Thetablet 20130601
Thetablet 20130601
Thetablet 20130601
Bellerive Open
Evenings
for entry to
Year 7 in 2014
Tuesday 9th July &
Tuesday 1st October
6.00pm to 8.30pm.
Please enter via the Elmfield
site on Ullet Road.
Bellerive is a popular choice for girls
from across Liverpool. Come to one of
the Open Evenings and see why it is an
oversubscribed school.
A taster day will also be held on
24th June: To apply email
[email protected]
A school in Finland:
One of the key reasons
for Finnish schools
success the expectation
that all children can
attain at high levels
1 June 2013
|
TABLET Education
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s5
who cease their education at 16 fail to get
employment or a training place, and join the
ranks of the so-called Neets. With nearly 10
per cent of 15- to 19-year-olds in this
category, only four out of 28 developed
countries have a worse record than the UK.
According to Unicef, these vulnerable
teenagers are at risk of a potential lifetime of
mental health problems, drug abuse,
involvement in crime and long-term
unemployment and welfare dependence. So
how is it that a wealthy country such as ours,
with a school system that performs relatively
well until children reach their mid-teens,
appears to be failing so many youngsters as
they approach adulthood?
One way to answer this is to look at the
top-performing countries in the educational
well-being stakes. In first place is the
Netherlands, followed by Belgium, Germany
and Finland. To prove it is not just the most
affluent countries that do well, however,
other countries in the top 10 include
Slovenia, Hungary and Poland, all former
Communist countries.
One country that has consistently
outperformed the rest of the world for
academic achievement over the past decade
is Finland. According to the Organisation
for Economic Cooperation and
Development (OECD), Finlands success has
been remarkably consistent across schools
and is unconnected to students family
background, socioeconomic status or ability.
One of the key reasons behind this success
is a political consensus to educate all
children together in a common school
system. The consensus also includes the
expectation that all children can achieve at
high levels, regardless of their family
background or regional circumstances;
single-minded pursuit of teaching excellence;
collective school responsibility for learners
who are struggling; modest financial
resources that are tightly focused on the
classroom; and a climate of trust between
teaching professionals and the community.
While Finland represents the poster
pin-up for supporters of comprehensive
education and investment in high-quality
teaching, the most important ingredient
appears to be a broad consensus about what
a country requires of its education system.
Until 2000, Germany believed its tripartite
secondary school system, which provides
separate streams for academic, technical
and vocational students, was among the best
in the world and was shocked when the
OECD published its own league table
ranking it in the bottom half of developed
countries for academic achievement.
This shock began a great debate which led
to Germany making significant changes to
its system to allow children greater flexibility
to change track and choose learning
pathways that suit them. The country also
built on its traditional strengths of
high-quality (and well-paid) teaching and its
renowned dual system which helps
children develop workplace skills before
they leave school.
As a result, Germanys education system is
arguably the best among the worlds major
economies and the consensual way it
handled its own reforms serves as a model to
future school reorganisation in the UK.
Sadly, in this country there is little sign of
a consensus emerging, according to Dr Paul
Doherty, head teacher of Trinity Catholic
High School in Woodford Green, Essex.
In England we are still divided by class.
There has been a national consensus in these
countries that do well in international league
tables that this is the way forward, and this
is what we need to do. Those countries are
also characterised by a more disciplined,
more rigorous approach to studies, he says.
We could learn from that. Learning
should be something that children enjoy, but
it should still be very rigorous, whether it be
dance and football, or Latin. There is a
certain lack of rigour in our system that
leads to public consternation and sometimes
chaos. But the root cause is that there isnt
really a cross-party consensus on what our
system should be.
We are forever chopping and changing.
We have got academies and free schools,
ordinary comprehensives and grammar
schools. Post-16 we have a whole diversity of
colleges. So here we are 70 years after the
1944 Education Act, and we still havent got
it right. We are constantly changing the
wheel. Why? Its because the consensus is
missing.
One major change to our education system
that does command support, however, is the
imminent raising of the school leaving age.
From September 2013, students will be
expected to stay until the age of 17 in
full-time education, an apprenticeship or
employment with training. This will rise to
18 the following year so that by the summer
of 2015, all young people between the ages of
15 and 18 will remain in education, take up
an apprenticeship or take up a job with
access to training.
This is likely to boost significantly the
UKs standing in the next Unicef league
tables. Crucially, it is also likely to have a
beneficial impact not only on those young
people who will now stay on in education or
take up training, but also on future
generations, according to researchers at the
universities of Bristol and Bath who have
been examining the impact on pupils who
left school in 1972 when the leaving age was
raised from 15 to 16.
Parents with higher levels of schooling
provide a better childhood experience and
home environment and consequently their
children do better in school. The proposed
further raising of the leaving age to 18 by
2015 should lead to benefits not just for the
generation affected but also in the future for
their children, says lead researcher
Professor Paul Gregg.
Jeremy Sutcliffe is a freelance journalist
specialising in education.
