category, add to the list. These schools and career development). will get more of the same, more criticism, In his speech to the ATL Annual more inspection and more challenges Conference in 2010, Michael Gove to improve. What they will not get is promised to trust teachers’ judgement, more help. Ofsted makes its judgements liberate the profession and make teachers’ and leaves, taking no responsibility working lives better. He has utterly failed for the mayhem, wreckage and dismay to deliver on these pledges and teachers it leaves behind. are not going to forget that.

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March 2012

join the debate / Scotland, Wales, Northern Ireland

Wales Dr Philip Dixon

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Both sides are now trying to shift the blame on to the other

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Wales’ banding system is not turning out how it was supposed to By the time you read this magazine I hope that our concerns have proved groundless and that schools in bands 4 and 5 are receiving oodles of new help, sensible support and morale-boosting encouragement. If so then a great deal has changed from January’s Committee in Wales meeting when no one present could cite a single example of anything new, different or extra on offer to lower-band schools. The only difference seemed to be extra pressure, and in some cases veiled threats, from local authority officers. It wasn’t meant to be like this. When the banding system was announced, the minister made support its key aim. The banding has arrived but the support has not. It’s all gone wrong — again. Part of the problem has been timing — the new consortia will not be up and running until September this year, but it’s also yet another example of government at all levels in Wales failing to think things through with sufficient rigour. No one in the Department of Education and Skills seems to have realised that the support element of the system was not in their gift but depended on the capacity of local authorities. And that is a major part of the problem in the first place. Both sides are now trying to shift the blame on to the other — that old politicians’ trick that fools no one but themselves. Teachers and heads are left in the middle yet again trying to clear up the mess that others have made. It’s not a good place to be.

March 2012

Northern Ireland Mark Langhammer The £120 billion missing in tax would come in handy in the classroom In the wake of our recent pensions campaign, we are fielding more complaints from members about school closures, redundancies, the pay freeze, cuts to school budgets and educational resources. One alternative to austerity cuts is economic growth. Another is closing the ‘tax gap’. The current tax gap stands at more than £120 billion a year, made up of £25 billion in uncollected tax, £70 billion in criminal tax evasion, and a further £25 billion in tax avoidance. Tax avoidance does not relate to claiming legal allowances. Saving in an ISA, claiming personal allowances or paying money into a pension fund is not tax avoidance. Tax avoidance is seeking to get round the law in ways Parliament did not intend.

The annual tax gap of £120 billion would make quite a dent in the deficit, and quite an effect on the political case for cuts. Surely if we aimed to collect even half of this, it could transform public services in general and school funding in particular. Yet HM Revenue and Customs, which employed almost 100,000 staff in 2005, will employ only 50,000 by 2015. The coalition government (and the Brown/Blair governments before them) is choosing to leave money with tax cheats and crooks instead of collecting it to pay pensions, build schools, educate children and pay for additional teachers. More and more teachers are making this connection between ‘austerity’ cuts in education and the tax gap.

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Closing the tax gap is an alternative to austerity cuts

Scotland Keith Robson What’s cooking in Scottish CPD? I want to relate a piece of personal development I undertook that I’m confident will also contribute to my professional development. I recently spent a fabulous day at the Nick Nairn Cook School in Port of Menteith with the man himself. What made it a good piece of personal development? I learned new skills through observation, discussion and practical tasks in something I enjoy doing, which I can now put into good use. Why will it contribute to my professional development? I was outside of my comfort zone cooking in a ‘professional’ kitchen and merely surviving the day has given me the confidence to challenge myself with new experiences; never mind being complimented on the fact that my soufflé turned out better than Nick’s. We want your CPD experiences with ATL Scotland to be enjoyable as well as

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have a positive impact on the learning and teaching in your classroom. In the last four years we have tried various formats, initially Saturday — and then midweek — evening events, focusing on soft skills. More recently we’ve organised a series of visits to museums and national visitor attractions, albeit all with an educational focus. Your branch committee has been discussing what the CPD provision will look like and how best we can meet members’ needs. The Scottish Government has set up a National Partnership Group to take forward the recommendations from the Donaldson Report, Teaching Scotland’s Future. We will be looking at their work closely to see how we can contribute to meeting the challenges of ‘career-long teacher education’.

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We want your CPD with ATL Scotland to be enjoyable as well as positive

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join the debate / letters

Send your letters to: Report, ATL, 7 Northumberland Street, London WC2N 5RD or email report@atl.org.uk. The views expressed in the letters printed in Report do not necessarily reflect ATL policy or opinion.

STAR LETTER Bring on the innovators

STEVEN MAY/ALAMY

Is it right that supply teachers should pay for their own CRB checks? Supply teacher agencies save busy school administrators many hours. This time doesn’t just include the pressurised minutes spent locating an available teacher for a primary school class whose teacher has gone off sick at short notice. It also covers time needed for taking up references and health checks as well as payroll processing — therefore quickly and easily reducing time spent meeting pupil safeguarding regulations. With these benefits, together with encouragement from county education advisory services, it is not surprising that schools are increasingly making use of On registration, new the services of supply teacher agencies. While successive governments may recruits are required to pay be encouraging competition by results for their CRB check, either between schools, the agencies operate in part or in full in the cut-throat world of business, competing against each other for schools’ custom, offering to provide teachers at ever-more competitive daily rates; sometimes less than the school would pay if it employed an experienced teacher directly and paid them through its own payroll system. So how then do the agencies make their money? From their employees it seems. On registration, new recruits are required to pay for their CRB check, either in part or in full. When questioned about the ethics of teachers paying for their own CRB check, the agencies simply explain that it’s a common policy. A few will accept a recent CRB disclosure issued to a local authority school. However, many will not and some local authorities apparently will not share their disclosures, even to enable the agencies to place teachers in their own schools. Then, once placed in a school, experienced teachers often earn as much as 30-40% less than a colleague paid through the school’s payroll systems. Furthermore, they are not eligible to either make or receive pension contributions on such service. Enough teachers need the work so badly that they have no choice other than to sign up with the agencies, so fuelling this vicious cycle.

