Gove's plan to scrap GCSEs will put a cap on ambition

The Education Secretary's "rigorous" approach could undermine a wider drive to raise standards for all.

Today's Daily Mail splash on the future of GCSEs, the national curriculum, league tables and exam boards has the air of a brainstorm session at Sanctuary Buildings that has been released before being fully thought through. Nothing wrong with that, if Michael Gove spends some time thinking through all the implications of what he is proposing. But he needs to be careful that his proposals don't end up undermining a wider drive to raise standards for all.

There are some perfectly good ideas in what appears to be being considered. It makes perfect sense to have a single exam board for each exam. At present, we have several competing boards, and this can see competition that has the effect of lowering standards. The effect of a single board, of course, will be to have a single syllabus in these subjects. Which makes the supposed removal of the national curriculum from secondary schools rather less radical than is being suggested: indeed it would ensure that academies and free schools work to a single syllabus. Lord Baker, the former Conservative education secretary, is right to argue as he did on Today this morning, that it is as important that technical subjects are examined at a high standard as well as Gove's favoured subjects like history and geography. Already they have been relegated as a result of Gove's focus on academic subjects in his English Baccalaureate measure in the league tables.

The second question concerns the proposal of splitting the GCSE into a CSE and O-level-style exam. There is a seductive sense to this idea if you believe that the only impact of GCSEs has been to "dumb down" education. But this is a tabloid caricature. It is perfectly fair to feel that there needs to be more rigour involved in getting an A-grade, but that doesn't mean writing off thousands of youngsters who could today strive for a C. There is a terrible canard in the notion that the use of the 5 A*-C benchmark itself denies ambition: in fact, a C is worth far more to a child than a D when talking to employers, and the existence of the benchmark has led many schools to push such pupils towards a grade they can achieve in a way that the average point score would not necessarily do.

But there is a good argument for saying that achieving an A-grade should be really demanding. With a single syllabus there is no reason why this cannot be achieved in a single exam, particularly since Gove wants to move back to linear testing at the end of two years (instead of gaining many of the marks through modules). That is not to say there is no place for more practical exams in English, Maths and Science. Such tests should be available, however, at the GCSE standard of level 2 as well as the less demanding level 1, and less "academically-minded" students should not merely be expected to achieve level 1. It would be a serious and terribly retrograde step to move in this direction, and Gove will find that it could have as serious an impact as Labour's scrapping of an expectation that all schools study languages through to 16 did on the numbers doing the subject.

This raises the issue of league tables and floor targets. And it is here that Gove could be making his biggest mistake. The big improvements in London and by academies over the last decade have been spurred in part by ever-more ambitious floor targets based on the five GCSE standard - five grade Cs or above, including English and Maths. It is a realistic but relatively demanding ambition for schools to expect a majority of their pupils to reach this level - after all, half failed to do so in 1997 for more than 30% of their pupils - and Gove has sharply increased the demand of the floor targets. Of course, one could set a target based on the average point score - giving different points for an A, B, C, D and E and adding up the best eight subjects - but this could have the perverse effect of lowering expectations in terms of breadth. And since there is no longer a strong incentive to use high GCSE vocational alternatives (in future these qualifications will be worth one rather than two or four GCSEs regardless of the learning hours involved), the main concern here has been addressed. By all means publish a five-A target alongside this, though in truth the EBacc is becoming the more rigorous target here.

Gove has time to get this right. More rigorous GCSEs, particularly for top achievers, do not have to place a cap on ambition for many other students. More practical business-focused English and Maths tests should not themselves be set unambitiously. And Gove should not throw away one of the most effective drivers of higher standards for schools in the process.

Education Secretary Michael Gove is set to replace GCSEs with O-level style exams. Photograph: Getty Images.

Conor Ryan was senior adviser on education to Tony Blair from 2005 to 2007.

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Tetris and sleep deprivation: how we can help emergency workers cope with trauma

First responders are at serious risk of developing PTSD during events like the Paris attacks. 

