What's Wrong With Education?

What's Wrong With Education?



hello and welcome to my second video requested by my subscribers so thank you for requesting this what's it all about those of you want to know what do you think about the state of education mr. salaries give us a rant so this is a kind of a rant but I want it to be reasoned there are eight problems with the education system and that's quite a lot to take in so I'm going to timestamp everything underneath so you can just go to the bits that you want and at the end I'm going to have a message for you which will encourage you not to despair and see that actually you can make education fun and worthwhile and work for you so to stick around or jump away in the time stamp right what I'm going to tell you is not a criticism of your teachers teachers worked amazingly hard amazingly it's not really going to criticize the government even though the government's are getting loads of things wrong they're getting these things wrong by putting in solutions for the right problems and the right reasons their hearts are in the right place amazingly the exam boards are also making loads of mistakes ba accidents they still want to help the students but the big question is how is it then that the government the teachers the exam boards all want the best for you and but they're still delivering a nightmare and this is what I mean by the nightmare you're probably in a school where year 11 has been utterly obsessed with GCSE exams you've probably had revision sessions offer that February half-term Easter and May half-term many of you will no longer get study leave loads of schools have got rid of that and just brought you into school many of you will have lost cuter time because that's been given over to extra exam sessions you will have felt enormous pressure a few years ago it was common just to do one set of mock exams in probably November or December now it's very likely you have two sets of mock exams did her same ox exams you get what I mean the pressure in school is enormous and how has that happened and does it help well I don't think it does help I think it puts students under enormous amount of pressure and you can go to you know loads of research on the rising anxiety in teenagers the increase in depression and self-harm obviously that doesn't affect everybody but it's like a canary in the coal mine it tells us that the education system in terms of students mental health is not working and I'm also going to suggest that in terms of Education it's not really working as well as something else could let me tell you a story about how we know it's not your teachers who are really at fault here but the whole system let me introduce you to my props and Bill and Melinda Gates so as you know bill was the richest man in the world and he sat back with his billions and he said how can I make the world a better place I know I'm gonna do these three things I set up a charity to get rid of childhood poverty I'm going to set up a charity to stop children dying and I'm going to set up a charity to improve the education of all children brilliant so what does he find well he finds this our first number is 150,000 children a day every day are lifted out of childhood poverty across the world that's what initiatives like his charity others can do 150,000 children lifted out of poverty every single day that is unbelievable then he looks at child mortality what he finds is that 500,000 children every year survive as a result of what he's doing with malaria and what have you that's an enormous number of people who would have died but now live great so what does my nought represent it represents the amount of difference he thinks he's had on educational progress he's invested billions but it's not making a difference why why is it so tough to change the way schools work so in this video I'm going to give you those reasons don't despair there's a solution at the end let's start with problem number one problem number one is the exam system what are the problems with the exams well once upon a time there was an education secretary called Michael Gove who teachers loved to hate but he had one genius idea and it was this he said for the exam system to work we need to be able to trust what the exams are telling us in order to trust what the exams are telling us it would make sense if one exam board did all the english-language papers and then another exam board did all the English literature papers and another exam board did all the physics papers etc now what would happen then is that one exam board could make sure that the difficulty of their questions was the same year on yeah that would mean we'd have total trust in what the exam results were telling us well the exam boards hated this because they'd lose loads of business especially the big ones AQA in Edexcel who like dominate a market and it didn't come to fruition so what happens well instead you might have five different examples or competing to get schools business well how do they compete well by making their exams more attractive how do they do that well they make it easier to pass or they introduce rules to the exam questions which teachers we have to understand so they then offer courses to help the teachers you know they want to be helpful and teachers go along and they find out how to fit the particular rules of each question so what you get is a dumbing down of the exam system where the exams tend to get easier and you also get this self interest where the examples introduce bizarre rules into the questions which aren't really about your subject knowledge at all to make the questions a bit more difficult well what that means is that students improve by getting better at the exam but not better at the subject which is the opposite of what an exam system should do so the government cottoned on to that and said well we don't have to make the exams much harder so we'll just