Micheal Gove's Letter in response to the Drama Army Petition

Literature Review 2--The Drama Army's Petition..

Article Title

 Stop the marginalisation of the expressive arts in education policy 

Date

17/12/2013

Author

Michael Gove

Objective / Type

A Letter by Michael Gove, explaining his response to the online petition by Drama Army.

Source

Posted on Drama Army’s online Twitter Page

Key Points

1)    "Our creative industries define us as a nation"

2) Arts and creativity should be, "central to a child's life"

3) School performance will be judged by a range of Ebacc and non-Ebacc subjects, which will, "provide a strong incentive for schools to offer a broad and balanced curriculum"

4) "The government is not considering removing creative arts from GCSEs."

Summary of View

A positive review of the role Arts play within Education for now and the future. A demonstration and appreciation of the need for Arts within Education.

Relevance

There has been a number of Articles stating concern of the removal of Arts from the Ebacc system. This is a very positive aspect to Arts as it states this is not the case for the future as this had been a grey area up to this date. It is vital as explains Michael Gove’s support for the Arts within Education and its importance within the economic Industry. 

Literature Review

Article Title: Stop the Marginalization of the Expressive Arts in education policy

http://www.change.org/en-GB/petitions/michael-gove-stop-the-marginalisation-of-the-expressive-arts-in-education-policy

Date: Unknown

Author: Richard Wilson

Objective / Type: Online Petition to encourage members of the public to sign to prevent Michael Gove’s decision to not include Arts within the Ebacc system.

Key Points:  The Arts in relation to the league table and the focus of the Ebacc being solely on the academic subjects. Ofqual are considering banning up to 20 “soft subjects” who includes P.E and Media. 6.2% of the UK’s local income comes from creative industries.

Summary of View:  A very negative and byaist view of Michael Gove and the Government’s plans to the Removal of Arts from the Ebbac system.

Relevance: This article is a very useful as it breaks down the sections of the Ebbac system that are relevant to the Arts with additional links to each section. It is very powerful in its approach and talks very positively of the role which Arts play within Education.

SUMMARY FOR PAGE ONE

SUMMARY PAGE OF PART ONE

Title: What are the likely impacts on Dance teaching in the maintained sector driven by the introduction of the English Baccalaureate?

Questions: Feedback from Alan: My advice is to work now to craft better questions that lead to discussion and consideration of a range of perspectives. Therefore to not ask questions that require a yes or no answer as this has no place to gain an overall perspective on the question in hand. I am also targeting my questions now onto Dance teachers and head teachers within the public sector of primary and secondary level. As advised by my Advisor I have removed the involvement of student feedback as this would cause considerable ethical implications and would not provide the data that I would be able to adhere to.

Head Teachers:

1.       What aspects of the Ebacc system in relation to the Arts concern you?

2.       What is your view of how these changes may be implemented?

3.       What changes will you make to adapt to the Introduction of the Ebacc system?

4.       What do you think Arts in particular Dance brings to the Educational system?

5.       How do you think the Ebacc system will affect Arts within Education for the future?

Dance Teachers:

1.       What do you think Dance brings to Education?

2.       What aspects of the Ebacc system in relation to the Arts concern you?

3.       What affect do you think the Ebacc system will have on the students you teach?

4.       What affect do you think the Ebacc system will have on your teaching?

5.       What are your thoughts on the Ebacc system?

Ethical issues:

·         The participants I intend to focus my time with are teacher and head teachers within the public sector. I removed the involvement of student’s as you would need to gain permission from the school and parent and for data protection reasons I would be unable to gain their contact information.

·         On completing an Ethical form stating the issues I endeavor to consider I will need to implement this onto the parties I am gaining feedback from.

·         By doing this I will request that they sign a consent form understanding their position within the inquiry. I am lucky to have a number of people whom I know in the education system who work as teachers. I would call upon them as my initial network to gathering the data I require.

·         Within the consent form I will include:

1.       To not include the name or place of the location which the data came from unless they allowed me the permission to do so.

2.       When dealing with a number of staff within one premise, the consideration of the way I would secure the work so that other members of staff couldn't see what had been written.

3.       If you are using transcripts or recording of the interviews, check that the participant is in awareness that their information will be used word for word at a later date.

4.       Inform the participant of what you are doing from the start.

5.       Ensure they are within complete understanding of their involvement within the project from the start.

6.       State the purpose of your goal.

7.       Inform the parties of the objectives and what will be done with the information during and after you are carrying out the inquiry.

Points to be aware of:

1.       Try and keep to your word of the length the interview may take or else they may lose confidence in you.  

2.       Providing the participant with a thank you card for their time and showing your appreciation of this as you are aware of their busy time schedule.

