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One long Sats test

In this emotional indictment of our education system, the writer and teacher Francis Gilbert explain

The decision by the Children’s Secretary, Ed Balls, to kill off the Sats exams for 14-year-olds is arguably the most momentous decision taken by a politician since Gordon Brown became Prime Minister. Dramatic as it may sound, I believe the scrapping of these wretched exams will have far greater long-term repercussions than the bailing out of the banks.

As a middle-aged teacher who has taught for nearly two decades in state schools, I have had my life transformed. For 16 years, I have been penned up in sweaty classrooms drilling bored teenagers through the pointless complexities of the English Sats papers. I have watched some pupils bow their heads and scribble dutifully over them, while others turn them into paper aeroplanes. I have gone home every day worrying about how I might improve my results in this year's test. In my most depressed moments, my life itself has felt like one long, sad Sats test.

When the Education Act of 1988 introduced the concept of Standard Attainment Tests - Sats, also known as Key Stage tests - I, as a young teacher, cheered. In common with most of my colleagues, I support the notion of testing our children in a regular and organised way. In theory, Sats appeared eminently sensible: Key Stage 1 and 2 tests would assess seven- and 11-year-olds mainly in reading, writing and arithmetic, while Key Stage 3 tests would have equal components of testing in English, maths and science. Children would be assigned levels from 1-7, which were standardised across the whole age range, and therefore parents, pupils and teachers could see clearly whether students were progressing at the expected rate; if a pupil did not move up at least one or two levels between each stage then alarm bells would ring.

In practice, however, these tests have proved to be nightmarish failures. The Sats have not only led to a marked decline in standards, they have broken children's zeal for learning. They have alienated pupils, teachers and parents alike without making schools properly accountable. The root of the problem is this: the Sats have made children better at passing abstruse exams but in so doing have bludgeoned out all enthusiasm for learning, leaving them lacking in initiative, floundering when confronted with unexpected challenges, unable to construct sustained arguments and powerless to think imaginatively. At a stage in their education when pupils could be reading great literature in English, exploring the wonder of numbers in maths, understanding the forces of the universe in science, they have instead been plodding through tedious practice papers and learning the wording of the relevant mark schemes. They have not been educated; they have been trained simply to jump through the hoops of the exams.

How differently I felt in 1991. During that first dawn of Sats I was pleased, because previously there hadn't been any clear targets to work towards and no way of knowing what pupils had achieved before they came to you.

But as the Key Stage tests were phased in, it became increasingly obvious that they were failing to assess the essentials and, more disturbingly, were putting children off school. The KS1 and 2 tests were supposed to give accurate information about pupils' proficiency in the three Rs. However, as an English teacher who was expected to use the KS1 and 2 English scores to inform his teaching, I soon noticed that the levels the pupils were arriving with from their primary schools were inaccurate. More worryingly, the method of "teaching to the test" seemed to have sapped the confidence and passion of children as young as 11. I can vividly remember, five years ago, my new Year 7 pupils groaning when they saw that they would be reading a novel with me at the beginning of the year. "Do we have to read books?" a blond-haired boy named Liam asked me during the first week of term. I had never encountered such resistance to learning before. But then I reflected that he was one of the first pupils who had known nothing but Sats teaching since he was six years old. The effect was shocking: 11-year-old children, who had in previous years been full of eagerness, were now jaded and moaning about the work, fighting and giggling in class, writing only short answers and struggling to read anything that wasn't on a test paper. It was only when I set them a mock test that they shut up and got on with some work: it was the only form of education they understood.

Having been drilled to answer questions on little bites of text, too many children were unable to read longer books independently. Moreover, they seemed utterly disillusioned by the prospect of studying English. Liam sneered at everything put before him until he brought in his own crime novel from home. In desperation, I allowed him to read it even though it wasn’t on the syllabus. Although he was articulate, he was not cut out for taking these exams and achieved a shockingly low level in his KS3 test; in fact, he had regressed academically since primary school. The effect of the tests on him had been hugely damaging, demoralising him to such an extent that he felt there was no point ever trying at school. If they had been better structured, the story would have been very different; he could have written reviews of his beloved crime novels.

I felt I had failed: I had managed to foster a love of reading but this had been at the cost of his failing exams. Ultimately, Liam perceived that his new-found love of reading was disconnected from everything he did in school. Maths teachers report more or less the same problem: overtested and demotivated children are not ready for secondary maths in the way they were before the tests were introduced.