make the curriculum bigger you know you'll have to study more and so you won't know which bits are going to come up in the exam you'll just have to know more but what happens if the school doesn't have any extra time to teach your subject and what do they do well they say English and maths and science they're much more important than other stuff so we'll make sure we increase the number of science maths and English lessons you get and want to take away the other stuff that doesn't make sense as an educational system so what you're now experiencing is more exam papers than any generation before we've more content you go through an exam period it's really a test of your stamina and resilience your ability to keep going when papers go bad because with that many papers you know if you're sitting thirty exam papers the chances of 20 of those not being perfect the way you want inevitable you know you're going to come across loads of questions what you think I can't do this I've done really badly everyone will experience that and consequently you're in a constant state of anxiety and you probably don't try best in all the exam papers because it's some of them you just you're not feeling it you just think you're rubbish and the exam system is there for not testing what you actually know about the subject and how good you are at it it's testing your ability to get through so many exams it's also testing your ability to cope with these bizarre exam rules so I'll give you some evidence to prove this in the 2017 exams the first time the new GCSEs came out for English language obviously we had great boundary set but students who did not get at least a grade four had to retake and most people retook in November now bear in mind that those were in the bottom third in June of the population and they were retaking in November you wouldn't expect them are grade boundaries to go up because these aren't better students than the ones who took it in June they're the worst third but what happened the great boundaries went up well there's only one way that can happen it means those students got higher marks because they got better at the rules of the exam what does that tell us it tells us that the exam wasn't really a proper test of English language at all it was probably as much as 50% a test of knowing the rules of the exam now that's bonkers that's not a proper exam system but that will be replicated in every single subject that you do problem number two 50% of students in our country go to university so this tells us two things one that's too many fifty percent of students don't need to go to university I'm not saying that they're not able enough I'm just saying it's actually not necessary but what it means is the whole of the education system is now there to get students to University so they're taught they've got to get amazing GCSE grades and then amazing a-level grades and then go to uni but the other way of looking at that is to say well if fifty percent are going to go to university anyway our GCSE grades are important well they're not really because seventy percent of you are going to get great for and above which means anyone who wants to go on to do a levels is probably going to get the grades that they want virtually and then anyone who wants to go to university will probably get the a-level grades that they want to go to university you don't need this massive stress on results so if it's schools we taught students that they should get amazing grades in the subjects that they're passionate about that would completely change their relationships to exams and after all it's the subjects that you're passionate about that you're going to take for a level and then one of those you've go on into a degree course in you know that's an education system that would make sense some subjects you'd advise but not that much and others you just plow hours and hours into every teacher loved students who are passionate in their subject and would respond to that so like why don't score do that why didn't they build your passion in a subject and make that the main reason that they're teaching well that brings us to problem number three which is league tables and progress eight league tables are a genius idea because they allow parents and students to see if one school performs better with pupils as another school now originally they didn't do that they just said this is how many students in the school got these grades compared to that school where they got those grades well that wasn't really a very fair comparison because the more educated your parents the more educated you're going to be at home the wider vocabulary you're going to have and therefore the higher grades you're going to get so schools which just attract students who are already better educated at home are just going to do better well that's not then a fair comparison so the government very sensibly said well we've got to make these fairer so we'll make it based on progress but the way that we've got of measuring progress now progress eight doesn't do it was supposed to do in fact it does the opposite a schools progress in theory matches how well students do so this is how they were when they came in in year six and they go through the years of school and this is how they end up in year 11 they've made that much progress well done but remember we don't have one exam board and therefore we can't be confident in what the exams are telling us for about 15 years exam results were doing that they were going up all the time students were getting better and better and much cleverer but then suddenly we have the Pisa tests these are international tests on reading on science and on maths and you're ranked in your country compared to how all the other countries in the world do in the same test and what did we find well the United Kingdom wasn't getting any better compared to other countries there was no improvement at all in what