It is not unusual for immigrant children to perform better than a country’s majority population children in STEM subjects. Yet, the fact that they are able to perform so well in Scotland might offer some insights into why native Scottish children are not doing equally well. One of the reasons could be a lack of interest and motivation, indicating an important area for the policy development.
@MarkRPriestley , cutting through a pile of hype around Scotland’s PISA results. The success of immigrants ask a question, IMO, about the importance of extra-school influence on success in school.
The discussions around PISA, success of cfe and the like are well above my blogger brain grade but fascinating and important.
Another interesting thread from @mrmcenaney
the improvement in reading, it is FAR more likely a consequence of what was happening in primary school 10 years ago, when the current PISA cohort started school, than 3 years ago, when they went to secondary.
It is really hard for humans and especially politicians it seems to look to the long term. We worry about possible bear attacks as opposed to glacier melting.
“Wee piece by me. Make reducing teachers contact time the priority https://t.co/OaXqJ5RVKB”
‘Make reducing teachers’ contact time the top priority’ | Tes
‘Revisiting our educational history might encourage us to question some of the prevailing orthodoxies of our time…Perhaps we should ask why there are no comparable radical voices in Scottish education today.’
Hard hitting stuff. in reply @athole lists some possible radicals Sceptical Scot looks like a good addition to my rss reader.
These attempts to introduce IDL, and the national guidance that prompted them, have tended to be characterised by a lack of conceptual clarity about inter-disciplinary approaches, leading in many cases to activities that were not really inter-disciplinary, at best being cross-curricular. Public discourse around IDL uses many different terms interchangeably – for example, cross-curricular, integrated, thematic – which are conceptually distinctive but regularly conflated.
Looking forward to the next post:
which will follow in a few days, will explore what needs to be addressed if IDL is to become a practical reality in Scottish schools.