The Key Stage 1 and 2 tests are to be retained. Yet most teachers know that this is where the rot starts: primary schools are obliged to brainwash their charges with test papers in order to keep their school's position high on the league tables.

This is not to say that schoolteachers have an easy life, handing out test papers and asking the pupils to get on with the work in silence. Teaching to the Sats can be extremely difficult. Recently, the tests at all levels have become even more fiddly - and boring.

Overtested and demotivated children are not ready for secondary maths in the way they were before Sats were introduced

The English Key Stage 3 test, for which I have prepared pupils, follows a very set format: a reading paper, a writing paper and a Shakespeare paper. In maths and science, there is a similarly rigid rubric. At a glance, the English Key Stage 3 test looks quite easy to teach. With Shakespeare, for instance, it benefits the teacher not to read the whole play, because only two scenes are tested; it is far more effective to show pupils the film and then drill them into understanding the two scenes set for the exam.

“I’ve spent years copying this off the board and it makes me feel like a robot. Copy this, copy that. Do this, do that”

But the truth is that, while the examined texts are facile and unrewarding, the actual teaching is a complicated affair. This is because guidelines require that teachers teach every lesson to "learning objectives". At the beginning of each lesson the teacher writes at least one learning objective on the board, requiring pupils to copy it down in their books and focus on that particular concept throughout the lesson. The response of one of my recent pupils, Leroy, sums up the attitude of many children. "I've spent years copying this off the board and it makes me feel like a robot," he told me. "Copy this, copy that. Do this, do that. When are we ever going to do something we want to do?"

Leroy was a clever boy, but he messed around a lot during my Year 9 classes. In consequence, he achieved only an average Level 5 Sat, setting him up to achieve similarly undistinguished GCSEs. He should have gone on to do A-levels but didn't because he disliked school so much. The exam system was entirely to blame for his dropping out.

Another pupil, Nicole, who was aged 13, once looked up at me at the end of the lesson and said that her hand was hurting from so much writing. "This is all I do in every lesson, just fill in worksheets, but I never quite know what's important about any of this. Will I need any of this when I go to work?" she asked with sad resignation.

Nicole was a dutiful student and attained top marks in her Sats, but told me that she forgot everything she had learned a few weeks after the tests. It was an exaggeration, but it illustrated another problem with the tests: pupils didn't see that any of the skills they learned could be transferred to any other sphere. The Sats foster the belief among our students that school is abstracted from the world beyond the classroom, existing in its own tortuous bubble.

Why then, if I hate them so much, do I feel apprehensive about the demise of the Key Stage 3 tests? In truth, these tests are all I’ve known since I started teaching in the 1990s; they have provided a structure, a crutch, an easy if very mundane regime to impose on my pupils. Like many teachers, I perceive that we need a way of assessing schools’ performances so that failing institutions are identified. But this should be done separately from assessing pupils’ individual performances.

Needless to say, the scrapping of the Sats for 14-year-olds does not mean the scrapping of league tables or the measures that make teachers accountable for their pupils' results. While much is uncertain, it may be that teachers are scrutinised even more closely. The Department for Children, Schools and Families is piloting "stage not age" tests, which are rather like music exams - tests that are taken when the pupil is ready to take them. It seems certain that these exams will assess pupils' knowledge and understanding of the new National Curriculum, which, worryingly, looks even worse than its predecessor in its use of ambiguous jargon. Will the government never learn? What pupils and teachers need are clear, concise guidelines that give them freedom to teach as well as definite goals to work towards.

The government's refusal to countenance chang ing the format of the remaining Sats suggests that the system will continue to fail our children. All the Sats should be abolished now and replaced with simple, sensible tests. If something isn't done, and soon, we will produce another generation of dispirited and ill-educated children.

Francis Gilbert's "Parent Power: the Complete Guide to Getting the Best Education for Your Child" is published by Piatkus (£9.99)

A short history of British examinations

The Higher School Certificate was introduced in 1918 for school leavers, and was usually taken at the age of 18.

The eleven-plus was created as part of the Butler Education Act 1944; it tests verbal and non-verbal reasoning, mathematics and writing in order to see which 11-year-olds should go to grammar school.