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Name supplied

WIN

The writer of the star letter wins £100 in book tokens. If you want to voice your opinion on any issues raised in Report or any other aspect of education, please send letters to the address above, including your phone number. One star letter will be chosen every issue to win the book tokens.

Phonics spells success Regarding the article on phonics (Report, Dec 2011/Jan 2012), I should like to point out that phonics is not only a basis for reading but also a handy tool for spelling. I know that many of our words do not follow rules, but the ability to split up words and learning a few rules helps. Bright children who learn solely by look and March 2012

say, with context, etc have no ability to sound out words for spelling, and this hampers their writing ability. Phonics needs to be taught as part of a reading strategy, but should not be considered as the only method and should be thought of as part of a whole programme of the English curriculum. A Maslin, London

PETER BARRITT/ALAMY

Supply teacher strife

Regarding the star letter ‘Speaking up for vocational subjects’ (Report, Dec 2011/Jan 2012), I also teach vocational subjects in the FE sector. The writer makes a valid point — that vocational education is seen as secondary and easy compared to academic education, and it is a constant fight to attract highachieving students to the sector. In nine years of teaching hospitality and catering, this academic year is the first that we have attracted high-achieving students from schools. I hope this is the first of many years where this is the trend, as this is the area where we are going to bring through the next set of vocational innovators. Would this country have been as great if we did not have people of the calibre of Isambard Kingdom Brunel [pictured] or George Stephenson? These men were great vocational visionaries, as well as being academic. Without vocational subjects we will have no industries to employ the young people of this country; we cannot rely on academia to give everyone a position in life. Industry needs to be more active in attracting high-achieving pupils from school through the apprenticeship route by actively going into schools to highlight what can be achieved working in a vocational area. The government and all the leaders of our education systems need to look at making vocational qualifications the priority for our young people; teachers and parents need to be educated that vocational education is a rewarding area for children to go into. Further education is the Cinderella of the education system, taking students who have very poor basic skills after failing at school, where we have to teach our own specialist subject, but also functional skills: maths, English and ICT, to help students achieve and improve their chances in life. We are all in this together; let’s all give our young people a chance. If vocational is the choice of pupils leaving school, whatever their academic qualifications, then let them go on and complete that vocational choice. Isn’t that why we have the student voice in education, so we can listen to what our young people at school and college want to do? P Richardson, Durham

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profile / Mick Waters

No silver bullet

Former adviser on the curriculum at the QCA Mick Waters gives his views on Ofsted, local authorities, testing and, of course, curriculum change. Words by Alex Tomlin

t 16, Mick Waters told his careers adviser he wanted to be a professional cricketer. The adviser told him that was silly, but that he looked like a teacher, so that’s the path he should pursue. Years later Waters discovered that careers advisers were being paid a bounty to recruit teachers, but by then he was already hooked. “I never wanted to be anything else once I got near it,” he recalls. That careers adviser set Waters on a journey to become first a primary teacher, then headteacher at 28, before moving on to influential roles as chief adviser at Birmingham Local Education Authority and chief education officer for the City of Manchester. He currently works for Wolverhampton University with schools in the Midlands, carrying on projects started by the Black Country Challenge, and in Sheffield. He is perhaps best known for his previous job as director of curriculum at the Qualifications and Curriculum Authority (QCA), where he led a review of the curriculum before leaving in 2009. What does he make of the latest curriculum development; the recommendations published by the National Curriculum Review in December? “They were grappling with the challenge of ‘to what extent is the national curriculum, the curriculum?’” he says. “At the QCA we were endlessly trying to get away from the notion that the curriculum was just a series of national curriculum subjects. I’d applaud the panel in managing to widen the remit to include a conversation on assessment, progress and how the curriculum should be structured. “The report is very much half finished though, which they admit to. There’s a considerable amount of work to be done.” Waters believes the direction that work takes “depends to what extent the government is committed to its minimalist agenda or to its knowledge-driven agenda. It’s easy to have the rhetoric of a limited amount of facts and knowledge but then you’ve got a Prime Minister who says volunteering must be on the national curriculum, people saying summer riots need to be addressed through it, others saying we will only get a fairer society through it, and children should understand personal finance through it, and so on. You just keep adding to the scale and complexity.” This pressure from various quarters to include apparently essential aspects in the curriculum lessens the chance for teachers to show their professionalism. “[The