our students could do in reading maths and science compared to people internationally well told the government it told everybody there are improvements in exam results weren't improvements in what students could do there were just changes in how the exams worked they were giving us false information the government solution to that was to say well we know what all these students who've just taken the exams in year 11 got when they were in year 6 you know let's say 70 percent of them were meeting expected standards well that means that any year 11 whatever the exam results are in the actual questions we're just going to say to the exam boards you've got to make sure that 70% of them meet the expected standard and that means 30% don't so 30% they're going to get me lower grade 4 and 70% will get above whatever marks are getting exams we don't care how good they are on the paper that's irrelevant we're just gonna say 70% get 4 and above and like say 18% get 7 and above and that's just gonna be a rule no matter how the students do in the exam so the exams don't actually measure what you can do now let me just show you why that is so done imagine going for a driving test getting like one minor you know you passionately everything and you're feeling great and the examiner says hey you got what minor will you do do I get my driving license no unfortunately 70% of people who took the test today have already passed and therefore I can't pass you you've got to take it again you go what and then the next day somebody else takes the exam three miners from 4-6 miners Wow god I've failed and the the driving instructor says no only 69 percent of people have passed today you get to be a driver now that's not how it works is it you can either do it or you can't and that's what the exam system should be like but instead you're tied to how well you all your group did when they were in year six now I won't go into all the reasons why that's wrong but I'll tell you what it means for progress eight the government takes 100 percent of schools represented by my ten fingers and they say write the school in the middle so there they're going to be ranked as a zero they haven't got money plus and they haven't got value – they are neutral zero if your school did better than the students in that one then you're going to be progress eight plus you're going to have value plus and if you did worse you're going to be value – it means you've set up a system where 50% of schools are going to be above average 50% of schools are gonna be below regardless of how well the students do in any of those schools you're just gonna 10 or 50 percent of schools you're not good enough worse than that and this shim in the top 20 percent of schools you panicking about being in the bottom 50% so those in the next 30% the 50 percent to the 80 percent a panicking they're thinking my results could go down next year and my school will really suffer so what's the problem with creating this system where 50% of schools are told they're failing problem number 4 Ofsted if the schools results go down you're much more likely to get a poor Ofsted inspection why does schools care about the Ofsted inspection every single student who comes to the school brings the school some money on average let's call it 5,000 pounds each so each student who doesn't come to the school costs the school 5,000 pounds so you only need to lose 20 students to lose a hundred thousand pounds which is three teachers so you can see that head teachers absolutely panic about an off state grading because they'll lose those and money and they'll end up having to sex staff make them redundant so head teachers are panicking about Ofsted no that's not Ofsted's fault Ofsted trying to be really fair in the way that they inspect schools but what happens is head teachers try to guess what Ofsted want and so they introduce lots of stuff that's not necessarily beneficial to the students or definitely not beneficial to the teachers but they do it because they think that's what Ofsted will like it's why teachers won't have time to plan awesome lessons for you all the time because they're in meetings nearly every day because head teachers want to do everything possible to move up the lead table and to satisfy Ofsted and they take their eye off what really matters which is delivering you a brilliant education I'm exaggerating slightly for effect there because her teachers want to do both obviously but they are under pressure most to satisfy Ofsted problem number five multi Academy trusts and governors in one of goads very bad ideas he wanted to get rid of the influence of local authorities and he wanted to give head teachers control now that sounds like a really wonderful to do but I've already explained to you why head teachers do not feel in control they've got the pressures of league tables and Ofsted and the kinds of students who who come to their school so teachers are not really very much in control at all yes they make lots and lots of decisions but they're not necessarily decisions they want to make they're dealing with a system which makes their life very tough indeed so the head isn't necessarily their own boss they don't have this independence to do what they want worse than that every single school in this country has got a governing body now governors are made up of really good people who want to help the school but they're just joke they're just people off the street they didn't necessarily know about running a school in fact it's almost inevitable that they won't well the problem there is that they are actually the head teachers employer so the head teacher has to deal with governor's probably on average about three hours a week no that's nearly a working day where they could be making a difference to education lost this doesn't happen in any other country you know if you go to France or Australia or Germany and explain that the head teachers boss is