O-levels (Ordinary levels) were introduced in the 1950s as subject-based qualifications under a General Certificate of Education, testing 16-year-olds on academic knowledge. The Certificate of Secondary Education (CSE) was the school-leaving qualification awarded between 1965 and 1987 in England, Wales and Northern Ireland to the majority of pupils who did not take GCE O-levels. O-levels and CSEs were replaced in 1986 by GCSEs (the General Certificate of Secondary Education).

A-levels were introduced in 1951, replacing the Higher School Certificate, testing students in academic subjects at the end of the sixth form. In 2000, A-levels were reformed and AS-levels were created, testing students at the end of their first year in the sixth form. A2-levels tested pupils at the end of the sixth form. All A-levels became "modular": each A-level consisted of six modules, tested either by coursework or by examination, enabling pupils to retake modules if necessary. A-levels were reformed again this year, the number of modules being cut from six to four.

Key Stage tests and school league tables based on their results were introduced in the 1990s. KS1 tests for seven-year-olds are in reading, writing and maths, and also offer teacher assessments in science. KS2 tests (11-year-olds) cover English, maths and science, as did the old tests for 14-year-olds. In October, the government announced the end of testing for 14-year-olds, to be replaced by teacher assessments.

This article first appeared in the 24 November 2008 issue of the New Statesman, How to get us out of this mess

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Inside the minds of the Isis murderers

As pressure on the terror group who claimed responsiblity for the Manchester attack intensifies, the threat to Britain will only become more acute.

The police and security services had consistently warned that a significant terrorist attack in Britain was inevitable. Yet no warning could have prepared us for the horror of the suicide attack on the Manchester Arena on Monday night. Twenty-two people were killed and at least 60 were wounded as they were leaving a concert by Ariana Grande in what was the most deadly attack in Britain since the London bombings of 7 July 2005, in which 56 people died.

Like the London bombers, the Manchester suicide attacker, Salman Ramadan Abedi, was British. He was 22, lived in Manchester and studied business management at Salford University before dropping out. He worshipped at Didsbury Mosque. The son of Libyans, Abedi is said to have returned recently from a visit to the North African country, where Islamic State has a foothold.

Ariana Grande is a former children’s TV star who made her name on channels such as Nickelodeon. Her fan base is overwhelmingly young and female, and many of those killed or wounded were children, including Saffie Rose Roussos, an eight-year-old girl from Leyland, Lancashire.

Islamic State inevitably claimed responsibility for the massacre, dismissing the victims as “crusaders”, “polytheists” and “worshippers of the cross”. This is not the first time Islamist terrorists have targeted children.

A Chechen jihadist group calling itself ­Riyad-us Saliheen (meaning “Gardens of the Righteous”) took more than 1,100 hostages, including 777 children, in a school siege in Beslan, Russia, in September 2004. In the event, more than 330 were massacred, including 186 children. Gunmen from the Pakistani Taliban also stormed a school in 2014, killing 148.

For terrorist actors, these are neither whimsical nor irrational acts. Contemporary jihadist movements have curated a broad and expansive intellectual ecosystem that rationalises and directs their actions. What they want is to create an asymmetry of fear by employing indiscriminate barbarism to intimidate and subdue their opponents into submission.

We have grown accustomed to a wave of terrorist attacks being carried out in the name of the self-styled Islamic State ever since the group’s official spokesman Abu Muhammad al-Adnani began prioritising them in 2014. (He was killed in an American air strike on Aleppo province in Syria in August last year.)

The US-led coalition against Islamic State has weakened the terror group in its former strongholds of Mosul in Iraq and Raqqa in Syria. In response, IS has been forced to concentrate more on what it calls “external operations” – by which it means inspiring its sympathisers and operatives to carry out attacks on Western countries. Indeed, al-Adnani encouraged the group’s supporters not to migrate towards IS-held territory but rather to focus their efforts on attacks in their home countries.

“The tiniest action you do in the heart of their [Western] land is dearer to us than the biggest action by us,” he said in an audio statement released last year. “There are no innocents in the heart of the lands of the crusaders.”

