Written by Ellis Brown When I launched Project Positivity Education, I said our English education system can "limit creativity, be too test focused, cause avoidable mental health issues and kill the joy of learning", those claims were backed up by a year of independent research. The recently published House of Lords (HoL) report (December 2023) by the Education for 11–16 Year Olds Committee affirms such claims and highlights other concerns. The report states secondary education is "moving in the wrong direction" and that the Committee is “convinced that change must be undertaken without delay”. The Committee highlights several “priority areas for attention” to bring reform to our English education system in the short term and longer term. The recommendations include reducing the amount of content in the curriculum, reducing the volume and lowering the stakes of exams taken at age 16, increasing the use of non-exam assessment and abandoning EBacc school performance measures. The Committee heard repeatedly that the current English education system “fails to take account of wider societal and economic shifts”. Keep on reading to find out more about the Committee’s findings and recommendations. An “overburdened” curriculum The curriculum must include essential knowledge and skills to support human thriving; at the moment, that’s sadly not the reality. The recently published HoL report calls for a reduction in the "amount of content in the 11-16 curriculum” describing the current curriculum as “overburdened” necessitating “rote learning and ‘cramming’ subject knowledge” into lessons. “There is also little scope to… apply learning to real-world issues such as climate change, with pupil engagement suffering as a result”. It also states digital, creative and technical skills are likely to be in even greater demand in the future yet "opportunities to develop these skills have, however, been squeezed out of the 11-16 phase”. These skills can be incredibly enjoyable and rewarding to learn (and put into use), regardless of the fact our society relies on and thrives off these skills, not to mention the digital skills gap in the job market, creative industries playing a huge role in the success of our economy and the many valuable skills gained from technical subjects. To me, It just seems crazy to remove and not create the opportunities to develop these essential skills. Project Positivity fully supports a curriculum which contains less content, values all subjects equally, focuses on real life application and equips people with the essential skills and knowledge they need to thrive now and in the future. The report also calls for "additional pathways to support the development of pupils' digital skills”. Project Positivity fully supports better digital education as the risks and benefits of technology are becoming increasingly prevalent, so being informed is essential to safely harnessing the benefits of technology. In addition, the report also calls for an "adequate set of literacy and numeracy qualifications available to pupils age 14 to 16, focused on the application of these skills in real-world contexts”. Alternatives to a high volume, high stakes exam system Exams can be a way of measuring some understanding, knowledge and skills however the current exam system infects every part of our education system, killing the joy of learning and teaching for many. The Committee calls for a reduction in the "volume and lowering the stakes of exams taken at age 16” which would reduce stress, remove barriers for future aspirations and make it clear that you define you, never an exam. This would also allow teachers to focus on teaching students for life, not training them for tests. The Committee believes “the pressure created by the current assessment system has became unsustainable” and “those who do not excel in this type of assessment have few other opportunities to demonstrate their achievements”. It also suggests "increasing the use of coursework or other forms of non-exam assessment, including project-based qualifications” as “Pupils are now tested purely via exams in many GCSE subjects”. This would allow pupils who don’t excel in exams to show off their achievements, abilities and capabilities with different types of assessment. Project Positivity fully supports the outlined reforms to the assessment system as these would allow students to learn for life, not train for tests, making school so much more enjoyable and engaging for many. And when it comes to assessment, an exam wouldn’t be the only way to prove abilities and capabilities. Abandon EBacc school performance measures The report also calls for the abandonment of EBacc school performance measures as it “incentivise[s] a focus on a limited set of traditionally academic subjects” and states “Schools must be given greater flexibility to offer the subjects and qualifications that would best serve their pupils, based on a balanced curriculum”. It highlights “the impact [of EBacc] on creative subjects, including art and design, design and technology, drama and music” being responsible for the “dramatic decline in take-up” of these subjects (as well as vocational ones): a fall of 154,000 (57%) in entries to Design and Technology GCSEs and a reduction of 77,000 (20%) in entries into creative subjects according to the Joint Council for Qualifications.