Latest news with #BeckyFrancis
Powys County Times
08-07-2025
- General
- Powys County Times
Sats results rise on last year but stay below pre-pandemic levels
The proportion of Year 6 pupils in England who met the expected standard in this year's Sats exams has risen, but it is still below pre-pandemic levels, official statistics show. The Key Stage 2 results showed 62% of pupils reached the expected standard in reading, writing and maths combined this summer, up from 61% last year. In 2019, 65% of pupils met the standard, according to the provisional Department for Education (DfE) data. In individual subjects, scores were higher than last year. In total, 75% of pupils met the expected standard in reading, up from 74% in 2024. In writing, 72% of pupils met the expected standard, an increase of 0.5 percentage points on last year. In grammar, punctuation and spelling, 73% of pupils met the expected standard, up from 72%. Overall, 82% of pupils met the expected standard in science, up from 81%, and 74% met the expected standard in maths, up from 73%. The DfE said these pupils experienced disruption to their learning during the pandemic, particularly at the end of Year 1 and in Year 2. Attainment in all subjects, other than reading, has not returned to pre-pandemic levels, it added. The figures come after education unions have raised concerns about the statutory tests in primary schools as they fear they are too 'high-pressure'. Currently, pupils in England sit Sats in the summer of Year 6 and these results are often used in holding primary schools to account. Children also take a phonics check in Year 1 and a times table check in Year 4. The interim report of the independent curriculum and assessment review, published in March, concluded that formal assessments are an 'important part' of primary school education. But it said the review will examine how the assessment of writing in Year 6 'can be improved', and it will review concerns about the grammar, punctuation and spelling assessment. The final report of the review, chaired by education expert Professor Becky Francis, is due to be published in the autumn. Education Secretary Bridget Phillipson said: 'It's brilliant to see more children building the strong foundations in reading, writing and maths that will set them on a path to future success. 'It's a testament to the hard work of teachers across the country who have tirelessly supported pupils to prepare for the assessments earlier this year. 'Yet despite our brilliant teachers, we still have over a third of children leaving school below the expected standard in one or more of these critical subjects, with writing in particular continuing to lag below pre-pandemic levels.' On Tuesday, the DfE published a framework for primary schools in England that outlines a 'common approach' for teaching writing to pupils. A focus on handwriting, encouraging children to speak out loud and a renewed focus on Reception are part of the writing framework. Announcing the framework, Ms Phillipson said the Government wants young people 'to be as confident putting pen to paper as they are posting on TikTok'. Paul Whiteman, general secretary at school leaders' union NAHT, said: 'Pupils, teachers and school leaders have worked incredibly hard throughout the year and deserve enormous credit for their achievements. 'However, it is time to change this system of statutory assessment which is of little benefit to teachers or children.' He added: 'These tests are instead used as an accountability tool to judge and compare school performance – and not even a reliable one at that. 'They are given disproportionate significance and heap pressure onto pupils and staff, causing unnecessary stress and in some cases harming their wellbeing. 'We were disappointed that the interim curriculum and assessment review report did not support scaling back statutory tests for children. 'Reducing the negative impact, cost, time and resources required for phonics, the multiplication check and the grammar, punctuation and spelling tests would not reduce standards, and we urge the review team to think again ahead of the publication of its final report.' A spokeswoman for campaign group More Than A Score said: 'A small percentage change is not an indication of 'high and rising standards'. 'Standards should not be based on a narrow set of tests following a year of intensive cramming. 'These exams do not measure all that children can do and are damaging to mental health, causing sleepless nights and low self-esteem for 10 and 11-year-olds.' Tiffnie Harris, primary specialist at the Association of School and College Leaders (ASCL), said: 'It is good to see the continued improvement in the proportion of children reaching expected standards since the Covid-19 pandemic. 'There is much debate about the pressure these tests can place on children. 'Teachers are adept at identifying and providing additional help where pupils are showing signs of anxiety. 'However, these are demanding one-size-fits-all tests, and it would be better to move to a system of personalised assessments using the type of adaptive testing technology which is readily available.'