Some people seem able to deal with anything. They save a stranger from bleeding out in a bombed restaurant, protect passers-by from heavily armed gunmen, pull dead and dying people out of collapsed buildings, and they keep going because it is their job. These people are first responders.

When trauma goes on for days, as it has recently in Paris, however, the odds of them bouncing back from the violence, death and injury they are witnessing rapidly diminishes. They are at greater risk of developing a severe stress reaction known as post-traumatic stress disorder (PTSD). One study found that the worldwide rate of PTSD among first responders is 10 per cent, much higher than the 3.5 per cent rate among those not involved in rescue work.

Tetris to the rescue

So how best to address the problem? Research is in its infancy, but there are some promising studies. Emily Holmes’ group at the University of Cambridge has been looking at the benefits of playing Tetris, a video game, after a traumatic experience. The idea is that this could block the consolidation of traumatic memories so they don’t “flash back” later on.

For the study, her team first traumatised people by showing them distressing footage from public safety videos. The next day they invited them back into the lab to reactivate the memories with still images taken from the videos. One group then played Tetris for 12 minutes while the other sat quietly. Over the following week, the group who played Tetris had about 50 per cent fewer unwanted memories from the films compared to the group who didn’t.

The team concluded that playing Tetris helped individuals because it soaks up their visual processing capacity, making it harder for the brain to consolidate the visual parts of a traumatic memory.

Since it takes about six hours for the brain to cement a memory, the key is to play the game soon after trauma or within six hours of re-activating the traumatic memory. How long the helpful effects of playing Tetris will last and whether it will translate into helping people after real-life trauma is still unknown.

Talking it through

Other techniques, such as “updating”, taken from a highly-effective talking treatment for PTSD, may be more practical and easier to implement.

Like a detective, updating is a technique that focuses on finding new information and linking it to the case, the past memory. This is necessary because when the brain and body are in survival mode during trauma, the mind finds it difficult to encode all the relevant facts. Often key pieces of information that could make the memory less traumatic are lost. Updating links new information to someone’s memory of their trauma to make it less upsetting.

But can updating help to reduce unwanted memories after trauma?

We carried out a study, published in PLOS ONE, in which we traumatised people by showing them terrifying films of humans and animals in distress. We then divided our participants into three groups. One group watched the films again but were given new information about how long people suffered and whether or not they lived or died – essentially, they were updated. The second group watched the same films again but without the new information. And the third group watched films of humans and animals who were not in distress. The updated group had fewer traumatic memories and PTSD symptoms than the other two groups.

Updating is now being used by some UK emergency services. First responders will gather after critical incidents and update their memories of what happened before they go home.

Sleep deprivation

There are other techniques that may be helpful. One study found that depriving people of sleep may be useful in the aftermath of trauma.

But the same study found that a week after the trauma, people who had been deprived of sleep had the same number of unwanted memories as people who had slept well afterwards. Consequently, it remains unclear whether there would be any long-lasting benefits using this method. There are, however, certainly health risks linked to lack of sleep.

Still looking for a solution

To develop preventative interventions, we need to study newly-recruited emergency workers who haven’t yet suffered on-the-job trauma and follow them over time, spotting which “coping styles”, present before trauma, may predict their reactions afterwards.

For example, some people naturally react to stressful life events by dwelling on them, thinking about why they happened for hours on end. This strategy, called rumination, has been linked to PTSD in people who survived car crashes.

If rumination predicts PTSD in first responders, then preventative interventions could train people to spot when they are dwelling on an event and refocus their attention to the task at hand.

When we have identified which factors heighten emergency workers’ risk of developing PTSD, programmes can be developed to target those vulnerabilities. Only then can an intervention, directed at first responders most at risk of developing PTSD, properly protect them in their line of work.

The Conversation

Jennifer Wild is a Senior Research Fellow in Clinical Psychology at the University of Oxford

This article was originally published on The Conversation. Read the original article.