3.       To commit to avoid the use of sexual, racist or offensive language and to those who are disabled to ensure you abide by the Middlesex Universities policies.

4.       Offer Feedback of the participants information provided, which can be particularly important for interviews where meanings may need to be addressed.

Literature:

1.       Linda Jasper, Director of Youth Dance England, “An Overview of the campaign to fight for the position of dance in schools and the curriculum in England.”

2.       AQA GCSE Dance Outline Syllabus booklet explaining the requirements of the subject.

3.       Department of Education Article of Michael Gove’s titled “Securing our children’s future”

4.       Article from the Guardian titled “What Michael Gove’s statement means for the Arts” written by Charlotte Higgins

5.       The Stage Magazine Article titled “ACE funds GCSE Arts review in drive to improve cultural education written by Nicola Merrifield.

As I began reviewing the Literature I discovered a need for Clarification. It was not clear as to if the Arts have been removed from the Ebacc system or not. Therefore I plan to contact the department of Education requesting for some documentation that clarifies the current status on this and then I can proceed with organizing my title and research.

Module 2 Feedback

I was pleased to receive good feedback received by Alan from Module 2. He was pleased with the structure and title of the piece. The areas that needed to be changed was the questioning focus. He felt I needed to ask questions that lead to a discussion and a range of perspectives as my questions were more yes and no answers as I was trying to get statistical responses that I could create a chart of the findings. Also I needed to remove gaining feedback from students due to the ethical implications and a head teacher and dance teacher within a school would provide a detailed in depth response than a student would provide. 

Critical Reflection on Professional Practice Inquiry

I have felt this module has been an interesting path within my practice. I felt more established in my theory of what was required within Module two than that of Module One. When choosing the Inquiry Questions for Reader 4, I needed to change them a number of times as feedback from my tutor was that they were too broad and not specific enough. I struggled to gain feedback from my peers and colleagues as they all stated they were either too busy or wasn't sure as to what to write. I tried to gain feedback initially via email of specifically my friends I know whom are dance teachers or working in the Arts. I then reverted to Facebook as it is more accessible to a larger group of people.

 From talking to Georgie Bird who’s currently doing Module 3 she suggested to work on a one on one basis with individuals as it would be more personal than writing the information so broadly for all to see as Facebook does. I also spoke with Lizzy Rowden who is currently doing Module Two and opened her questions to all her friends on Facebook, not necessarily within the Arts and gained a better response from. I then wrote to a number of schools whom currently offer Dance as a subject and they were happy to assist in my research process. The two schools I contacted were either teachers of students I used to teach or musical directors I had previously worked with. This made my procedure far easier rather than walking blindfolded into a school asking for help. I feel that the approach to gaining feedback will need to be a far more organised one through ensuring enough time is allowed for gathering and analyzing the data.

The view of Ethics I found to be that of a confusing one. On speaking to Adesola on a Skype session for a Campus session she advised that Ethics are about looking at a number of opinions as appose to my own judgmental view. It is not what is the right or wrong answer it is looking at different views and stating a non judgmental opinion of what’s written. The factors of ethical implications within this module related to the schools of which I was contacting. To gain permission I would need to approach this in the right way. By asking permission to arrange a meeting with a teacher and observing some classes. You would have to ask permission of the head teacher and the teacher in question, their parents and your employer. It is important you make clear of your purpose of gaining research and what you intend on doing with the research gained. I intend on giving them the opportunity of reading through your essay on completion.

Reader 6 I found to be far clearer to understand and read through. I found the Survey Monkey a far simpler way of gaining feedback data from. It was efficient and quicker way of gaining research than emailing individuals and they couldn't see what other people had written which may have been their hesitation previously. With the current changes being made to the educational system I need to gain further research on the issues being discussed by the political parties. It is not the best time to be coming into education as told by friends whom are teachers and it is important to have an alternative plan of how to carry my degree through to teach in schools.

PART 5B Codes of Practise/ Regulations in the place of work

From looking at the code of conducts required for a teacher I found it to over whelming of information that is needed. Therefore I needed to pin point specifics’ that I feel would be relevant to me in relation to my injury. There are some similarities of codes of practise which relate my teaching within the private sector and the public. I have listed these below and highlighted the ones which I feel are important to maintain.

 I found my information from the Department for Education website and found the “Teaching Standards” section: Teachers are responsible for:

·         Achieving the highest standards in work and conduct

·         To act with honesty and integrity

·         Forge positive professional relationships

·         Work with parents in the best interests of their pupils.

I am fully aware that the level of ability would vary somewhat from

complete beginner to an experienced dancer. However I have developed

the skill of differentiation within the class and would be interested to

observe how a teacher of GCSE level would handle this within the

curriculum.

