It does make me wonder why the results need publishing anyway? Leave it to schools to publish in their own websites if they want
But it’s okay because they’ll know how to present a verb in its progressive, perfect, passive and subjunctive form.
To set “standards”. Testing them isn’t going to make more children read sooner and learn their tables quicker.
It'd be interesting to know the percent of kids that retain the information post KS2 and into adulthood. Like phonics, the children actually learn bona fide linguistical terminology (phonemes, graphemes, split digraphs etc).
Secondary schools complain that when the children go to them, they don’t know half and a quarter of what they did (or apparently did) to pass the SATs. It’s blamed on some schools stopping traditional teaching of reading, writing and maths post-SATs. So if some children are forgetting things after one half term (plus the six weeks holidays), then they certainly won’t be retaining a whole lot into adulthood of the things not touched upon again in KS3 (like a lot of the grammar content).
My 6 year old comes home telling me things I might have known at one point but have no ****ing idea what she’s waffling on about.
Thank you. You've given me a better understanding. Misdirected use of resources. "Worth their salt" perhaps suggests there may be a degree of inadequacy in the teaching levels and/or too much pressure on the teachers themselves ?
No problem and thank you. To clarify, I meant that a good teacher will know these things through the work they do in the classroom, without needing the artificial extremity of high-stakes testing being the defining point.