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s6
|
TABLET Education
|
1 June 2013
schools, then the demographics cannot be
ignored for long. There has undoubtedly
been a decline in Catholic religiosity
measured by church attendance, which
raises the question of why admissions to
Catholic schools are expanding within a
declining Church. There is a demand for the
education that Catholic schools offer, but
not for a Catholic education per se.
According to Vatican II and the
post-conciliar documents, there is a
Catholic world view that should influence
the Catholic schools curriculum. This world
view is derived from Catholic teachings,
Scripture and tradition. The aim of the
Catholic school is to enable students to
achieve their complete dignity as persons in
a relationship with Christ. According to this
view, religion cannot be separated or
divorced from the rest of the curriculum,
nor can religious education be seen as the
raison dtre of the Catholic school.
The idea that the school subjects that
make up the curriculum (excluding
religious education) are value-free and
therefore somehow separate from the
Catholic faith is clearly contrary to the
Catholic world view. If they were separated,
then it would also be contrary to the basic
premise of unity between revelation and
other sources of knowledge, and would
ignore the view that all subjects in the
curriculum need the light of the Gospel in
their delivery. From the Catholic point of
view, God is the source of all knowledge and
in creating human beings he has endowed
them with a desire for knowledge and a
freedom to pursue it.
Simply teaching religious education does
not qualify a school as Catholic. The only
model of the school that can be adopted,
according to church teaching, is an
all-embracing one of faith, and so as one
English bishop put it: We do not accept
that we can include religious education in
any curriculum and be content that our
duties are fulfilled. Nor can we be satisfied
with a situation where a teacher is
competent in a particular discipline but
does not share in an agreed vision of the
whole task.
The central point remains that a school
cannot be truly Catholic unless Catholicism
and its values are diffused into the entire
curriculum, methods, organisation and
ethos of the school. If Catholicism is a
comprehensive way of life, it seems logical
that it should animate every aspect of the
curriculum.
In England, the dominant values in
schooling are largely secular. It is an
education system that acknowledges that
there are many good ends and that, while
these ends may conflict with each other,
none is necessarily overriding. The threat
that Catholic parents see in morally
pluralist schools, which are often viewed by
them as being entirely secular in
orientation, is that the values that their
children have learnt in the family are
What is the point of
a Catholic school?
Over the last 20 years, Catholic professor of education James Arthur
has argued that the Churchs schools are gradually succumbing
to secularism. In an extract from a recent essay, he explains why
he believes this trend is accelerating
The aim of the
Catholic school
is to enable
students to
achieve their
complete
dignity as
persons in a
relationship
with Christ.
Photo: CNS
TABLET Education
T
odays typical English Catholic school
curriculum is almost
indistinguishable from its secular
counterpart and increasingly those who
teach in and attend Catholic schools have
no particular commitment to the official
vision of Catholic education.
The statistics alone testify to the rapid
changes in the demography of Catholic
schooling within England. Between 1978
and 1993, the percentage of non-Catholic
teachers in maintained Catholic schools
increased from 22 per cent to 29 per cent.
Between 1993 and 2011 this increased to 45
per cent with the pace of change
accelerating annually.
The number of non-Catholic children
admitted to Catholic schools also increased
rapidly. In 1974 there were a total of
944,536 children in all maintained Catholic
schools, of whom only 14,000 were
non-Catholic fewer than 2 per cent of the
total. By 1992, the number of children in
Catholic maintained schools had declined
to 709,932, but non-Catholics accounted
for 85,090 more than 11 per cent of the
total. Between 1992 and 2011, the number
of children in Catholic maintained schools
had risen to 762,282 of whom 29 per cent
were non-Catholic representing a
dramatic increase.
While in the 1970s Catholic education
authorities were primarily concerned about
the number of non-practising Catholics in
their schools, today the overwhelming
majority of children and teachers within
Catholic schools are either non-Catholic or
do not practise and therefore can only be
considered, at best, as baptised Catholics.
Demography is, of course, only one factor
in evaluating a schools Catholicity, but
when the overwhelming majority of staff
and pupils do not attend Mass in their
parishes and therefore do not contribute to
the financial maintenance of Catholic
Visit: student.thetablet.co.uk
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1 June 2013
|
TABLET Education
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s7
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adjusted in such schools. Such family values
may even gradually disappear in a school
system that emphasises that children ought
to choose and design their own set of values,
even if this means detachment from the
beliefs, practices and values that have been
carefully nurtured in the family. In other
words, the Catholic Church is conscious
that transmitting secular values can
undermine a childs sense of religious
identity.
In Catholic schools, both teachers and
pupils should be able to articulate a
Catholic worldview through a set of values.
The danger facing Catholic schools is that
they adopt woolly and unfocused mission
statements that are merely hollow Christian
slogans signifying nothing in particular
about a Catholic philosophy of education
school mission statements that reduce
Catholicism to the repetition of hollow
formulas. If such statements remain at the
level of Catholic edu-babble, there can be
no meaning or justification for Catholic
schools and inevitably such schools become
secular in all but name.
It was reported that English Catholic
schools, at GCSE level examinations,
outperform the national average by 6 per
cent and that the majority of schools are
judged by Ofsted as good or outstanding.
