"Reform, reform, reform. Structure, structure, structure." Such is the mantra of the political classes in most of the English-speaking world.
Shadow education secretary Tristram Hunt was right when he pointed out this week that in the 70 years (almost to the day) since the Education Act of 1944 rethought the entirety of English education, schools policy has been dominated by structure.
Brilliant for its scope and for its ambition for children from deprived homes, the act nonetheless opened the floodgates for politicians to do what they love most: rearranging deckchairs, whether the ship is sinking or not.
It sometimes feels as though they've joined some kind of Trotskyite cult in which they believe that the only decent kind of revolution is a permanent one. Teachers around the world will vouch for how it feels to be battered by these constantly changing winds.
Structures are important, of course. And they can affect outcomes in a very real way - for better or worse - when you tinker with them. Just ask the pupils who picked up their GCSE results yesterday, and the cohorts that will follow as new accountability measures and linear exams become the norm.
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