Daily Mail
04-07-2025
- Politics
- Daily Mail
Labour's curriculum expert says schools could be 'pushed' to teach 'diverse texts' rather than English favourites
The head of Labour 's curriculum review has said teachers may in future be 'pushed' to teach diverse texts rather than old favourites such as An Inspector Calls. Professor Becky Francis said the classic English play, first performed in 1945, is so widely taught for English Literature GCSE because it is 'tried and tested'. She said a 'frequent issue' is getting teachers to branch out because lessons on the older, well-known texts are 'easier on the ground to replicate'. The 'drawing room' play, by J.B. Priestley, has been a go-to text for teachers for decades and is loved for its critique of Edwardian English society. However, it has fallen foul of equality, diversity and inclusion (EDI) campaigners who want teenagers to study more texts by ethic minority authors. Professor Francis is chairing Labour's curriculum review, and aims to publish her full report in the autumn. Speaking at the Wellington College Festival of Education in Berkshire, she said 'challenging discrimination' is 'very important' to the review panel. She said: 'It's part of our terms of reference to ensure that every young person can see themselves within the curriculum. 'That, of course, includes ethnic diversity, but also gender, disability, and, of course, social class as well, and we take that very seriously. 'The issue is about representation. That's important for curriculum efficacy, but also receiving engagement.' She said part of the panel's discussions are about whether to 'signal' to texts that are already in the curriculum. She said exam boards are able to set diverse texts, but this sometimes does not filter down into schools choosing those ones to teach. Schools have the freedom to select which exam board they use, and within that board, which texts to be examined on. Professor Francis said: 'What I'm thinking about… is a frequent issue that we hear about in English literature around An Inspector Calls. 'Actually, in the present English curriculum, what we've heard is it's perfectly possible, from an exam board perspective, to be able to introduce more diverse texts, but often, because certain texts are so tried and tested, it's easiest on the ground to just replicate them, and carrying on doing same thing.' She joked that a 'straw poll' may show the majority of schools still teach An Inspector Calls. 'So for us, it's trying to find what is the responsibility of different agencies in this,' she said. 'And then being able to think, what is it that we want to achieve in terms of signalling or pushing particular behaviours on ground.' Professor Francis was responding to an audience comment from representatives of Advocacy Academy, a grassroots organisation in Brixton, South London which has written to her regarding the review. The group suggested 'anti-racist' materials could be embedded in the curriculum and said it was unfair that only white pupils' ancestors' achievements were 'celebrated' in schools. Professor Francis' comments come amid campaigns to 'decolonise the curriculum' amid concerns that ethnic minority children do not feel included at school. The Department for Education has been contacted for comment.
The Sun
07-05-2025
- Politics
- The Sun
Major change to GCSE results day to be trialled this summer with thousands to get marks in VERY modern way
TENS of thousands of GCSE pupils will receive their results in a very modern way this summer. A pilot to scrap the usual paper certificates is being tried in Greater Manchester and the West Midlands ahead of a planned nationwide rollout. 2 2 The trial will affect 95,000 teenagers this year who will get their grades on the new Education Record app. Education Minister Stephen Morgan said: 'It is high time exam records were brought into the 21st century, and this pilot will allow schools and colleges to focus on what they do best: teaching the next generation rather than being bogged down in bureaucracy. 'This government is slashing red tape through our Plan for Change to drive growth, cut admin for teachers and give tens of thousands of young people more opportunities to get on in skilled careers.' Hathershaw College school has been testing the app since last spring and gave it a thumbs up. Principal Mark Giles said: 'We believe this will reduce administrative burdens on schools, and in the future could also be utilised by parents of younger children to support transition from primary to secondary school.' This comes as academic Becky Francis unveiled her review of the national curriculum tasked by Education Secretary Bridget Phillipson, earlier this year. Her report suggests slashing the amount of 'intensive, high stakes assessment' that is taking a toll on pupils' wellbeing. It highlights how British teenagers are the most tested in the western world, with Year 11s sitting up to 31 hours of papers. While exams force pupils to 'rote learn facts', she said shifting to more coursework could provide better assessments. Schools Minister Nick Gibb says he's optimistic about the GCSE results as students face 'shock' over grades Tory Shadow Education Secretary Laura Trott last night slammed the proposals as 'dumbing down school standards'. She said: 'In moving away from examinations and towards coursework, qualifications will be less rigorous and less credible.' Ms Francis also said the curriculum needs to 'increase diversity in representation' and cited reports calling for more ethnic minority authors to be included. One of the papers that influenced the review was a study called Lit in Colour that bemoaned an education system where 'the literature deemed most worthy of study disproportionately represents a whiteness in a multiracial society.' Ms Francis' review said: 'Pupils told us that not being able to see themselves in the content they learn, or encountering negative portrayals, can be disempowering and demotivating, a point supported by wider evidence.' But it sparked fears of woke teachers foisting their views on young kids in the classroom. Tory MP Nick Timothy said: 'Our schools should absolutely promote tolerance and mutual understanding. 'But we must be very careful to ensure this is not exploited by those who wish to promote divisive identity politics, teaching children to be ashamed of their country and its heritage. Ms Francis - an academic tasked by Education Secretary Bridget Phillipson with carrying out the review - also suggested adapting the curriculum to teach kids about artificial intelligence. Her polling also showed parents wished their children had spent more time learning about finances and budgeting. Ms Phillipson said: "I welcome the important progress Becky Francis and her expert review are making to drive forward work to take the curriculum into the modern era and help deliver on the government's Plan for Change."
