Other Subjects

Previously I have suggested big issues with Physical Education. But other subjects also have issues. In the UK (other countries have the same issue) few people can speak a second language and if they can it is due to outside official education, from their parents/culture is the usual route. Many immigrants will pass on their first language to their children for instance. So the big measure is the lack of ability and yet the vast majority of children receive time on foreign languages with little return. Most adults lack any real skill, knowledge or confidence in other languages. However effective saying the same thing in English progressively louder seams effective in the real world, it does not count as education.

So many hours are put into foreign languages and yet very little substance. The first problem is the idea of a GCSE (in any subject) what it is and what it is not. A GCSE in French with no direct contact with French speakers and further practice is nothing but ticking a box and something to forget. It is not connected to the real world, it's only relevant within the education industry. Now the teachers can speak the languages they teach (as long as they are not covering a language they are not 'qualified' in!) they have skills in the language, but the students rarely get them in any practical way. The common European framework has six levels (A1, A2, B1,B2, C1 and C2). A1 aims for 'develop ability and confidence in basic French (or other language) communication in familiar environments and interaction with native speakers in French speaking countries.' So do GCSE graduates have abilities or confidence in basic French. Well you can pass a GCSE without meeting a French speaking person so they do not even have to try, they may have a little practice with the teacher at best. Is that using the skill, A2 talks of simple conversations. The skill and knowledge of a language are only present if they are usable. GCSEs do not have much practical application. There is a lack of practice by doing in increasingly real environments. GCSEs are the currency or language for the education system. The rest of the world uses them as they are all they get.

This example is a general feature as GCSEs (taken at 16 years) cover theory and little application, but how do you learn a language. Practical skills are learned and developed by doing. Teachers of course can be a great help by correcting, encouraging, guiding and creating encouraging conditions. As well as a lack of application education has little immediate relevance (and definitely perceived) to children's lives. The successful student is one who does as they are told by teachers and parents (key factor), and accepts all they are told, but may not explore and question.

When I used books and mp3s etc. to learn Spanish. I found resources that explained things not covered in my education that helped connect Spanish to English (and other romance languages) these helped broaden my knowledge but also see patterns and connections that improved my ability to learn Spanish and other languages. Taking what I already knew and built from it not random topics and school child vocabulary.

Other subjects have the same lack of connection to the student or real world. Very few adults can cook, make anything (unless perhaps they failed their exams and do it for a living), look after their (and children's) health. These all take time and money and do not offer positive returns other than shared experience of time wasted, undermined authority, miss-understanding and low skills. But this is not team building! Uniting in shared experience.

IT education has only recently started looking beyond IT usage to elements like programming and hardware which are the professional element of IT and gives a deeper understanding beyond spell checking word processors, boring power point and cut and pasted assignments.

I have just mentioned PE, languages and a non school subject. They provide few real world skills and understanding. Even though they are of potential use. They also take time and money that could be used for something more productive. How can this waste be reduced? More practical skills and understanding and linked to the real world not just academic. Of course we may find that teachers do not all have the real world skills to pass on.

I will leave others to assess English skills as I was not taught grammar. But I speak proper like.