* The report also states “Opportunities to experience more practical, applied forms of learning have become increasingly limited, even though many pupils enjoy, and excel in, this way of acquiring knowledge and skills”. EBacc not only creates a narrow range of subjects, it can limit opportunities to enjoy and excel in subjects which aren’t part of the EBacc, such as the creative arts. The report also calls for a review into other school measures for secondary education. Project Positivity fully supports the abandonment of the EBacc school performance measure as this would help reduce pressure on schools, encourage students to take GCSE courses that they’re interested in, enjoy and excel in and support the creative, technical and vocational subjects which have suffered because of the EBacc. In addition, Project Positivity also fully supports a proper review of all other secondary school performance measures. *Data from the Joint Council for Qualifications (JCQ) highlighted by Edge Foundation in its ‘Skills shortages in the UK economy’ report (2022). Join the chorus for change This report contains many key recommendations to improve our English education system however the House of Lords does not have the power to put these recommendations into reality. The government does; they can either ignore these findings and recommendations or implement them. This report on its own isn’t enough to bring about reform though, we must all call for the change we need for a better now and future. Project Positivity Education gives you the opportunity to share your unique perspective on our English education system and to have it amplified across Project Positivity's platforms by contributing a personal opinion piece. Open to all, personal opinion pieces allow you to share your unique perspective on, or experience with, our English education system in 250 words or less. The House of Lords Committee is in “no doubt of the need for urgent action”. With Project Positivity on a mission to reform our education system, will you join the chorus for change? Find out more and contribute your personal opinion piece here The full House of Lords report is available to read here All HoL quotes above are from the Report’s summary page. Project Positivity shares information relating to Project Positivity's mission however Project Positivity may not fully endorse all the content of referenced reports. Article dictionary House of Lords - part of UK Parliament Curriculum - what is taught in a given course or subject General Certificate of Secondary Education (GCSE) - a type of secondary education qualification in England English Baccalaureate (EBacc) - a school performance measure in England linked to the GCSE results of a set group of subjects

Written by Ellis Brown There’s rarely an occasion when anyone’s happy to hear that they’ve just received homework; it’s quite the opposite to receiving £200 when you pass ‘Go’ in Monopoly. And why would you be happy about it when you have hobbies and passions to pursue, family and friends to see, responsibilities to fulfil and yourself to look after? I’m in year 10 now and when I ask my friends ‘What are you doing after school?’ I’ve been getting more answers like ‘Doing homework, I have so much to do, it’s so stressful’. They’re sadly not alone though, 66% of the 2,000 children surveyed by the Children’s Commissioner said homework (and / or exams) is the most stressful thing for them. Not only does homework take time, it can create barriers for disadvantaged pupils who cannot easily access support out of school. So is homework worth it? According to some, yes. Homework often includes finishing tasks from class, revision or practicing something. They say there’s just simply not enough time to cover everything at school and they’re not wrong. So homework seems like a reasonable solution to the bigger problem right? Well perhaps we don’t need to learn ‘everything’. Perhaps the current curriculum contains too much to learn. In fact, the recently published House of Lords report [3] described the current curriculum as “overburdened” necessitating “rote learning and ‘cramming’ subject knowledge” into lessons. As a result, teachers are often left with no option other then to issue homework. Only if the curriculum is reformed by reducing content down to a broad, balanced range of essential skills and knowledge, which values all subjects equally, then homework can be scrapped (or at least massively reduced). Wider reform to the English education system is also in order including reform to the assessment system. Reform would also allow young people to do more of what they’re interested in and passionate about, surely that’s more worthwhile than doing homework. So to sum up, is homework necessary? Yes, at the moment it probably is, but it shouldn’t be; homework can, and must, be scrapped or at least massively reduced for secondary education but only when there’s proper curriculum and wider education reform. Find out more about Project Positivity’s take on curriculum reform here Only the government can implement reform, so we must all call for the change we need for a better now and future. Project Positivity Education gives you the opportunity to share your unique perspective on our English education system and to have it amplified across Project Positivity's platforms by contributing a personal opinion piece. Open to all, personal opinion pieces allow you to share your unique perspective on, or experience with, our English education system in 250 words or less. Join the chorus for change here References (in order) House of Lords: The Committee described the current secondary school curriculum as “overburdened” in the recently published report (December 2023). Read it here. Children’s Commissioner: 66% of the 2,000 children they surveyed said homework (and / or exams) are the most stressful thing for them (May 2020). Find out more here. House of Lords: The Committee described the current secondary school curriculum as “overburdened” necessitating “rote learning and ‘cramming’ subject knowledge” into lessons in the recently published report (December 2023). Read it here. Project Positivity shares information relating to Project Positivity's mission however Project Positivity may not fully endorse all the content of referenced reports.

