Secondary specialists remain an inhibition

12th December 1997 at 00:00
The inspectorate claims that problems with teaching and learning in S1 and S2, + first identified 10 years ago, have not been tackled. But its report (page 3) + argues that "there is no compelling case at present for a radical + reorganisation of the S1S2 curriculum". That will not please Brian Boyd, whose+ Platform article on the opposite page makes the case for a more thoroughgoing + overhaul. But it will reassure the many teachers who could not contemplate a + complete change to practices at the lower end of secondary when Higher Still is+ increasingly preoccupying them, at least in some subjects at a new level of + worry.The previous need to implement Standard grade, followed by the attention + to S5 and S6, contributed to the neglect of the first years and, indeed, to the+ taunt from primary teachers that the 5-14 programme has become in effect 5-12.+ The inspectors are hard on secondary schools for downplaying the importance of+ 5-14, although they appear to accept the problem in moving pupils from a + seamless primary curriculum to one which is subject-based. Environmental + studies pose the biggest challenge, and there will be a welcome for the + promised review of guidelines.If S1 and S2 are the years in which Scots pupils + fall behind international peers, previous explanations will not wash. All young+ people go through puberty. In most countries there is a school transfer around+ 11 or 12. Therefore, we can only look to the nature of the curriculum offered + and the way it is delivered for an answer to underachievement and disaffection.+ The force of the HMI's argument is indisputable. But it leads to surprisingly+ little innovative thinking.Previous themes are reiterated. There should be + more direct teaching, including addressing the whole class. At the same time + there needs to be more differentiation, recognising that pupils learn at + different speeds, especially in a mixed-ability class. Many teachers are + already trying to implement the advice, challenging though it is. If the HMI's + analysis is right, those who have successfully adopted the strategy ought to be+ already producing better S1S2 performances than others.Fewer subjects, fewer + teachers - the attempt to reduce novelty overload, particularly in first year,+ is also not new. Rotating subjects, rather than scrapping some, is the + unremarkable recommendation, again one already taken up in schools.There are + two pressures which will inhibit progress. The claims of new subjects are + always being pressed. Secondly, schools remain wedded to subject specialists, + and they all want access to S1 and S2 pupils, not least because they recruit + for Standard grade and Higher. The Munn committee failed to dent + self-interest; nor has the inspectorate 20 years later.

Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.
Subscribe now
Existing subscriber?
Enter subscription number

Comments

The guide by your side – ensuring you are always up to date with the latest in education.

Get Tes magazine online and delivered to your door. Stay up to date with the latest research, teacher innovation and insight, plus classroom tips and techniques with a Tes magazine subscription.
With a Tes magazine subscription you get exclusive access to our CPD library. Including our New Teachers’ special for NQTS, Ed Tech, How to Get a Job, Trip Planner, Ed Biz Special and all Tes back issues.

Subscribe now