a bunch of unpaid amateurs who don't really know the ins and outs of running a school and they're the head teachers boss they'd like say why would you invent that system then we have the curriculum imagine that you and I are going to set up a school together a cool idea that would be well we'd start with what are we going to teach the students that has real value so if I'm teaching my students physics I'm thinking what's going to make my student a brilliant physicist if I'm teaching them DT I'm going to think what's going to make my kids brilliant chefs and I'll just make them brilliant at cooking or I'll make them absolutely brilliant at carpentry and I'll give them a curriculum that makes them as awesome in that as I can if I'm teaching them a language I'll say well how fluent can I get them and how quickly can that happen well your school curriculum is not organized that way it's organized like this I am judged by my exam results so I will make sure my curriculum delivers me the exam results that I want my students take those exams in year 11 so I'll make sure my curriculum gets them there in year 11 and I'll hope that makes them good at the subject well I've already explained why the exam system doesn't necessarily make you good at the subject but let me go into a little bit more depth so let's imagine you're learning English in a European country and you take the equivalent of GCSEs you will need an average vocabulary of 3,000 English words to pass that exam in our country you will need an average vocabulary of 850 words in other words you will be four times worse than a student abroad so it's no surprise that you get 0 11 and you don't feel confident in the language ability that you've got now it's not because our teachers of rubbish is because the GCSE is rubbish and it's because schools don't say well we'll set up a curriculum to make you fluent in French or Spanish or German as fluent as we can and then by the way in year 11 you will also do an exam there is no by the way we just think about the exam you'll see the same thing in schools which look at the English literature curriculum and instead of making their students really well read understanding a real breadth of literature what you'll find is that they take loads of the GCSE poetry and your study in year 9 or 8 or you might have Macbeth that you're going to study in your 11 will suddenly appear in year 7 or your eight or nine well that's the opposite of what a curriculum should do it makes a lot of sense if you're just pairing student Swimming's I don't know doesn't like why would you study anything else and that's the position that head teachers are under they sacrifice a valuable curriculum just to get you through the exam so what we've got here is that the curriculum itself is not always valuable so if you think about my channel and my obsession with teaching students how to get a grade 9 well yeah obviously partly that's about the exam but also I hope you get a sense from my videos but I just want to make you brilliant at the subject you know so fight moment Beth videos are probably some of the most popular I'm not really teaching you how to write about Macbeth in the exam I'm teaching you how to be absolutely awesome in your thinking about different interpretations about Macbeth I'm teaching you how to think like a student of English and along the way you will take the exam but because you've thought deeply about everything that I taught you you're gonna get really high grade so the exam happens but it's not the reason for the video I do accept that for many of you it's the reason for watching the video so much is why I put the great nine in it and but if you think about it if I was just aiming at exam results I'd make loads of videos on how to get grade 5 6 to 7 because that's what most people in the country you're going to get and therefore that's where my viewers were going to be but I don't do that because that would put me in the same position as these poor head teachers I'm telling you about and I don't have to do that because there's no Ofsted for my channel so and I don't need to make a massive living from it don't you see I'd like to let the adverts run I get money that way thank you very much right problem number 7 cognitive science is ignored well what is cognitive science this is the study of how the brain learns not the brain in England not the brain in Ghana the brain universally human beings learn this way there is an enormous amount about how the brain learns and guess what schools by and large ignore it so if we go back to the curriculum the brain learns most through retrieval practice what that means is you learn something you come back to it after maybe three weeks look at it again your brain thinks hard about it it learns it a bit more you leave another gap of let's say a couple of months and then you test it again and the brain goes all this might be important and it learns it a bit more how does the school curriculum ignore this well every school curriculum in the country virtually no might be exaggerating here is organized basically around a six-week model so because each half term is around the six weeks what happens is they teach you six weeks worth of content and then in the final week they test you on what they've taught you in those six weeks well actually that's not the way the brain learns the brain needs to constantly review things at gap so probably no more than three weeks at the end of six weeks you've already lost a lot of learning loads of stuff has been forgotten worse than that you're teaching students that the best way to be a student is to revise in that final week well that's better than not revising but it's not the best way to revise the best way to revise is to do 20 minutes a day and in those 20 minutes you'll go back over stuff that you've done a week ago three weeks ago four weeks ago a month ago a year ago now it's not too bad at the end