3 of 3

No

Write now Article Tools

As a teacher for 12 years in an English primary school (3-11) and mainly teaching upper age groups, I have extensive experience of the testing regime. Wales has long seen the pointlessness of constant testing and Scotland have adjusted their system enough to relieve, what in England has become too much of a focus for too long.

I first started teaching just as the National Curriculum came into enforcement. A good thing but... The government, under pressure to deliver an education system worth the money they had put into developing the NC in a hurry (a political agenda) needed to see results and for the voter to see results. It went along with the parental right to be able to choose schools.

The review followed rapidly when the department realized they had put in too much content to be able to cover any in any kind of depth, with consultation with teachers timed for the summer break! Then followed the Literacy Hour and the following year the Numeracy Hour arrived prescribed and lacking any space for imaginative teaching. I took part in pilots, as a year 5 (9-10years) teacher.It seems the comments myself and collegues got lost in the post somewhere.

'Sticking plaster cash' followed to 'mop up' children who were on the cusp of the an attainment level, at first 2/3, then 3/4, them 4/5 over the following years. Each a level target set by the government as the expected attainment for the end of primary school. Booster classes, some given by teaching assistants, taught the child enough to pass from one level to the other.

Each year group was given its own set of optional test from the QCA. Not legally binding, but a Head had to have a damned good reason to not be using them when OFSTED called.

The result. From entry into the nursery at 3 to leaving primary school at 11 every child, mainstran or sometimes not, is formally tested yearly to make sure a political government target is reached and the school has a good league rating for the voters to be able to exercise their right to choose schools.

It comes at the expense of immersion in topics that capture a class's interest; literary, historical, geographical, or anything else. Creative teaching and ultimately the rights of children to access a full and rounded curriculum to develop them socially, spiritually and intellectually is eroded away as the move up the school in favour of maths, English and science.

Regular teacher assessment tests are a necessity to see where the child is at at that

• 1
• 2
• next page >>

Add your voice

Know something about Should schools require more rigorous testing of students to determine literacy levels??
We want to hear your view. Write now!