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government says] ‘you have great autonomy over what you teach but we’ll tell you it has to be phonics’. I’m not against phonics but there are plenty of other aspects to learning to read — all the research shows that. “The school should be able to structure its learning and check that the national curriculum is being addressed. We’ve got it the wrong way round — we set off to plan the route through the national curriculum. Children enter at five and we decided that 18 terms later they’ll be doing something on the Tudors. That’s very odd. We need to trust teachers to respond to children, feed off what they’re good at, where they’re going. We got too clever really.” Most teachers, however, will be either out of practice, or have never had the experience of planning pupils’ learning in this way. Waters points to the focus on literacy and numeracy in teacher training courses, meaning other subjects get less attention. “Consequently, many primary school teachers feel ill-equipped to take children very far in any subject that isn’t literacy and numeracy. “So many teachers were rote-driven through their GCSEs, a product of ‘learn for your exam’, and feel they don’t even have the basic understanding of history, geography, art, music and science. The only way to address this problem is to acknowledge it and encourage teachers to learn alongside children, to enjoy it, to admit they don’t know things. It doesn’t have to be this endless transmission of information. “I see these massively enthusiastic, dynamic, excited teachers teaching really tedious stuff,” he goes on. “How they can bring to life some of the turgid stuff they’re expected to teach is just astounding. So you’d think if they had exciting content to teach it would be absolutely brilliant.” He cites myths that Ofsted expects every lesson has to follow a certain format as a barrier. “The curtain goes up, the teacher has to do something stunning to open the act, followed by the children doing a bit of audience participation, followed by the children doing some work, followed by the finale. And they have to do that four or five times a day and prove progress every 20 minutes.” Although he describes inspection as a “force for good”, he does think the inspection regime needs to change in many ways. “Ofsted inspects lessons and calls that teaching,” he says, “but they forget that teaching takes place in the whole of the curriculum, not simply in these performance sessions. It gets more consequential because teachers say they were graded good or outstanding but in fact it was the lesson that was graded. “I am optimistic that [new chief inspector Sir] Michael Wilshaw will address some of the issues and make what goes on around lessons count more. Currently, the negotiation between the headteacher and the lead inspector, based on the level of assertiveness of each party, makes too much difference to the outcome of the inspection. “I also think every inspector should have to undertake half a term of teaching a year. The upshot would be more humility and realism. March 2012

PHOTOS: SUSANNAH IRELAND

There’s something quite distasteful about an inspector making judgements on a job that many of them now couldn’t do.” Waters also highlights the little-discussed influence of the ‘readers’ — people employed by contractors who edit all inspectors’ reports for consistency. “Someone who never goes to the school has massive influence over what’s written,” he explains. Wilshaw’s removal of ‘satisfactory’ meets with Waters’ approval, but he would go further. “Every school should be good enough or not good enough. If it’s good enough then it should be down to the school to show the parents it’s outstanding. If it’s not good enough it should be helped to get better swiftly for the sake of the children.” This would solve one of his bugbears: schools proclaiming their ‘outstanding’ status on their front doors. He sees this as part of educational marketing that is leading to “designer label schools”, such as the well-publicised Mossbourne Academy. “Parents will be reassured that their school is being sucked into a designer label academy chain or will be agitating to get their school into that ‘community of strength’.” As the move to academies reduces local authority involvement, Waters reflects that it is continuing a process that’s been ongoing for almost 20 years. “Local authorities have fought against the odds for quite a while to be the champions for the children in their area. And, in spite of an oft-expressed criticism by schools, in times of hardship, many a school has turned to its local authority for support,” he says. “My big worry is there will be children lost to the system. Every Child Matters is hardly spoken about now and we don’t get league table attention any more on attendance, truancy, teenage pregnancy, drug use or looked-after children. There seems to be a deliberate attempt to get off the agenda things that are difficult to solve. “There will be children that nobody wants because they don’t represent any currency; they’re not going to pass exams, they’re going March 2012

to be a problem. They’ll need resources. There may be philanthropists who will set up schools for the ones nobody wants, like the Ragged Schools [in the 18th and 19th century]. We shouldn’t be doing that in this day and age. “I’ve got no problem with shaking the system up. But does the model of market forces, choice and accountability really work? I’m not sure it’s okay to just do it and see what happens when there are kids’ lives at stake.” Waters has stronger words about the English baccalaureate and vocational qualifications. “It’s a shambles,” he says. “Vocational courses are valuable to pursue vocations, but the way the ‘equivalents’ were calculated by matching guided learning hours to GCSEs was a loophole. It did youngsters few favours but allowed schools to respond to the high-stakes league table challenge. The E-Bacc suggests some subjects will get you further than others and of course they will if you structure the system to make that happen. We ought to be spreading the base of the system, not narrowing it.” He also believes the wider testing regime is flawed. “Our thirst for generating data means we have a thirst for testing children,” he summarises. “We test children to check on the success of the school. It’s all based on dubious data, as the 2008 QCA report showed the chances of a child being put in the wrong level in SATs were 30%. That’s massive. “We have these archaic systems that mean in June, when it’s hot, we’ll test children. Why can’t a child be assessed two weeks before its 11th birthday? In Year 6 the youngest are 10% younger than the oldest. There are ways to differentiate in a fairer way. At the moment it’s often a question of which teachers are best at training for the tests.” Testing underpins Secretary of State Michael Gove’s principles, Waters believes. “He says he wants a narrow, fact-driven, easily testable curriculum, but he realises he’s got to be all things to all people (it depends what room he’s in when he’s talking) so, for example, he reacts to the lobbying of the ICT community and says we’ll change that because it’s boring. If boredom is a criterion. “But underneath it his main principles are narrower learning, teach what you can test, keep testing simple, then we’ll know who’s best. And we’ll end up with an education system with a long tail of problem children where the only answer is to tell them they’re last.” What would Waters change if he were in Mr Gove’s shoes? He talks about ways of sharing groundbreaking and innovative activities. “There are incredible things happening in pockets. What we don’t seem able to do is get them to spread. You could build the notion of the endlessly enquiring profession with tangible outcomes. “Everyone’s looking for the silver bullet,” he continues. “We have to accept there isn’t just one answer. We need to get back to the simple things. What’s education for? What do we believe childhood and youth should be like? What’s the role of parents, school, community? How do we give youngsters something that will last them forever, not just get them through to 16 or 18?” So what is education for? “Education is about giving the youngsters the desire to carry on learning as they leave the formal system; tools to influence their own lives, now and in the future; and when they look back on their own schooling they would see it as a privilege in the nicest sense of the word; as a really good present that they’re proud of and can see where it’s taken them. I think those three principles should apply for anyone in the system.” www.atl.org.uk