of the first six weeks because you've only lost a little bit of learning yet because you're still testing recent stuff but in the next six weeks the unit tests at the end of those six weeks will test on those six weeks and completely ignore the six weeks that went before so what happens is you forget that and then six weeks later you forget this and why do you forget it it's not because you're done it's because the curriculum is dumb the way it's organized is dumb so I'll get into a bit more about how the curriculum should be organized using cognitive science but first we need to consider why the teachers ignore all the cognitive science when we've known about it for at least a hundred years like this isn't new knowledge it's not the Internet this is the reason teacher training and research so teacher training institutions ignore educational research by and large so they don't train new teachers on cognitive science at all the science of learning instead they teach mainly through discussion now I know this because my daughter's just trained as a teacher and she's gone to the top provider in the country according to Ofsted Bristol University number one ranked teacher training course in the country I warned her when she went I said Jess the teacher training you're going to get is going to be useless to you it'll all be theoretical there will be loads and loads of discussion before you actually know anything and they won't teach you the valuable stuff which is how to build relationships with your class how to make sure they don't misbehave how to make sure that kids remember what you teach them how to make sure they understand what you're teaching at the time how to find out if they don't you know will the practical stuff universities don't teach they just Chuck you in with loads of discussion in your head now imagine as a student teacher having to discuss whether it's better to do group work or not do group work like what do you bring to that you just bring your opinions but there's evidence the evidence says don't do group work like it's a hundred percent don't teach the group work unless the students know everything and you're just trying to get them to find a better way to apply it then it works brilliantly because you chance what ideas and people challenge each other and you get some great ideas but to actually learn something in a group that's impossible like why on earth would you do that that makes no sense at all and just be distracted by other people in the group and even if you're all on task with your discussions that's actually taking you away from what it is you actually have to learn so you know my rule of thumb is if you're in a lesson how this yourself how much of that subject content could you learn in 20 minutes reading a textbook now my prediction is you would learn everything that you could learn in a whole lesson in school probably in 20 minutes reading from a textbook you'd have time in those 20 minutes to read everything to make a few notes turn the nose over test yourself see if you knew them find that you didn't quite know it turn them over again test yourself again boom got it done 20 minutes now I know that for a fact that's not your teachers fault it's the way that schools are organized with 28 30 people in a classroom but in teacher training teachers are taught that the best way to teach students is to engage them do something really interesting in the first 10 minutes of the lesson make your lessons memorable and do lots of discussion and group work make it interactive you have yada-yada-yada lovely but it does the opposite of helping students learn let me show you why this is what the cognitive science says works spaced learning interleaving retrieval practice and dual coding I will explain these to you to show you how you can learn because this introduces you to the solutions to the mad world that you live in called schools because if you know about this stuff you can suddenly make your lessons much more memorable and you have to revise less with less anxiety less stress but you will know more so here we go spaced learning this was discovered by a man called Eddie House and what he discovered was the brain needs to forget in fact the brain is a forgetting machine it would cease to function if you could remember everything you saw and heard every day you'd just be completely overwhelmed it would crash so the brain is designed to forget stuff it's not because you're stupid it's because that's how brains work however if you have to think of something again your brain goes oops I shouldn't have forgotten that bit I will make you stronger neural pathway and I'll make sure I remember that a bit better now if you get tested on that again in a couple of days time the memory cell there the neural pathway does not have to get any bigger so what you want to do is increase the gap to start the forgetting to happen so the brain starts to forget it again boom they get tested again and the brain goes well blimey this must be important I'll build a bigger neural pathway I'll make sure I remember this so the key to memory is spaced learning and retrieval practice now the tree will practice just means I have to think hard about that bit of information again and you can do that in lessons all the time the first 10 minutes of your lesson could be many little quizzes about things that you learnt last week three weeks ago last month six months ago easy at the end of school what should you do well you should go home get out your books turn them over test yourself to see if you can remember stuff look at your books oh I didn't remember that test yourself again do a few subjects ten minutes each at most and suddenly you will start remembering all the stuff that you've been taught at the weekend you'll go back over stuff that you did a few weeks ago just for a few minutes and what will happen is you will just remember more now when you get to the exam