Islamic State refers to its strategy as “just terror”. Its framing places culpability for attacks on Western states on these nations themselves by claiming that IS actions are a response to aggression or assault. That much has been outlined in the group’s literature. “When will the crusaders end their hostilities towards Islam and the Muslims? . . . When will they recognise that the solution to their pathetic turmoil is right before their blinded eyes?” the militants ask in the IS magazine Dabiq. “Until then, the just terror will continue to strike them to the core of their deadened hearts.”

IS offered a rationale of this sort as justification for its bombing of a Russian commercial aircraft – Metrojet Flight 9268, travelling from Sharm el-Sheikh in Egypt to St Petersburg. That attack in October 2015 killed 224. Similar reasoning was offered for the attacks in Paris the following month in which 137 people were killed, in a series of co-ordinated, commando-style gun and bomb outrages across the city.

“Revenge was exacted upon those who felt safe,” IS declared in Dabiq. “Let the world know that we are living today in a new era. Whoever was heedless must now be alert. Whoever was sleeping must now awaken . . . The [caliphate] will take revenge for any aggression against its religion and people, sooner rather than later. Let the ­arrogant know that the skies and the lands are Allah’s.”

***

Through my academic research at King’s College London, I have ­interviewed scores of Westerners who became foreign fighters in Syria and Iraq to quiz them about their motives. Last year, one man from High Wycombe who had joined IS told me that it wanted to attack British targets in response to the vote in the House of Commons to extend British air strikes against IS targets to include sites in Syria (the British had only been targeting the group in Iraq until that point). “Do they [the British government] expect us to sit back and do nothing? ­Idiots,” he said.

In this respect, IS frames its attacks as acts of “revenge” and predicates its response on the Islamic principle of qisas, which is comparable to lex talionis or the doctrine of “an eye for an eye”. Qisas was always intended to be a tool of private redress for an individual or his/her family to seek justice in matters relating to bodily harm. Typically, it relates to cases of murder and manslaughter, or acts involving physical mutilation (say, leading to loss of limbs). The principle creates a framework for retributive justice.

The contemporary Salafi-jihadi movement has adopted a particularly innovative approach to the concept of qisas in two ways. First, groups such as IS have taken the idea and construed it in a way that justifies indiscriminate terrorism, such as the attack in Manchester. They argue that qisas has a political dimension and that it can be applied to international affairs in a way that holds civilians responsible for the perceived crimes of their governments.

Second, qisas is normally applied only in cases where the aggressor is known. IS, by contrast, holds every citizen-stranger of an enemy state responsible for the actions of his or her government. Thus, when it released its statement claiming responsibility for the Manchester attack, it said that it had struck against a “gathering of the crusaders . . . in response to their transgressions against the lands of the Muslims”.

It is this militaristic construction of qisas that allows IS to rationalise the bombing of a venue where large numbers of young girls had gathered to watch a pop concert, dismissing them as “crusaders”.

This is not new. In 1997, Osama Bin Laden told CBS News that “all Americans are our enemies, not just the ones who fight us directly, but also the ones who pay their ­taxes”. His rationale was that all Americans, by virtue of citizenship alone, are vicariously liable for the actions of their government.

Just a few years later, Bin Laden used the same idea to justify the 11 September 2001 attacks and also invoked it in reference to the Israeli-Palestinian conflict. “The blood pouring out of Palestine must be equally revenged,” he wrote. “You must know that the Palestinians do not cry alone; their women are not widowed alone; their sons are not orphaned alone.”

IS used the concept most dramatically in January 2015, when it burned alive a Royal Jordanian Air Force pilot, Muath al-Kasasbeh, whose plane had crashed in its territory. A video of the killing was circulated on the internet and social media. The group claimed his bombing raids had killed civilians and that it wanted to punish him with “equal retaliation”, in keeping with qisas.

What is well known about al-Kasasbeh’s murder is that he was burned alive inside a cage – but that is not the whole story. To understand how IS tethered this to the principle of qisas, it is the end of the gruesome video that is invested with most significance. After al-Kasasbeh has died, a truck emerges and dumps rubble over the cage. It was claimed this was debris from a site he had bombed, thus completing the “equal retaliation” of returning like for like. The idea was that IS had retaliated using the two principal forms in which a missile attack kills – by fire or debris.

***

The Manchester attack came on the fourth anniversary of the brutal murder of Fusilier Lee Rigby in Woolwich, south London. Rigby was killed by Michael Adebolajo and Michael Adebowale in the middle of the afternoon on a street outside a military barracks. That attack was in keeping with a pattern we have become increasingly accustomed to in Europe: an unsophisticated plot that employs ordinary, everyday items – a car, say, or a knife.