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feature / Talking point

Experience counts Making work experience optional reduces the process to a lottery, explains Phil McCabe of small business group the Forum of Private Business

xford’s online dictionary describes work experience as: “Short-term experience of employment, typically arranged for older pupils by schools.” It’s a concept most people will be familiar with. Since the 1980s it’s been part of the national curriculum in England and Wales, and has been a compulsory element for key stage 4 GCSE pupils to take part in as part of their studies. But that could be about to change. The government is currently consulting on removing the ‘compulsory’ part from the curriculum, meaning it would ultimately be down to individual schools on a case-bycase basis to decide if, when or who should get to do it. It could be that all schools would elect to retain work experience, although that’s doubtful. It could also be that schools may cherry-pick the pupils they think would benefit most from a two-week stint at a local firm. What they base the selection criteria on would be down to them — so it could be the more gifted pupils, or the more well behaved, or the less academic. As more and more schools become academies and therefore more autonomous, the decision would be entirely down to them. It would become a lottery, itself creating a two-tier system with those who have done it, and those who haven’t. The Forum of Private Business thinks this is a retrograde move by the government, which will also be felt by businesses. Our training and skills panel research shows our members already believe young people in the UK are largely unprepared for the workplace. New starters frequently arrive with few or no basic skills, and need guidance on even simple things such as appropriate dress code and punctuality — the very basics of a work ethic. Our research with businesses also identifies poor attitude as a common problem. Class hours and a lenient view of absence during

March 2012

their schooling often means many new starters are unwilling to work unsociable hours, get up early, or even make it in on time. Owners have also cited instances of new recruits refusing to carry out menial tasks they considered beneath them. Quite frankly, we need more work experience, not less, to help break down these types of immature mindsets and attitudes. Work experience is vital in helping to prepare young people for the world of work. There’s no better place than a proper working environment to test out a career choice, and it’s also by far the best arena for young adults to learn skills critical to their future success. If small businesses in the private sector are to lead job creation and tackle unemployment, they need a better labour force that includes young, ambitious and talented individuals who know what it takes to thrive in the workplace. Work-linked learning can also be extraordinarily powerful in engaging students who are bored or turned off by conventional classroom teaching. It’s hard to see how any plan to reduce work experience for school pupils fits with the government’s pledge to significantly increase the number of apprenticeships. We do, however, welcome the proposals to improve vocational programmes for young people, which the government says is vital to fulfil employee requirements of small firms. We also welcome plans for improved links between educators and local business leaders. Training and skills providers have traditionally been poor at engaging with small businesses; another message echoed by our members. This has improved in some areas, but provision still remains patchy. We have already highlighted this as a problem area before and have called for greater engagement, and so fully support the government’s current proposals. The Forum understands the important relationship that exists between schools and the workplace. Children go to school to learn

the skills they need to grow up as working citizens who contribute positively to society. It is schools that must take a leading role when it comes to boosting the number of youngsters who grow up to become successful entrepreneurs and able workers. The classroom is essentially where young minds are honed and appetites for working life whetted. We recognise that and so do our members — which is why we are calling for a greater focus by government on making sure schools are given the tools for the job. This includes a more appropriate curriculum and closer collaboration between schools and local business. We recognise there is room for improvement with the current system, and ideally we would like to see more pupils placed with smaller firms rather than big multinationals. In smaller businesses, pupils have a better chance of working alongside more senior, experienced members of staff who actually have something useful to pass on. What do you think about the current state of work experience? Do we need more or less? Have your say by writing a letter (details on page 17) or via www.facebook.com/atlunion or twitter.com/ATLunion