"At last a logical and sensible project by the most qualified person, a young person actually in the system who can see and feel that the present system isn’t working. Yes we need education, but the educator and educatees don’t need the pressure of unnecessary testing. Trust and allow the teachers to teach and pupil's to learn in a less stressful environment. Creativity and actual practical everyday life skills shouldn’t be feared. We should be preparing ALL young people for their future life not isolating or belittling and squashing them into an academic box only valued or judged by pressurised exams. And shaming by a brainwashed system of value is only achieved by a “high” mark. But who says what the “high” mark is and how is that viewed? I feel unfortunately by a system and society that is too judgmental as opposed to nurturing and one the fosters difference and change. Thank you Ellis Brown, for bringing some logic and sense to our awareness." Written by an interested individual Disclaimer: A 'Personal opinion piece' reflects the views / experiences of the individual writing the piece and may or may not be fully endorsed by Project Positivity. If you'd like to have your unique perspective on, or experience with, our English Education system anonymously amplified across Project Positivity's platforms, just like the person above, contribute a personal opinion piece. Find out more here.

Watch the Project Positivity Education launch video here or read the transcript below. Introduction I love learning but I don’t love schooling, yet I wish I could. I’m Ellis, I’m 14 and I’m going through the English education system. Ask pretty much anyone ‘what’s the purpose of school?’, and they’ll probably say something like ‘to prepare a student for life by equipping them with essential skills and knowledge’. In brief, that’s one of the fundamental purposes of school; of course it’s so much more than that. Yet, why does it feel like we’re often just in training for exams rather than learning for life? Its the way the system works. Why are certain subjects like the creative arts treated as if they’re not as important as other subjects? Its the way the system works. Why is getting a good GCSE so dependent on a final exam? Its the way the system works. Why is education so underfunded when its an investment in our future; humanity’s future? I could go on for a while but I better leave it there. Put simply, education is essential for any human being to thrive. But what creates a thriving human being? Lets make some pancakes. Pancakes 150g of plain flour. 1tsp of baking powder. 2 pinches of salt. 30g of caster sugar. 1 egg. 150ml of milk. Give it a good whisk to create the batter and then cook the pancakes in a pan. Delicious. Now imagine the 150g of plain flour represents having access to clean water, food, clothing, money, fulfilling work and a home. The 1 tsp of baking powder represents a loving family or carer. The 2 pinches of salt represents a positive social experience in person and online. The 30g of caster sugar represents a supportive and stimulating education system. The egg represents access to other essential services including healthcare, financial services, legal support and public transport. The 150ml of milk represents a peaceful, thriving, sustainable environment. There can be slight variation in the amount of each ingredient used to create a thriving human life, but if the required ingredients are lost or too little it becomes hard to thrive. For example, if I only put 25ml of milk into the batter instead of 150ml, the desired pancake will not be created. Launch I believe these ingredients are the fundamental conditions that enable a human to thrive, a good education being one of them. Yes our English education system is functioning, but it functions in a way which can limit creativity, be too test focused, cause avoidable mental health issues and kill the joy of learning. Over the past year, I’ve learnt the desire for change is high by speaking with students, teachers, parents and education professionals as well as looking through research reports and articles. My response to these challenges; introducing Project Positivity Education which aims to inspire and empower everyone to bring about positive change to our education system. You are invited to become part of this chorus for change by sharing your views through contributing ‘personal opinion pieces’. Sometimes its hard for our individual voices to be heard but acting together amplifies our voices. Take part, find out more and keep up with views and news by visiting projectpositivity.net, follow Project Positivity across social media so you don’t miss a beat and join the mailing list to stay in the know. I’m on a mission to bring positive change to our education system; if you’re with me, please spread the word. Thanks for watching. - - - Written by Ellis Brown, age 14 ‘Pancakes’ analogy created by Ellis Brown © Project Positivity (2023-2024) Quick links Join the chorus for change here Keep up with views and news here Find out more about 'Pancakes' here Sign up to the mailing list here Follow Project Positivity on Instagram, TikTok and YouTube

If you'd like to have your unique perspective on, or experience with, our English Education system anonymously amplified across Project Positivity's platforms, contribute a personal opinion piece. Find out more here.