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 leads on political research at ComRes. He tweets @DanSHolden.

Photo: Getty
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The promises of Brexit can't be kept. You can only decide which bits to betray

Vote Leave's great success was in presenting a menu of contradictory options as if they could all be secured. 

If Britain leaves the European Union but retains its membership of the single market and the customs union, has it really left? Barry Gardiner doesn’t think so. Labour’s shadow trade secretary, writing for the Guardian, argues that to satisfy those who voted Leave, Britain must regain control of its own borders – forcing it out of the single market in order to lose free movement rights – and its own laws, forcing it out of both the customs union and single market to avoid regulatory harmonisation.

Jeremy Corbyn has argued that single market membership and EU membership are one and the same, as has Caroline Flint. They have kept the options open on the customs union. Are they right?

As I wrote yesterday, it’s hard to explain what drove Britain’s Brexit vote without conceding that objections to the rules of the single market played a significant role. Gardiner is undoubtedly right to say that two of the biggest drivers of the vote were control over borders and laws, both of which cannot be achieved while remaining within the single market. Neither can the third biggest driver, which was more money for public services in general and the NHS in particular – that £350m a week. Because if the United Kingdom retains its single market membership, it will continue to “send money to Brussels”.

There’s a “but” coming, though, and it’s a big one. The first problem is that while the majority of people who voted to leave did so for reasons that cannot be fulfilled if we remain in the single market, those votes weren’t enough to take Britain out of the European Union. Leave only triumphed because it also secured the votes of people who thought it would take the country out of the political project but would retain a Norway-style arrangement.

The second is that those three big mandates cannot be reconciled with each other. If the United Kingdom leaves the single market and the customs union, then the promise of more money for the NHS will be difficult, perhaps impossible, to deliver, at least not in the way that people envisaged. (When people said they wanted £350m extra in the NHS, they didn’t mean “in order to pay for drugs that are more expensive, to recoup the cost of our new regulatory regime and to plug the recruitment gap left by EU citizens with high-priced locums”. They meant that the NHS would do everything it does now and more, not run to stand still.)

The great success of Vote Leave was in presenting a whole menu of contradictory options as if they could be served on one dish. But you cannot have the Extra Hot and the Lemon & Herb on the same piece of chicken. You have to choose. The big failure of the political class has been not to advocate for one of those options over the other. (Theresa May has effectively been running on a ticket of “Extra Hot, Lemon & Herb, and the French will pay for it”.)

You cannot have a Brexit that unlocks trade deals with India and the rest of the BRICS (five major emerging national economies) and reduce the uncontrolled flow of people from elsewhere around the world to the UK. You can’t have a more generously-funded public realm and pursue a Brexit that makes everyone poorer. You have to choose. 

Stephen Bush is special correspondent at the New Statesman. His daily briefing, Morning Call, provides a quick and essential guide to domestic and global politics.