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help and advice / legal

Keeping within boundaries Crossing the lines of acceptable behaviour with students, even inadvertently, can have serious consequences, says ATL solicitor Sharon Liburd

uccessive governments have prioritised ATL has seen an increase in queries from the safety of children and young members relating to social networking sites people. Vetting and barring systems such as Facebook and Twitter (see page 24 are in place for those working with, for advice on social networking). In an ATL or seeking to work with, children and survey, nearly a quarter of education staff young people. Staff are encouraged to report said they or a colleague had been told by an incident where they believe a colleague an employer to remove something from has crossed the boundary of acceptable their social networking profiles. Moreover, behaviour towards those in their charge. a number of teachers have been the subject Those who cross the line could find of investigations by — and subsequent themselves being dismissed, as well as hearings before — their General Teaching subject to police investigation, resulting in a Council (GTC) for allegedly using social caution or conviction for a criminal offence. networking sites to form inappropriate A caution is a formal warning issued to an relationships with students. adult who has admitted a criminal offence. GTC investigations are often preceded Although not technically a conviction, it will by police investigations into alleged child be disclosed on Criminal Records Bureau grooming. This involves deliberate actions checks and is reportable under the vetting aimed at befriending a child in preparation for and barring scheme in respect of those who sexual activity or exploitation. It is a criminal work with children or vulnerable adults. If a offence to befriend a child on the internet or person refuses to accept a caution, s/he can by other means and meet or intend to meet face criminal prosecution, which can result with him/her with the intention of abusing in a conviction. him/her. The offence carries a maximum Teaching and support staff are ‘in loco sentence of 10 years’ imprisonment. parentis’, which means that they should The police can apply to the Magistrates’ exercise the same Court for a Risk of degree of care that Sexual Harm Order, It is important an average, careful which prohibits adults parent would in the from engaging in to ensure any contact same circumstances. inappropriate behaviour is strictly within an The Sexual Offences with those under educational context Act 2003 makes it 16, such as sexual unlawful for a person conversations online. over the age of 18, who holds a position The Order will limit the activities of the person of trust over someone under that age, to concerned, which could include his/her ability engage in sexual relations with him/her. to work with children in the future. A breach This is regarded as an abuse of trust, of it can result in a term of imprisonment. irrespective of the legal age of consent All education staff must therefore ensure and even if the basis of the relationship that appropriate, professional language is is consensual. used in all written communications to While there may not be a great difference pupils, including texts. Remember, what in age between staff and students in some seem to be light-hearted comments may secondary schools and colleges, it is not be perceived as such by students, parents important to ensure any contact is strictly or, indeed, your employers. within an educational context. Student Computers supplied by employers for crushes should always be reported to a working from home should be used only line manager. Attempting to deal with them in accordance with the school/college oneself can make matters worse. information technology policy and care

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should be taken about allowing access by family, friends or acquaintances. Police investigating allegations of accessing pornographic materials on work computers can take away and forensically examine all work and personal computers from the home when allegations of accessing pornography are made — this can take months to complete, during which time the employee is often suspended from duty. Accessing child pornography in particular can also result in social services conducting their own enquiries. It is not unknown for such enquiries to result in the employee having limited access to his/her children. Those convicted or cautioned for committing sexual offences may also be registered in the UK’s Violent and Sex Offender Register, which contains the full name, home address, date of birth, national insurance number and any vehicle details. Complaints of inappropriate behaviour with pupils can be investigated by police and charges brought many years after the incident(s) complained of have taken place. This could result in serious repercussions in the career and family life of education staff who cross the line. ATL offers legal assistance to members who are subject to police investigations in matters arising from their employment through its network of local solicitors. Members requiring assistance should contact us promptly (details on page 23). If arrested without prior warning, it is advisable to seek assistance from a duty solicitor and contact ATL as soon as possible after the interview has taken place. March 2012

help and advice / contact

Help and advice If you need help with matters related to your employment, your first point of contact should be your school or college ATL rep, or your AMiE regional officer if you are a leadership member. You can also contact your local ATL branch for advice and support. If they are unable to help, contact ATL using these details:

Membership enquiries 020 7782 1602

General enquiries 020 7930 6441

Monday to Friday, 5-8pm during term time. ATL’s regional officials are available to speak to you about work problems.

Email: info@atl.org.uk Website: www.atl.org.uk London: 7 Northumberland Street, London WC2N 5RD. Belfast: 16 West Bank Drive, Belfast BT3 9LA. Tel: 028 9078 2020. Email: ni@atl.org.uk Cardiff: 1st Floor, 64B Newport Road, Cardiff CF24 0DF. Tel: 029 2046 5000. Email: cymru@atl.org.uk Edinburgh: CBC House, 24 Canning Street, Edinburgh EH3 8EG. Tel: 0131 272 2748. Email: scotland@atl.org.uk AMiE members: 35 The Point, Market Harborough, Leicestershire LE16 7QU. Contact your AMiE regional officer (contact details at www.amie.uk.com) or call the employment helpline 01858 464171. Email: helpline@amie.atl.org.uk

Email: membership@atl.org.uk

Pension enquiries 020 7782 1600 Out of office hours helpline 020 7782 1612

Personal injury claims 0800 083 7285 Call Morrish Solicitors LLP, ATL’s appointed solicitors, or go to www.atlinjuryclaims.org.uk. This service is open to members and their families, subject to the rules of the scheme. ATL should be your first port of call in the event of work-related issues. If you feel you need emotional support, Teacher Support Network is a group of independent charities and a social enterprise that provides emotional support to staff in the education sector and their families. Their support lines are available 24 hours a day:

If you are not a member of ATL and would like to join, please contact us on 0845 057 7000 (lo-call) Remember to pass your copy of Report to colleagues who may be interested in it!

England: 08000 562 561 Wales: 08000 855 088 Scotland: 0800 564 2270

Terms of ATL’s support are outlined in our members’ charter, available via www.atl.org.uk. When emailing ATL from home, please include either your membership number or home postcode to help us deal with your enquiry more efficiently.