period and everyone starts revising sort of the end of April and sort of May you'll be much more chilled because you'll just know loads of stuff because you spent so many years just dipping back in practicing retrieval practice now obviously most students don't want to do that especially when they're younger so schools could easily get around that with their homework schedule so let's imagine I'm a head of department I'm gonna be the head of thang and I could decide I want you to remember the stuff that I taught you you know that would be cool so I could just set you a couple of quizzes to do every week where you went over the vocabulary and the sentences and the verbs that I taught not just that week but a week before and three weeks before that and a few months before that and I man all 39 weeks from the beginning of September and I could make sure that in those 39 weeks I got 39 fingers but you know you did these tests in that week and then these tests in this week and in this week you repeated some from earlier and so on and I could work out when you repeated the earlier ones so that you would always be thinking hard at exactly the right time when you were starting to forget which would be in these bigger gaps schools don't do that instead they say to every teacher go away and plan the homework for your class because you know your class don't you and that's the wrong way to think about how learning because the brain is a saying whatever the class is doesn't matter if it's top set off its bottom set memory works in exactly the same way so in terms of remembering stuff they should have the same homework they should have the same quizzes probably if your school did that every student would just know more now the other thing that cognitive science tells us is that knowledge makes you cleverer it's not just about the intelligence you're born with in fact you can make yourself more clever just by knowing more but the easiest way to demonstrate that to you is with an example of a novel so let's say you're about to read a novel called The Lincoln Lawyer you might know that that's alliteration a raft suddenly you're a bit more intelligent you might know that Abraham Lincoln was a lawyer and therefore the title might actually refer to the ideas that Abraham Lincoln had but if you don't know what those alligators are you're not intelligent enough yet but if you know that Abraham Lincoln was responsible for the emancipation of slaves the freeing of slaves in America in 1865 and that he led the north against the south in the American Civil War partly in order to free those slaves then suddenly you're more intelligent if you also know that Lincoln was assassinated in the theater while watching a play that might influence your prediction about what might happen to the lawyer in the novel and you suddenly more intelligence but of course you're not more intelligent you just know more so actually knowing more does make you more intelligent you haven't got any higher IQ that you know than you were born with you just no more and that makes you better everything there is a massive value in a curriculum in school that helps you know loads of stuff because then all the other stuff you learn has got something to join on to and you get cleverer and cleverer and cleverer and doesn't matter how dumb you were when you were born that's how the brain works so what cognitive science says right next on the list is interleaving so this is what science says if you study one thing for an hour you will learn it pretty well however if in that hour you study two different things and then in the next hour you go back and study those two different things in a different way you will learn much more than if you studied one thing for an hour and then the second thing for an hour it's what's called a desirable difficulty the brain starts to struggle and it says all I should know this I don't fully know it so it thinks harder stronger neural pathways what does that make better memories better memories make more intelligence so interleaving subjects would be really cool so let's imagine you've got double science it would be crazy to have double physics if you want is bit of physics and a bit of chemistry where your brain is suddenly having to switch or you might have half the lesson on physics half the lesson on chemistry and the next half a lesson on the next lesson is physics and the other half is chemistry now that would feel really horrible to do as a teacher which is why teachers don't do it you know and also you wouldn't enjoy it as a student because it's a desirable difficulty well it's a desirable difficulty in terms of the learning but it's not desirable for the student receiving that learning it makes you think of it makes you uncomfortable learning is when you think hard you learned here's another way that science lessons will completely mess with cognitive science you've probably done a science experiment every week since you've been in secondary school definitely once every two weeks now science teachers do that because proper scientists to experiments and so they assume that this will engage you and you will suddenly learn those of science well why doesn't it work well it doesn't work because you're not thinking hard about the science first you've got a method which has probably got about eight steps in which you can't remember so the teachers probably given you a sheet to follow and so you're not having to think hard about the method you've probably got a partner or two partners and you have to worry about what they are doing are they at the right stage as you are who's recording the results what are the timings like you're not thinking about the science so yeah you would have thought hard even if you work hard the chances are you around a bit of a chitchat about love Island and you would have had a knows about what other people were doing in their experiments you would've had a bit