The next challenge for Tristram Hunt: what kind of curriculum does Labour want?

The shadow education secretary must learn from Gove's mistakes and outline a curriculum that goes beyond memorisation and teaching to exams.

Since becoming shadow education secretary, Tristam Hunt has spent a lot of energy cleaning up after the ineffectual tenure of Stephen Twigg. Clearly stating Labour’s position on free schools and attacking their evident shortcomings, he's made an effective start (despite a furore over performance-related pay). Now, with his initial work done, Hunt has the task of coordinating Labour’s own education policy, for which he will need to ask the question, what kind of education do we want? What do we want our children to learn? What do we need them to learn?

Michael Gove has been effusive in his defence of a very traditional model of education; he recently designed a new curriculum with more focus on memorising mathematical equations. Representing the formal model of education promoted by Gove, the new curriculum (due to take effect from September 2015) also includes similar memorisation with regards to spelling and punctuation. Those who criticise these measures are accused of neglecting rigour and standards in schools. What is obvious from these plans though, is the short-sighted and narrow conception of education that Gove holds.

Setting high standards in the hope of generating high attainment is all well and good, but Labour’s education model must incorporate more than just memorisation and teaching to exams. Gove’s support for increasing basic literacy and numeracy is of course right, especially considering the UK’s recent ranking in the OECD education survey, but he remains blinded by dogma. Does memorising facts ever genuinely educate a child? They may be able to pass tests, but do they understand? Teaching to exams and force feeding pre-prepared information to children is a recipe for disaster, risking alienating them from exactly what you are trying to promote: education.

Exams and testing are  a necessity, but they have far too much influence over the reality of education. In his narrow vision of school education, Gove places an excessive amount of emphasis on examinations, and leaves out the other benefits and possibilities of schools. The informal education offered by schools is just as important as the formal; it offers vital experience of interaction and of opportunity that should not be ignored. The environment of a school is very important in the full education of children. In not looking at the atmosphere of schools, at the environment created by a school education limited by this form of learning, Gove is further demonstrating his blinkered idea of what education should be.

Among the many victims of such a narrow model for schooling is creativity, both for students and teachers. Sir Ken Robinson has written in the past about Gove’s stifling effect upon creativity in schools, and the knock-on effects on a vital part of the economy. Creativity is not just poetry or performance art; it is an integral part of businesses, charities, hospitals and other major bodies. Not allowing an avenue for creative expression, whatever form it may take, is illogical and damaging both to education as an institution and to children as individuals. The assumption made by Gove's curriculum is that with enough effort, all children will respond to one model of education; this is absurd. Not only does creativity have a role to play in wider society and the economy, it also is integral to teaching children. Teachers must be able to use their judgement when teaching as Children respond differently to different methods. For that we need a government that trusts teachers, and teachers that trust the government, precisely what we lack at the moment.

What else is left out of Gove’s curriculum? What do Labour need to change? For one thing, sex education. Sex education, and drink and drug awareness comprise part of what is a poor PSHE system. Sex education was only mentioned once in Labour’s conference speeches, by Yvette Cooper. A proper PSHE curriculum would improve self-esteem, bullying, gender relations, race relations and understanding of substance abuse, but it is being left behind in the rush to measure child attainment as statistics. Labour must give it the attention it deserves.

Gove would likely question the importance of curiosity, critical analysis and a healthy cynicism, but they too should be present in schools. What is wrong with teaching kids in maths how a bar chart can be used to manipulate perception of statistics? In the modern world of mass advertising, statistical mudslinging matches between papers, and more surveys than can be counted, it is vital that there is an understanding of this. We cannot force our children to learn everything, but we can certainly try to help them make more informed decisions, to understand that a lot of what they see is distorted.

Labour should adapt the 'whole person care' of its health policy into 'whole child education'; an education policy that aims to educate the whole child, and not just their examination capabilities. Labour has the capacity to push for long-term policies and for early intervention; a few days ago, Ofsted chief Sally Morgan suggested that children should be in schools from the age of two and three. Labour needs to be able to aim high with policies like these. Sooner rather than later, Hunt needs to be able to stand up and describe the kind of education system he wants.

Shadow education secretary Tristram Hunt in his seat of Stoke Central in 2010. Photograph: Getty Images.

Dan Holden is deputy editor of Shifting Grounds

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In defence of orientalism, the case against Twenty20, and why Ken should watch Son of Saul

My week, from Age Concern to anti-semitism.

Returning late from a party I never much wanted to go to, I leap up and down in the middle of the Harrow Road in the hope of flagging down a taxi, but the drivers don’t notice me. Either they’re haring down the fast lane or they’re too preoccupied cursing Uber to one another on their mobile phones. My father drove a black cab, so I have a deep loyalty to them. But there’s nothing like being left stranded in NW10 in the dead of night to make one reconsider one’s options. I just wish Uber wasn’t called Uber.

