I remember at a previous school a few years ago when summer GCSE results dropped to floor level…and all eyes turned to the poor Maths department. Suddenly it was ‘them vs us’, they were the ones who had ‘let the school down’. Spotlight scrutiny was placed on them whilst others wandered round feeling slightly smug or perhaps a little self-righteous that ‘it wasn’t me’. My best friends were in that department, and I knew just how hard they were slogging to get kids to make progress. There were many contributing factors but largely they simply didn’t have the support needed: they needed the rest of the school to be a team. The following year results went up, but now others moaned about losing their curriculum time in order to increase Maths lessons. Then the next year it was English’s turn to have a drop. Different circumstances in some ways, but similar responses. The general vibe was still ‘how could they let this happen’ – as if the rest of us could have done better.
Schools still act in silos. Islands of separate identities with internalised strengths and weaknesses that keep themselves worlds apart. It’s all well and good having whole school numeracy and literacy policies, but until it becomes the everyday language of every teacher and until every one of us accepts responsibility for English and Maths results then really we are still just paying lip service. I say this as someone who has a love of literacy, and who is Numeracy coordinator (don’t ask how that happened, I have no idea). Teachers in my current school do have a good team ethos, and at last INSET we chose various training sessions to develop our own literacy or numeracy as it is important to keep ourselves up to speed not just in our own subject areas. But the key thing is consistency. Consistently using the right language (ideally same as in ‘official’ Maths and English classes), consistently making explicit to learners that ‘now we’re developing your literacy skills’, consistently using the same techniques (as a geographer it’s frustrating finding that Maths and Science use different methods for the same graph!), and consistently embedding Maths and English exercises within our curriculum – whatever subject.
I bought Lisa Jane Ashes ‘Manglish’ book today (admittedly when I first saw the title I thought it was a translation dictionary of ‘man English’ but let’s be honest, could such a thing really exist 😉 ?). I’ve only flicked through briefly so far but it’s the simple statement she asks us to ask ourselves that resonated: asking ‘where is the Maths (or English) in that?’ for any activity. We should do this every lesson! I’ve been observing my team this week and seen some great literacy and numeracy activities, but each time it needed to be made explicit to learners that ‘here comes the maths part’. Why are we shy about saying we are doing something normally found in another subject? Are we afraid children will accuse us of poaching lessons?! Isn’t it about time we showed learners that we, as professionals, can teach ANYTHING and EVERYTHING in our lessons? Time to raise the bar, to accept responsibility. At the end of the day: Manglish matters.