Forty-four per cent of secondary schools
were rated outstanding for pupils
behaviour, compared with a national
average of 24 per cent. This is an impressive
picture, but it simply indicates that the
Church has some very good schools. The
research says nothing about whether they
are good Catholic schools.
In so far as schools claim to be specified
by their Catholicity, there is little in the way
of benchmarks to assure the wider Church
of their Catholic identity. Most schools,
including Catholic ones, are also marked by
a high degree of formal control emphasising
selection, competition and vocationalism,
and these are linked to future career
opportunities and potential social status.
In other words, many Catholic schools
look no further than the secular models of
education that surround them. They adopt
a dualistic model of the curriculum, which
divides education conceptually and
practically into a religious section and a
much larger secular part. There is also little
in the way of an evaluation of the secular
context, far less a coherent response to the
secularisation process in education.
Indeed, the Church has adopted and
embraced secular thought in education
through a process of internal secularisation
resulting in conformity to secular models of
the curriculum. Religious identity is eroded
in these secular models, with links to
Catholic educational principles becoming
historical memory.
The challenge facing English Catholic
schools is to both reconstruct a Catholic
curriculum and address the militant
secularism that surrounds them. The task
of the Catholic school, as the great Catholic
historian of ideas, Christopher Dawson,
saw it, is first to recover its own cultural
inheritance through its curriculum and
teaching, and secondly to communicate it
to a sub-religious or neo-pagan world.
Failure in this project simply maintains the
fact that many English Catholic schools are
currently indistinguishable from their
secular counterparts and a focus on their
academic success simply advances secular
culture.
The de-Catholicising of the curriculum
through a process of internal secularisation
in Catholic schools is the result, which
raises the question: what is the Church
trying to accomplish with its considerable
investment in Catholic schools?
James Arthur is head of the School of
Education and professor of education at the
University of Birmingham. This article is
adapted from his essay, The
De-Catholicising of the Curriculum in
English Catholic Schools, in the journal
International Studies in Catholic Education
(vol. 5; no. 1). Thanks to ISCE editor Gerald
Grace and the publishers, Routledge,
for permission to use this material.
s8
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TABLET Education
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1 June 2013
The school: Saint John Bosco College in
Wimbledon is a co-educational
voluntary-aided secondary school run by
the Salesians of Don Bosco and the
Archdiocese of Southwark. It is in an
ethnically diverse area and more than half of
the pupils speak English as a second
language. Almost 50 per cent of the students
are eligible for support as looked-after
children, or for free school meals. More than
the national average have behavioural,
emotional and social difficulties.
A new beginning: Saint John Bosco opened
at the beginning of September 2011, when
two Catholic secondary schools Salesian
College, Battersea, and John Paul II School
closed. Both had struggled to cope with a
complex intake of students, the majority of
whom were of black African or black
Caribbean heritage, and many of whom had
learning difficulties. The archdiocese and
the Salesian Order decided to open a new
one, with better facilities and a fresh
approach to educating children from
deprived backgrounds. The school currently
has 555 pupils but will be able to take up to
1,300 when, subject to planning approval,
it moves to a new building on the site of the
former Salesian College in Battersea in 2015.
Vote of confidence: Saint John Bosco
school was awarded a good inspection by
Ofsted, just 18 months after it opened. The
inspectorate acknowledged the progress
that had been made in such a short time,
praising the school for the work it did to
help children from diverse backgrounds.
Could do better: Ofsteds report highlighted
concerns about students opportunities to
excel. The number of students who attained
five A*-C GCSE grades was below the
national average in 2012, and Ofsted said
that high attainers underachieved. It
criticised the school for not pushing brighter
students, and was concerned about
inconsistency in homework. The
school is tackling both problems.
Spirituality: Only half the schools
population is Catholic, of whom
even fewer are practising. The school
maintains a strong Catholic identity, with
regular Masses and an assistant chaplain
on site. Students also go on retreats to
Worth and Buckfast Abbeys and a
sixth-form trip to Lourdes is planned. The
schools ethos, based on the teachings of St
John Bosco, has been developed by head
teacher Simon Uttley, whose doctoral thesis
was on Catholic education. The schools
motto is a saying of St John Bosco: It is not
enough for young people to be loved they
must know they are loved.
The Salesians say: Our preference is to be
in areas where education is a precious gift,
which can be liberating, especially if youre
from a background where you dont have
many opportunities, said Fr Kieran
Anderson SDB, Battersea rector. The new
school is a big commitment on behalf of the
Church: we are really serious about
providing an education resource for the
children of this borough.
Head teachers comments: What
always humbles and delights me
is how much non-Catholic
students buy in to what we do,
said Simon Uttley. Ive got one
student, a Muslim, whos probably the most
articulate ambassador of Salesian education
Ive ever met. Our challenge is to welcome
more families into the school to show them
what were made of so they can benefit from
an education which is excellent but also is
truly loving and truly Catholic.
Compiled by Liz Dodd.
Saint John Bosco College, Wimbledon, south-west London
A school that has made remarkable progress in the two years since it opened
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