 

·         PART ONE: TEACHING

 

1.      Set High expectations which inspire, motivate and challenge pupils. Establish a safe and stimulating environment, rooted in mutual respect. Set goals that challenge pupils of all backgrounds. Demonstrate the positive behaviour, values and attitude which are expected of the pupils.

 

From gathering research from those whom are currently teaching in state schools, they have stated the struggle to gain mutual respect from their pupils.

They say that “Pupils are untouchable and they know it” As a teacher you have to be very careful in your choice of vocabulary, approach to their

 

2.      To be accountable for pupils progress, attendance and learning outcome. Be aware of their capabilities, prior knowledge, and plan to teach on building on these. Guide pupils to be self reflective of the progress and future needs for improvement. Understand how pupils learn and the impact this has on teaching. Encourage pupils to be conscientious and responsible for their own learning.

From talking to students who have studied dance within the curriculum, they stated that their previous dance experience left them in a solid position through their examination process.

 

I am fully aware that the level of ability would vary somewhat from a complete beginner to an experienced dancer however I have developed the need for differentiation within the class and would be interested to observe how a teacher of GCSE level would handle this within the curriculum.

 

I am a strong believer in that pupils should be self reflective and this can be done the best through video recording, criticism from the teachers and peers. The age of pupils you are dealing with are going through puberty and as a teacher you need to be aware of peer pressure that can affect their level of self reflection

 

1.      Demonstrate good subject and curriculum knowledge. Have a secure basis of the relevant subject areas and address any misunderstandings.  Demonstrate a high standard of literacy, articulacy and the correct use of the English language.

 

 

2.      Plan and teach well structured lessons in a bid to establishing effective use of time. Promote a love of learning and children’s intellectual curiosity. Set homework and extra out of class activities to consolidate the knowledge that the pupils have acquired.

 

3.      Reflect systematically on the effectiveness of lessons and approaches to teaching. From having to do an Observational Module for my ISTD Qualification I feel I would be in a well established position for needing to plan and reflect on lessons effectively. It is important to ensure there are a variety of teaching methods, the correct level of pace and structure. In opposition the need of deviating away from the plan where necessary of what happens on the day within the lesson.

 

Adapt teaching to respond to the strengths and needs of the pupils. Know the need to differentiate appropriately and be aware of which factors may hinder their independent learning. Demonstrate an awareness of the physical, social and intellectual development of children at varying ages. Have a clear understanding of the needs of all pupils, special educational needs, high ability, English as an additional language and those with abilities.

 

1.      Make accurate and productive use of assessment. Know how to access the relevant subject areas, including statutory assessment requirements. Use relevant data to monitor pupil’s progress, set targets, plan subsequent lessons. Give pupil’s regular feedback both orally and through marking and encourage a response to feedback. From gaining research from teacher’s they have stated the pressures they are under in a bid to gain results from A* to C level. It is becoming increasingly to get the results that are expected as all pupils are academically different. It is important to strive to reach the best of your ability however the best of your own ability will depend on the pupil.

 

2.      Manage behaviour effectively. Have clear rules and routines for behaviour in classrooms and take responsibility for promoting courteous behaviour. Establish a framework for discipline using praise, sanctions and rewards continuously and fairly. Maintain good relationships with pupils, exercise appropriate authority.

 

3.      Fulfil wider professional responsibilities. Make a contribution to the wider life and ethos of the school. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support. Arrange support staff effectively. Take responsibility for improving teaching through professional development responding to the feedback from colleagues. Communicate effectively with parents in regards to pupils well being and achievement.

In my experience it is vital to have a secure team unit within a working environment and I am always willing and keen to learn from more experienced teachers that can inspire and advice me of the expected procedure.

It is important to have a clear understanding of the ethos of the school as each differs in their method of teaching. It is important to share ideas and relate to other members of staff about the ways of improving the standards of professional development.

I have always tried to maintain a good level of communication with parents however I envisage this to be a more difficult task within a school environment due to the aspect of time. 

 

PART 2-PERSONAL AND PROFESSIONAL CONDUCT

 

1.      Teachers uphold public trust in the professional and maintain high standards of ethics and behaviour within and outside school. By treating pupils with dignity, building relationships rooted with mutual respect and adhering to proper boundaries appropriate to teacher’s professional position. Having regard for the need to safeguarding pupils well-being.

 

2.      Not undermining fundamental British values including democracy, the rule of law and tolerance with those of different faiths and beliefs.

3.      Teachers must have a proper and professional regard to the ethos, policies and practises of the school in which they teach and maintain high standards of their own attendance and punctuality. Teachers must have an understanding of and always act within the statutory frameworks which set out their professional duties and responsibilities.

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