Michael Gove: A private lesson in aiming high for our state schools

GOOD behaviour will make sure that pupils can learn – but I also want higher academic ambition for what they learn.

We have already introduced a new national curriculum enshrining high expectations at every stage and in every subject – so that every child in the country can enjoy the sort of deep, broad, knowledge-rich, content-heavy education hitherto reserved only for a fortunate few.

But there’s still more to do.

The new GCSEs currently being developed will be more demanding, and more ambitious – asking pupils to read a wider range of literary texts in English, demonstrate extended writing in history, and show more advanced problem-solving in maths and science.

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And we’re working with world-renowned, world-class Russell Group universities and Professor Mark Smith of Lancaster University to reform A-levels – ensuring they provide students with the knowledge and skills they need for the demands of university study.

Some of the best-respected academics on the globe are also working with us to drive up standards, transform teaching and inspire students in secondary schools; helping more children from state schools and deprived backgrounds to overtake their privately-educated peers and reach the best universities.

Their work will do far more to improve access to the best universities – by genuinely democratising knowledge and robustly supporting a more meritocratic system – than any other set of academic initiatives I know.

Their work will help thousands of pupils from the state sector to secure the places at the top universities which they deserve.

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But we don’t want just to raise the academic bar for students on their way to university. We want to help state school students at every stage of their education to make the most of all the many, many resources already used by the independent sector.

Privately educated children often benefit from rigorous testing of ability – and, crucially, knowledge – at regular points throughout their school career.

We have national curriculum tests at age 11 and GCSEs or their equivalents, of course, at 16.

But since key stage three tests for 14-year-olds were abolished in 2008, we have had no rigorous externally set and marked measures of progress for students in the first five years of secondary school.

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It is often during this period that performance dips and students suffer.

I am open to arguments about how we can improve performance – and assessment – in this critical period.

But there is already one widely available, robust and effective test of knowledge for just this age group – the Common Entrance test papers.

They are exams designed for 13-year-olds – they are used by private schools to ensure students are on track for later success. They are already available on the web, and are a fantastic resource.

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I want state schools to try out Common Entrance exams – giving them a chance to check how well they and their pupils are performing against some of the top schools around the world.

And for the same reason, we 
are supporting PISA’s plans to make their international tests available to English schools, so that our heads and teachers can, 
if they choose, check how well their pupils are performing compared to their peers – not just down the road – but on the other side of the globe in Shanghai or Singapore.

Finally, the DNA of our best schools is made up of two 
strands. Excellence and rigour inside the classroom; and, just as important, a rich and rounded education beyond it.

I have never visited a school that excelled academically, which didn’t also excel in extracurricular activities.

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As top heads and teachers already know, sports clubs, orchestras and choirs, school plays, cadets, debating competitions, all help to build character and instil grit, to give children’s talents an opportunity to grow and to allow them to discover new talents they never knew they had.

This is why – just like independent schools – state schools need a longer school 
day.

We gave all academies and free schools the freedom to change and lengthen the school day and term; and we’re extending that freedom to every single state school.

And we have cut red tape to make it easier for schools to 
open longer and offer on-site childcare.

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But we want to go further. I would like to see state schools – just like independent schools – offer a school day nine or 10 
hours long – allowing time for structured homework sessions, prep, which will be particularly helpful for those children 
who come from homes where 
it’s difficult to secure the peace and quiet necessary for hard study.

A longer school day will also make time for after-school 
sports matches, orchestra rehearsals, debating competitions, coding clubs, cadet training, 
Duke of Edinburgh award schemes and inspirational 
careers talks from outside 
visitors, just like in independent schools.

Michael Gove is the Education Secretary. This is an extract from his keynote policy speech this week.