Just not cricket

Tired and irritable, I spend the next day watching sport on television – snooker, darts, cricket, anything I can find. But I won’t be following the Indian Premier League’s Twenty20 cricket again. It’s greedy, cynical, over-sponsored and naff. Whenever somebody hits a boundary, cheerleaders in cast-off gym kit previously worn by fourth-form Roedean girls wave tinsel mops.

Matches go to the final over where they’re decided in a thrashathon of sixes hit by mercenaries wielding bats as wide as shovels. Why, in that case, don’t both teams just play a final over each and dispense with the previous 19? I can’t wait for the elegant ennui of a five-day Test match.

Stop! Culture police!

I go to the Delacroix exhibition at the National Gallery to shake off the sensation of all-consuming kitsch. Immediately I realise I have always confused Delacroix with someone else but I can’t decide who. Maybe Jacques-Louis David. The show convincingly argues that Delacroix influenced every artist who came after him except Jeff Koons, who in that case must have been influenced by David. It’s turbulent, moody work, some of the best of it, again to my surprise, being religious painting with the religion taken out. Christ’s followers lamenting his death don’t appear to be expecting miracles. This is a man they loved, cruelly executed. The colours are the colours of insupportable grief.

I love the show but wish the curators hadn’t felt they must apologise for Delacroix finding the North Africans he painted “exotic”. Cultural studies jargon screams from the wall. You can hear the lecturer inveighing against the “appropriating colonial gaze” – John Berger and Edward Said taking all the fun out of marvelling at what’s foreign and desirable. I find myself wondering where they’d stand on the Roedean cheer-leaders of Mumbai.

Taking leave of the senses

My wife drags me to a play at Age Concern’s headquarters in Bloomsbury. When I see where she’s taking me I wonder if she plans to leave me there. The play is called Don’t Leave Me Now and is written by Brian Daniels. It is, to keep it simple, about the effects of dementia on the families and lovers of sufferers. I am not, in all honesty, expecting a good time. It is a reading only, the actors sitting in a long line like a board of examiners, and the audience hunched forward in the attitude of the professionally caring.  My wife is a therapist so this is her world.

Here, unlike in my study, an educated empathy prevails and no one is furious. I fear that art is going to get lost in good intention. But the play turns out to be subtly powerful, sympathetic and sharp, sad and funny; and hearing it read engages me as seeing it performed might not have done. Spared the spectacle of actors throwing their bodies around and singing about their dreams against a backdrop painted by a lesser, Les Mis version of Delacroix, you can concentrate on the words. And where dementia is the villain, words are priceless.

Mixing with the proles

In Bloomsbury again the next day for a bank holiday design and craft fair at Mary Ward House. I have a soft spot for craft fairs, having helped run a craft shop once, and I feel a kinship with the designers sitting bored behind their stalls, answering inane questions about kilns and receiving empty compliments. But it’s the venue that steals the show, a lovely Arts and Crafts house, founded in the 1890s by the novelist Mary Ward with the intention of enabling the wealthy and educated to live among the poor and introduce them to the consolations of beauty and knowledge. We’d call that patronising. We’re wrong. It’s a high ideal, to ease the burden of poverty and ignorance and, in Ward’s words, save us from “the darker, coarser temptations of our human road”.

An Oscar-winning argument for Zionism

Speaking of which, I am unable to empty my mind of Ken Livingstone and his apologists as I sit in the cinema and watch the just-released Academy Award-winning Son of Saul, a devastating film about one prisoner’s attempt to hold on to a vestige of humanity in a Nazi death camp. If you think you know of hell from Dante or Michelangelo, think again. The inferno bodied forth in Son of Saul is no theological apportioning of justice or deserts. It is the evisceration of meaning, the negation of every grand illusion about itself mankind has ever harboured. There has been a fashion, lately, to invoke Gaza as proof that the Holocaust is a lesson that Jews failed to learn – as though one cruelty drives out another, as though suffering is forfeit, and as though we, the observers, must choose between horrors.

I defy even Livingstone to watch this film, in which the Jews, once gassed, become “pieces” – Stücke – and not grasp the overwhelming case for a Jewish place of refuge. Zionism pre-dated the camps, and its fulfilment, if we can call it that, came too late for those millions reduced to the grey powder mountains the Sonderkommandos were tasked with sweeping away. It diminishes one’s sympathy for the Palestinian cause not a jot to recognise the arguments, in a world of dehumanising hate, for Zionism. Indeed, not to recognise those arguments is to embrace the moral insentience whose murderous consequence Son of Saul confronts with numbed horror. 

This article first appeared in the 05 May 2016 issue of the New Statesman, The longest hatred