of a laugh with somebody else not learning and it's because your teachers have given you too many practicals and those practicals haven't been set up in a way to make you learn instead if the teacher just had all the equipment in front of them on their science you desk gathered you all around and said right I'm going to do a science test to find out blardy blar talk to a partner 30 seconds what equipment will I need to use and tell me why 30 seconds later they come to people at random and you've had to think hard about well how would I design this experiment what equipment will I need and what variables will I need to consider how will I make it the true test all that stuff that's thinking like a scientist will only happen if the teacher doesn't send you off to do the flippin practical it will only happen if the teacher does the practical constantly questioning you to make you think hard about what's next more scientists science teachers are not trained to do that they are trained to do lots of wizzy practicals to engage you and make you love science which of course doesn't work so the tree we'll practice is just that example of having to remember the answers it's very simple process dual coding everybody regardless of what they like everybody learns better with a picture that's just a fact so every school should teach mind mapping and there remind map should have pictures on it now obviously you don't want to draw a picture for everything that you need to learn that would take forever so what happens is when you do your testing and you find that you don't know something that's when you draw a picture picture should take you between 10 and 30 seconds and it would just be there as a way for you to remember that bit of information that picture will help you remember it better whether you like art whether you're rubbish internal needle stickmen is utterly and totally irrelevant just having the dual code where you remember the information in one way and the second way the second way is a picture will help you remember it more every brain in the world works that way right so you have seen the solutions no matter how mad the curriculum is in your school no matter the pressure that the head and the teachers and the parents and the exam boards are squashing on top of you you know you can do these things pay attention in class revise at the end of the day get somebody to quiz you on what you've learnt yesterday and the week before and a few weeks before that and so on do it religiously 20 minutes a day even just 10 minutes a day a little bit longer at the weekend and you'll suddenly remember loads more welcome to YouTube on YouTube you can discover virtually anything you can research as much as you want about the subjects you are passionate you don't have to go at the same slow pedestrian pace of your class because on the Internet is just you you're not surrounded by 28 other people and the teacher just teaching towards the GCSE you can go far beyond that on your own you could even was a bit sneaky this but you could even take your notes into class and when you think you're not learning something because there's some group work going or more I don't know but anyway some sort of activity there's not helping you spend five minutes testing yourself put them away teacher won't notice you'll know more tutor time exactly the same thing bit of a chat five minutes I'll just have a look at my notes if you don't mind well we know that oh no you'll just get cleverer and cleverer and cleverer so don't let the organisation of your school get you down and also the cleverer you get because you know more but less pressure you'll feel under when exam season comes along because hey you'll say I know this stuff I'm looking forward to the exam as usual don't forget to subscribe see you soon

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25 thoughts on “What's Wrong With Education?

  1. Genuinely worried for you Salles. The Government will not be happy. Big brother requests your presence.

    love your videos man xx

  2. what I dislike is that if someone is an absolute genius in science and maths but isn't really good at other subjects so they won't really go to the degree they want it limits them even though they would be really good or if their good at English and history but other grades push them down

  3. In Geography and History for Edezcel, I observed that is not so much emphasis on the knowledge one individual has about the course, but rather how they express this knowledge in arguments. These exams are basically the proper way of assessing one's ability to speak English…However, not so much for Geography or History. For instance, one person who has a decent-good grasp on English could very easily create amazing argument that impress any examiner, therefore have higher chances of getting high grade than persons who might know more about the two subjects, but are not as developed in vocabulary. Now, I know that being good at persuasion and arguing is an important skill that is quite essential in life, but I am just attempting to highlight how this is quite a big disadvantage for people who are passionate about these subjects but are unable to draft such good essays as people who might hate the subject, but are able to produce nicely structured answers.

  4. Getting good grades in the subjects that I was passionate about was a complete game changer for me in year 11. I was passionate about English and Maths so I aimed for 7/8 in those subjects and just tried to get 5’s in the rest. It really kept me motivated!

  5. Is it unrealistic if I get a grade 3 in English language but however can I get a 6 or is it to unrealistic because I really want to get a grade 6 so much but I keep getting 3 and 4

  6. Sir have you heard about the examiners being horrified by the marking guidance given this year for English Language

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