Yahoo
22-03-2025
- Politics
- Yahoo
School curriculum ‘designed to install racist notion of British identity'
Britain's biggest teaching union is to claim England's curriculum 'installs a racist notion of British identity'. Teachers at the National Education Union (NEU) annual conference next month will call for lessons to be based on 'equality and social justice' rather than 'dogma' and push for an 'anti-racism curriculum'. One motion set to be discussed at the event in Harrogate will claim 'many curriculum areas do not fully represent the histories, perspectives and contributions of diverse groups in our society'. In the same motion the union will call for a curriculum that is 'culturally reflective' and makes 'all students feel valued and empowered'. In a second motion, staff will say 'the [current] curriculum is not based on the holistic needs of the child but on narrow, government-imposed dogma … and was designed to install a racist notion of 'British Identity''. Teachers' criticism of what children are taught comes as the Government-commissioned curriculum and assessment review published its interim report this week. In it, Prof Becky Francis, who is leading the review, says the curriculum needs to do more to deliver 'equality duties' and ensure that 'all young people feel represented'. The review cites pupils who claim they have encountered 'negative portrayals' that can be 'disempowering and demotivating'. The review's final report, which will outline what should be taught, will be published in the autumn. Despite the issues identified by the interim report, students from black and Asian backgrounds outperform white pupils in England's schools. The NEU, which has nearly 500,000 members, wants to see black history added to the national curriculum. It points to Wales, where the teaching in schools of 'Black, Asian and minority ethnic histories and experiences' is mandatory and teacher training is being 'decolonised'. In England, current history lessons, drawn up under Michael Gove in 2013, have been described by some activists as 'a white-washed' version of UK history. Teaching focuses predominantly on British history, key figures and chronology, although topics from world history are included. Objections have been raised to the requirement for schools to actively promote 'fundamental British values' – democracy, the rule of law, individual liberty, and mutual respect and tolerance. The requirement was introduced as part of the counter-extremism Prevent strategy in 2014. The National Union of Teachers – which became the NEU – levelled accusations that the concept of 'British values' could lead to 'cultural supremacism'. Critics last night accused the NEU of declaring war on Britishness. Chris McGovern, the chairman of the Campaign for Real Education, who advised Mr Gove on the national curriculum for history, said: 'The current national curriculum does not require the teaching of any specific historical figure or event, not even the World Wars or Churchill. 'It does require, however, that either Islamic West African or Central American history be taught. The curriculum is racist only in terms of allowing the promotion of 'white guilt' about 'white privilege'. 'The NEU is guilty of seeking to build an intolerant empire of Wokeism. Their curriculum decolonisation programme is fascistic in its intolerance. They are declaring a racist war on white Britishness.' Iain Mansfield, head of education at Policy Exchange said: 'The national curriculum is rigorous, knowledge-rich and inclusive, with students having the opportunity to study a diverse range of British and world history, including topics such as slavery and the British Empire. Polling for Policy Exchange's Portrait of Modern Britain report showed that 72 per cent of people, including a majority of every ethnic group, thought that children raised in Britain should be taught to be proud of Britain and its history.' The Telegraph has approached the NEU for comment. In another conference motion, the NEU will accuse Israel of genocide and apartheid in Palestine and call for resources to be used in schools 'to raise awareness about the situation in Palestine'. Teachers are demanding a ban on companies involved in weapon production being invited into schools and colleges. Companies such as BAE Systems and Leonardo have long-established STEM projects in UK schools and visit schools to give advice on careers, apprenticeships and work experience opportunities. Broaden your horizons with award-winning British journalism. Try The Telegraph free for 1 month with unlimited access to our award-winning website, exclusive app, money-saving offers and more.