March 2012

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help and advice / guide

Protect your online reputation The internet offers many opportunities, but it can also create problems for the unwary. David Wright of the South West Grid for Learning (SWGfL) Trust offers some advice

our online reputation is the perception, estimation and opinion that is formed when you are encountered online. This could be when someone visits your social networking profile, but could also be when anyone reads a comment you posted on another profile. It could also be when someone sees your online photos or an image with you in it. Your ‘digital footprint’ is therefore anything online that relates to you, whether you posted it or someone else did — you don’t even need to have been near Facebook, Twitter or even on the internet before to have an online reputation. The internet in this regard can be skewed (positively or negatively) by anyone. Information is ‘forever’ on the internet; meaning that online content typically is impossible to remove or recover. How might this affect you as a professional? Microsoft research found that 41% of UK employers had rejected candidates for jobs based on their online reputation, mainly for ‘inappropriate comments and text written by the candidate’, but also for ‘inappropriate comments or text written by friends and relatives’ and ‘unsuitable photos, videos and information’. Clearly, as a professional

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working with children, there are additional considerations, not least that your reputation is all the more critical to your job, employer and future career. Ofsted recently concluded that staff training on e-safety was among the weakest aspect of school provision. ATL, supported by SWGfL, has integrated a series of training sessions into its CPD programme. ATL is also supporting the UK Safer Internet Centre’s E-Safety Live events (www.esafetylive.com) being held in London (20 March) and Edinburgh (22 March). Here are some simple things to do regularly to protect your online reputation: • Think before you post anything: In a world where people can instantly communicate 24 hours a day, seven days a week, it is important to think about your behaviour online to protect yourself and your friends. The message of ‘Think before you post’ is particularly relevant for those who frequently use social media like Facebook. Information and images online have longevity and an incredible reach, which we need to factor into any decision to post content. We need to think about the implications and impact of our posts. • Understand your digital footprint: Search for yourself online. You may be surprised by the results. • Use appropriate language: Consider how others may interpret your words, especially if using abbreviations or things said in jest. Consider grouping your social contacts to avoid blurring between your personal and professional life. • Protect your passwords: Don’t disclose your passwords and the stronger they are, the better. Visit www.howsecureismypassword.net to see how long it takes a computer to guess your password — you might be surprised. A great tip is to think of a memorable sentence. Then take the first letter of each word and look to replace letters with other characters. For example, using the earlier sentence, your password might look like ‘Agtittoams’ or ‘Agt1tt0@m5’.

• Testing your privacy: On your Facebook profile, use the ‘View As...’ link in the top right to see how your page appears to different people, or alternatively from your friends — what information can they see on your profile? • Discussing expectations with friends: Are you happy to be tagged (identified) in a photo your friend put up, for example? • Familiarise yourself with your organisation’s policies and procedures: Make sure you know what the rules are regarding online activity. Different schools, academies and colleges have different expectations of staff. • Be familiar with how to report issues or abuse to providers such as Facebook: All providers will offer this contact and it is your primary channel to interface with the provider to report content that breaches their terms and conditions. Research from the University of Plymouth, in partnership with SWGfL, gives clear evidence that abuse of some kind is impacting on a large number of professionals. The effects can also spread to others besides the initial target of the abuse. Most concerning is the role parents play in this abuse, of both teachers and pupils. Schools and policy-makers should make it very clear that this is unacceptable and take a strong stance to show that it will not be tolerated. Understanding your digital footprint and managing your personal and professional online lives will significantly help you to protect your valuable professional identity. For more advice see: www.atl.org.uk/publications-andresources/factsheets/cyberbullying.asp www.swgfl.org.uk/staying-safe www.facebook.com/safety/groups/teachers www.saferinternet.org.uk/online-reputation www.360safe.org.uk www.saferinternet.org.uk/helpline The UK Safer Internet Centre — Professionals Online Safety Helpline is 0844 3814 772 or helpline@saferinternet.org.uk.

March 2012

Teachers, teaching assistants and technicians from state funded schools, academies or colleges in the UK may be eligible to receive an ENTHUSE Award to contribute towards the costs of participation on courses at the National Science Learning Centre. For more information about the ENTHUSE Award please visit www.slcs.ac.uk/enthuseaward

For science teachers interested in an immersive CPD experience the National Science Learning Centre, York, offers an extensive programme of professional development at primary, secondary and post-16 level. Our courses cover a wide variety of topics â&#x20AC;&#x201C; from enrichment, to using the outdoors as a classroom through to new demonstration ideas â&#x20AC;&#x201C; and are led by practitioners with expertise in science teaching, leadership and supporting change in classroom practice.

Forthcoming summer conferences include Contemporary Science Update Conference (NAC11112) and Science ASTs and Excellent Teachers Conference (NAC11109). For a full list of courses visit www.slcs.ac.uk/national/courses

resources / info directory

ATL resources and training Newsletter The latest issue of Post-16 News has been sent out to ATL members working in further education and sixth form colleges with this issue of Report. It leads on the news of ATL sixth form college lecturer members being balloted on taking

discontinuous strike action over the lack of any pay rise this year. Also included is the publication of the handbook Working in the Post-16 Sector, a report on the successful FE professionalism seminar, new recognition agreements, a big welcome to new FE reps and one ATL member takes the Institute for Learning to task.

