The BBC’s Victoria Derbyshire programme has been looking at pupils stuck in the cycle of multiple resits as the government tries to ensure everyone, or as many young people as possible, reach the established milestone of Grades C in English and mathematics.
Now, I can see both sides of the debate on this issue after a lifetime in education and also from personal experience. The three years of my sixth form career was punctuated by the regular visit to the examination hall to try and pass English Language ‘O’ level. While my ‘A’ level studies were progressing well, and much better than my progress during the previous five years at secondary school, I carried the millstone around my neck of not having passed English Language ‘O’ level. In passing, regular readers of this blog will have noticed the longer-term effects of a poor start in our native tongue on my writing style.
Anyway, in the third year of the sixth form, I eventually passed, but only after nine months without any additional teaching. As a result, I was able to go to university, but my UCCA application, as it was in those ways, was heavily dependent upon universities and courses that didn’t require either Latin or English at ‘O’ level, since at that point I had neither. I would probably have ended up at LSE anyway – required neither – as I did, but the choice might have been wider.
I do understand the motivation of governments to ensure higher attainment in literacy and numeracy skills for our population as a whole, but I sat on a panel discussion in Abingdon on Friday night last week and listened to a FE lecturer calling for greater understanding of the range of examinations and functional skills we could accept from those for whom the traditional examination isn’t a good test. I have a lot of sympathy for that view. One size probably doesn’t fit all in this case. A range of skills test linked to the new investment in technical qualifications might be a helpful way forward.
So, my message to these young people forced to re-sit is, don’t give up and don’t regard it as an imposition. But, my message to government is, do consider the appropriate nature of the examination and one size and shape probably doesn’t fit all.
What we must never do is deter either young people or indeed learners of any age by making them think learning is just a chore to be endured. In later life, I have written many thousands of words and I am grateful that the school made me continue to re-take English language. Now, English literature was a different matter: that subject I passed first time.