Telegraph
22-03-2025
- Politics
- Telegraph
School curriculum ‘designed to install racist notion of British identity'
Britain's biggest teaching union is to claim England's curriculum 'installs a racist notion of British identity'. Teachers at the National Education Union (NEU) annual conference next month will call for lessons to be based on 'equality and social justice' rather than 'dogma' and push for an 'anti-racism curriculum'. One motion set to be discussed at the event in Harrogate will claim 'many curriculum areas do not fully represent the histories, perspectives and contributions of diverse groups in our society'. In the same motion the union will call for a curriculum that is 'culturally reflective' and makes 'all students feel valued and empowered'. In a second motion, staff will say 'the [current] curriculum is not based on the holistic needs of the child but on narrow, government-imposed dogma … and was designed to install a racist notion of 'British Identity''. Teachers' criticism of what children are taught comes as the Government-commissioned curriculum and assessment review published its interim report this week. In it, Prof Becky Francis, who is leading the review, says the curriculum needs to do more to deliver 'equality duties' and ensure that 'all young people feel represented'. The review cites pupils who claim they have encountered 'negative portrayals' that can be 'disempowering and demotivating'. The review's final report, which will outline what should be taught, will be published in the autumn. Despite the issues identified by the interim report, students from black and Asian backgrounds outperform white pupils in England's schools. The NEU, which has nearly 500,000 members, wants to see black history added to the national curriculum. It points to Wales, where the teaching in schools of 'Black, Asian and minority ethnic histories and experiences' is mandatory and teacher training is being 'decolonised'. 'White-washed' history In England, current history lessons, drawn up under Michael Gove in 2013, have been described by some activists as 'a white-washed' version of UK history. Teaching focuses predominantly on British history, key figures and chronology, although topics from world history are included. Objections have been raised to the requirement for schools to actively promote 'fundamental British values' – democracy, the rule of law, individual liberty, and mutual respect and tolerance. The requirement was introduced as part of the counter-extremism Prevent strategy in 2014. The National Union of Teachers – which became the NEU – levelled accusations that the concept of 'British values' could lead to 'cultural supremacism'. Critics last night accused the NEU of declaring war on Britishness. Promotion of 'white guilt' Chris McGovern, the chairman of the Campaign for Real Education, who advised Mr Gove on the national curriculum for history, said: 'The current national curriculum does not require the teaching of any specific historical figure or event, not even the World Wars or Churchill. 'It does require, however, that either Islamic West African or Central American history be taught. The curriculum is racist only in terms of allowing the promotion of 'white guilt' about 'white privilege'. 'The NEU is guilty of seeking to build an intolerant empire of Wokeism. Their curriculum decolonisation programme is fascistic in its intolerance. They are declaring a racist war on white Britishness.' Iain Mansfield, head of education at Policy Exchange said: 'The national curriculum is rigorous, knowledge-rich and inclusive, with students having the opportunity to study a diverse range of British and world history, including topics such as slavery and the British Empire. Polling for Policy Exchange's Portrait of Modern Britain report showed that 72 per cent of people, including a majority of every ethnic group, thought that children raised in Britain should be taught to be proud of Britain and its history.' The Telegraph has approached the NEU for comment. In another conference motion, the NEU will accuse Israel of genocide and apartheid in Palestine and call for resources to be used in schools 'to raise awareness about the situation in Palestine'. Teachers are demanding a ban on companies involved in weapon production being invited into schools and colleges. Companies such as BAE Systems and Leonardo have long-established STEM projects in UK schools and visit schools to give advice on careers, apprenticeships and work experience opportunities.