Your CPD with ATL Protecting your professional online identity: 16 March, Manchester; 20 June, Birmingham Preparing for retirement*: 17 March, Bristol; 7 July, Bristol Leadership: understanding leadership and management: 21 March, London; 29 June, Manchester Improving achievement through coaching and mentoring: 3 May, Manchester Supporting yourself: 12 May, London; 9 June, York Early years — child-initiated play: 16 May, Manchester Leadership: managing teams: 17 May, London Behaviour management: 23 May, York Creativity in the classroom: 25 May, Birmingham Behaviour management for support staff: 14 June, Bristol Fantastic questioning = great learning: creative enquiry in the classroom: 28 June, York Differentiation: practical tools: 4 July, London Unless otherwise specified, ATL courses are free to members. For more information, go to www.atl.org.uk/training. * £40 for attendees and £40 for spouses.

New2Teaching

The latest New2Teaching magazine has been sent out to all student and newly qualified members. This issue focuses on study tips, including organising, using technology and always, always backing up your data. There is also a look back over a tumultuous year in education, and ahead to see what the coming year might bring, questions answered about doing a masters of education, and managing workload, plus one ATL Future member’s perspective on the pensions dispute. Play publication ATL’s new classroom practice publication Playing to Learn: a guide to child-led play and its importance for thinking and learning is now available. It shows how education staff can tune into children’s existing world of play and use their thoughts to teach. This publication focuses on the way in which children’s play can lead them, and their teachers, into deeper levels

of thinking and learning. It considers what we mean by child-led play and learning and how to recognise it; identifying the value of play; making connections between children’s play, thinking and learning; and convincing others of the power of play for learning.

which is available only as a free download from www.atl.org.uk/factsheets. This factsheet covers the rights of supply teachers working through agencies under The Agency Workers Regulations 2010, which came into force on 1 October 2011. Issues include: how supply teachers can qualify for equal treatment with other employees; pay and conditions; and maternity, paternity and adoption leave.

How to order ATL resources

It is available to download from the ATL website or order using the details on the right. It also ties in with ATL’s training course ‘Early years — child-initiated play’, details of which can be found in the CPD box (see far left). Factsheet

There are a number of ways you can access the range of publications, newsletters and position statements ATL provides: Website: you can download PDFs of most of our publications or place your order using an online form via the ‘Publications & resources’ section of our website at www.atl.org.uk Email: you can email your order using despatch@atl.org.uk (quoting the product code, wherever possible)

ATL has produced a new factsheet, Supply Teachers: working through an agency,

Telephone: you can phone our publications despatch line on 0845 4500 009 (quoting the product code, wherever possible).

Information directory Give racism its marching orders Show Racism the Red Card produces a wide range of footballthemed resources and support materials, such as a downloadable PDF, Guidance for Initial Teacher Trainers. This contains advice for student teachers on how to tackle racism and promote equality in classrooms, respond to racist incidents and embed race equality across the curriculum. Other campaign materials include football team poster downloads, DVDs and magazines. You can find out more about Show Racism the Red Card at www.srtrc.org.

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Pharma school The Association of the British Pharmaceutical Industry (ABPI) has relaunched its ‘Resources for schools’ website, which provides educational science material to students from the age of five to 19. The website helps teachers and students to learn about a wide range of scientific subjects in a fun and interactive way, and links topics studied in school to

their application in industry and research. All resources on the website are provided free of charge with the aim of encouraging more young people to pursue a career in science. Features of the website include a resource library where science teachers can download animations and diagrams to use in their lessons, five separate sections for different age groups, and tests and quizzes designed to test the knowledge of students. The site can be found at www.abpischools.org.uk. Learning from the gallery The National Gallery offers a range of gallery projects and resources for primary and secondary schools, as well

as CPD training for teachers. For primary pupils, the Take One Picture scheme focuses on a painting from the collection to inspire crosscurricular work in primary classrooms. The gallery also displays a selection of schools’ work in the Take One Picture exhibition. Visit www.nationalgallery. org.uk/learning for more information.

March 2012

resources / classified To advertise here please contact Lisa on 01603 772521, or email lisa.parkinson@archantdialogue.co.uk Resources

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Sports/Olympics/motivational posters. Why not put your wall space to good use with our stunning sporting images. Ensure that the Olympic and Paralympic values are an integrated part of your students’ experience. Students will be inspired by the positive images and life mottos printed on our inspirational posters. Visit www.multicultural-art.co.uk for powerful images to reinforce the value of challenge and the importance of striving for excellence. Choose sporting role models – past and present. Olympics/Paralympics. Browse our many themed galleries today. Tel/fax: 020 8691 4563. Email: positiveimages@aol.com. Pass it on!!

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March 2012

29 1

Prize crossword

Across 1 Youthful period in new Los Angeles co-ed scene (11) 9 Men like James Hilton’s old schoolmaster, spread out on the road? (9) 10 Back in April I reported on danger (5) 11 Bishop’s seat of authority observed in the playground? (6) 12 Upset, I told MP about a member of the Foreign Office (8) 13 Famous naturalist in dreadful war, surrounded by noise (6) 15 New radio set identifies object in space (8) 18 Rewrite clue as ‘CD’, but it doesn’t lead anywhere! (3-2-3) 19 Firsts in any categories can ease student stress and produce means of entry (6) 21 Debate on combining GM with nature (8) 23 Cares madly about a Roman Emperor (6) 26 Horticulturalist’s last warning device for sharp projection in garden (5) 27 Four in brave and heroic surroundings travel around in search of pleasure (9) 28 Welsh university? Yes, try Bath West, oddly (11)