The consequences of such attacks have been seen across Europe, most notably in Nice on 14 July 2016, when 86 people were killed during Bastille Day celebrations after a jihadist drove a truck into crowds on the promenade. Similar attacks followed in Berlin, Westminster and Stockholm.

The security services find that these murderous attacks are extremely hard to disrupt because they typically involve lone actors who can mobilise quickly and with discretion. The Manchester attack was different. Explosives were used, which means the plot was inherently more sophisticated, requiring careful planning and preparation.

We know that two of the 7/7 bombers had previously trained in Pakistan’s lawless tribal regions, where they honed their skills. In other plots, such as the connected attacks in London and Glasgow Airport of 2007, the explosive devices failed mainly because the bomb-makers had found it difficult to travel abroad and develop their skills in safe environments. Whatever Abedi’s connections, the long war in Syria and Iraq has once again created a permissive environment for terrorist training and attack planning.

The devastating impact of this has already been felt across Europe. Since the Syrian uprising began in 2011, more than 800 Britons are believed to have travelled there to fight. From Europe as a whole, the figure is over 5,000, of which a significant number are believed to have joined IS. Of the British contingent, the security services estimate that about half have returned or become disengaged from the conflict. Of those who remained, a hundred are believed to be active, the rest having been killed.

It is improbable that Abedi acted alone in Manchester or that this plot had no international component. Indeed, he was already known to the authorities (and had returned recently from Libya). As pressure on IS intensifies across Syria and Iraq, the threat to Britain will only become more acute as the group’s sympathisers prepare for what they consider to be a fightback.

This speaks to the scale of the threat facing Britain, and Europe more generally. Our police and security services have been stretched and continuously tested in recent years. Just recently, in March, the Metropolitan Police assistant commissioner Mark Rowley told Radio 4’s Today programme that 13 plots had been thwarted since Lee Rigby’s murder in 2013. Put another way, the police have disrupted terrorist plots every four months for the past four years.

Naturally, Islamic State is not the only threat. On 13 May, one of Osama Bin Laden’s sons, Hamza, released a video, titled “Advice for martyrdom-seekers in the West”, on behalf of al-Qaeda. Hamza, 27, who was his father’s favoured successor to lead the group, called on its supporters to concentrate on attacks in the West rather than migrating to conflict zones in the Middle East and beyond. Scenes of previous ­terrorist attacks in Britain played throughout the video.

The central leadership of al-Qaeda is increasingly looking for opportunities to reassert itself after being eclipsed by Islamic State and losing control of its affiliates in Syria. It needs attacks and a cause in the West with which to revive itself. Hamza therefore cited the January 2015 Charlie Hebdo attack in Paris as a critical example, calling for the assassination of anyone deemed to have “insulted” Islam.

The Charlie Hebdo attack was especially important for al-Qaeda because it enabled the group to transcend the fratricidal conflicts that frequently define relations between the various jihadist groups. In Syria, for instance, al-Qaeda’s affiliates (when it had better control over them) and Islamic State have been in open war with each other.

Yet, the Charlie Hebdo attack brought warm praise from the group’s Islamist rivals because none of them wanted to appear ­unsupportive of an atrocity that had, as the terrorists proclaimed, “avenged” the Prophet Muhammad’s honour.

The British man from High Wycombe who joined IS told me the group had welcomed the attack for precisely those reasons. It was something that, in his view, had confirmed the “nobility” of the attackers, even if they had not been members of IS.

Is it too late for the West to save itself, I asked him. What if the West simply accepted all of Islamic State’s demands: would that provide respite?

The answer was as emphatic as it was stark: “We primarily fight wars due to ppl [sic] being disbelievers. Their drones against us are a secondary issue.”

He went on: “Their kufr [disbelief] against Allah is sufficient of a reason for us to invade and kill them. Only if they stop their kufr will they no longer be a target.”

In other words, we are all guilty, and we are all legitimate targets.

Shiraz Maher is a contributing writer for the New Statesman and a senior research fellow at King’s College London’s International Centre for the Study of Radicalisation.

This article first appeared in the 25 May 2017 issue of the New Statesman, Why Islamic State targets Britain

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