Down 1 A cubic centimetre exploited by defendant (7) 2 Mediterranean tree needs oxygen to exist (5) 3 Put stress on poor Miss E. Heap (9) 4 Instrument of punishment now just part of a comic anecdote (4) 5 Most unpleasant sort sat in set (8) 6 Force to leave school — former PE lecturer, initially (5) 7 Crossed out property rental period in centre of legal document (7) 8 Sir, poem composed about end of winter, appearance of spring flower (8) 14 Area embraced heart of belief as system of faith… (8) 16 …and his curate arranged service (9) 17 Early 20th-century Scottish philanthropist who produced nice gear for libraries? (8) 18 Perhaps teach term without me — get lots of talking (7) 20 Extend period spent in prison? (7) 22 Excessive enthusiasm could be an aim (5) 24 Point to Mr Grant — frightening! (5) 25 Everyone has youth leader as a supportive friend (4)

The winner of the February crossword competition will be announced on the ATL website. Congratulations to Mr D Hall, the winner of the December/January crossword competition.

March 2012

7 8

17 18

25 26

WIN!

One lucky reader will win £50 in Marks & Spencer vouchers. Simply send your completed crossword, with your contact details (incl. telephone number), to: ATL March Competition, Archant Dialogue, Prospect House, Rouen Road, Norwich, Norfolk NR1 1RE. Closing date: 30 March 2012. If you have an ATL membership number, please include this _________________________________________________________________

Terms & conditions: Please include your full name, address and telephone number. The winner will be picked at random from the correct entries on 30 March 2012. The editor’s decision is final. No purchase is necessary. The prize is non-transferable. Employees of ATL are not eligible for the prize draw.

✁

WIN £r5k0 in Ma cser & Speners vouch

Last month’s solution — February 2012 Across 1 Studied 5 Papers 9 Rations 10 Absence 11 Pen 12 Tommy 13 Examine 14 Art 15 Gallery 17 Stew 21 Tomb 24 Reserve 27 Ace 28 Close-up 29 Medal 30 Tea 31 Timpani 32 Tea bags 33 Antrim 34 Actress Down 1 Strategy 2 Untimely 3 Irony 4 Display 5 Planets 6 Passage 7 Renoir 8 Peter 16 Rim 18 The 19 Graduate 20 Realists 22 Open-air 23 Baptism 24 Regatta 25 Acute 26 Common 29 Meant

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join the debate / final word

Computer game grief

ILLUSTRATION: PHIL WRIGGLESWORTH

The addictive nature of internet gaming could create students with only superficial understanding and knowledge, believes Baroness Susan Greenfield

THE ADELAIDE ADVERTISER

W Susan Greenfield Susan Greenfield is professor of pharmacology at Oxford University and a neuroscientist, broadcaster and author of ID: The Quest for Identity in the 21st Century (2008)

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hen I say that internet gaming is addictive, I’m talking about obsessional use where people are doing it to the exclusion of other normal activities. There’s a part of the brain that is enlarged with long-term use of gaming and that part of the brain releases dopamine, and we know that dopamine is related to addiction. You could be in this heightened state if you’ve been engaged with screen activities that are very intense, demanding, fast and furious, because you react with higher adrenaline and dopamine and you’re more alert. Things are coming into your brain very quickly. Some argue that can be harnessed for good; that if children are more alert and focused because they have got higher levels of dopamine, then one could harness that for performance in the classroom. I myself have concerns, because it’s a very extreme brain state to be in; one where you’re living for the moment. If you want someone to be interacting with the screen very quickly and having fast mental agility, good short-term memory and high IQ, this is what you could see with gaming use, so there are good things. But it begs the question of what education is for. My own view is that it’s not just to process information but

to convert information into knowledge. This means seeing everything in a wider context rather than having a knee-jerk answer to an input. If that is what we want, then do we want students who are in a high state of arousal, who are putting a premium on the ‘here and now’ rather than thinking of the long-term consequences? I worry about losing deep understanding and knowledge. Just because you’ve got a high IQ doesn’t mean you have an insight into the Middle East crisis. You need to have time to be able to think about things, to concentrate without other distractions coming into your brain. These are very powerful technologies and there can be good things to them, but we have to be very careful what we might be losing, the things that I would argue are much more valuable for true understanding. Of course, everything is always a balance. I’m often accused of saying ‘computers are bad’. That’s like saying ‘cars are bad’. Is a car good or bad? It depends on the context of use. We need more debate on what we want to achieve from education, what kind of people we want to turn out, what skills we want them to have. One also has to ask why a two-dimensional world using only hearing and vision out-competes a threedimensional world that stimulates all five senses. It must be that the input from the screen is faster, brighter, more rewarding, more exciting than the boring old real world. Why else would someone spend four or five hours a day doing that rather than going for a walk? These are not really value judgements, I’m just asking the question. The answer is not just to say you can only be on the computer for a certain amount of time a day. As someone who gave up smoking after a great struggle, I know that someone telling you not to do something is a sure-fire way to make it more appealing. The way I gave up was to think about the positives of not smoking. So we need to think of a world that is more interesting and fulfilling than a two-dimensional world. And it’s hard to do that, but that’s our challenge. I’d say we should put computers in their place, appreciate what they do, but appreciate they are a means to an end, not an end in themselves. They should be a means to living a fulfilling life; they shouldn’t be your life. March 2012

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