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Post by bracknellboy on Jan 25, 2023 18:27:41 GMT
pay tax on property, head in hands
we are paying for local services not for the property
since the idea of the Poll tax is probably off the table
the ownership of the value of the property is merely a reflection of a person's income/wealth and is yet another tax complexity brought about by lots of get out of jail cards.
the key issue is that any UK government has to tax anything and everything it can set its eyes on because as a nation we decided to:-
wreck our education system, disparage competence, laugh at people who can add up. This has been going on since the 70s but only recently was so ingrained into our culture that when our PM suggested that schools should teach Maths until a pupil/student was 18 there was cries of "you are crazy". While the present government is less than competent the calls from the left and the right was strangely in tune. Now our politicians want to close down the remaining good schools. If it wasn't so disgraceful it would be funny.
I do not disagree that our education system is producing far too many essentially innumerate, semi-literate individuals. However, I will admit that my response to the PMs proposals while not quite "you are crazy" but "really ? How, and Why ?" The "How" comes round to even if you want to do this, where are going to find the additional staff to do it. The current system struggles to attract suitably qualified and capable maths and science teachers as it is. The "Why" comes down to a few critical points. The current system is failing. I'm not a teacher, so I can't say why. But too many people are leaving school without a reasonable grasp of maths. We are way way down the international tables for maths, at multiple age levels. So we are failing not because we just aren't doing maths for longer, but because we aren't doing it right throughout the age range. In the UK too many people "don't get" maths, dislike it and are coming out without a decent grounding. But stuffing maths down the throats of kids/young adults that simply don't get it/like it/want it will achieve nothing other than wasted time and resources. What is needed is to understand WHY we are so singularly failing kids right through the age groups, and fixing that. Then we can have a sensible conversation about whether making maths mandatory for longer makes sense. But lets fix the root cause first.
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Post by Deleted on Jan 25, 2023 18:46:59 GMT
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keitha
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Post by keitha on Jan 25, 2023 19:05:09 GMT
Seldom nowadays do I see any references to the annual gift allowance of £3k that has remained the same for at least 25 years. My parents would each give me £1500 for my birthday and for my Christmas. The actual value of such a gift has fallen greatly with inflation. In the past three years I've helped out several friends in reduced circumstances, mostly because of fleeing England for their home countries as Covid struck, and two of these continue to struggle. My gifts for 2020-21 far exceed £3k, and one reason for living is that in four years' time the tax liability will expire!)
(I've looked at the concession whereby one can make regular gifts exceeding the £3k, but then I looked at the HMRC guidance and the need for record-keeping - and blanched.)
or the pensioners Christmas bonus that hasn't changed in 50 years
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benaj
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Post by benaj on Jan 26, 2023 0:03:49 GMT
Let’s say the curriculum isn’t really fun and students are not engaged to learn in the current education settings. School struggles to retain teachers as almost one in six teachers in England quit after just a year in the classroom. Some students are less fortunate, they are not well fed, being hungry, not eating a variety of nutritious food to help mood, attention and learning and being of free school meals doesn’t mean they are getting all the nutritious food they need. In schools judged inadequate, headteachers lacked the skills necessary to lead the school, teaching and learning. The governing body was a significant cause in school failure in almost all cases; most often they had failed to develop the skills to enable them to evaluate the school and to provide challenge or support to the headteacher Some long-serving headteachers were not being held to account by governors and there was not an effective balance between headteacher and governing body, especially where relationships were close, and this could also result in resistance to external pressure youtu.be/7xCe2m0kiSg
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benaj
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Post by benaj on Jan 26, 2023 0:44:55 GMT
Secret Teacher: my school’s endless rules do more harm than good
Students could miss large amount of time of learning because of some unproductive discipline policies. Some headteachers focus on meaningless indicators rather than outcomes of student learning.
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Post by bracknellboy on Jan 26, 2023 7:25:49 GMT
Let’s say the curriculum isn’t really fun and students are not engaged to learn in the current education settings. School struggles to retain teachers as almost one in six teachers in England quit after just a year in the classroom. Some students are less fortunate, they are not well fed, being hungry, not eating a variety of nutritious food to help mood, attention and learning and being of free school meals doesn’t mean they are getting all the nutritious food they need. In schools judged inadequate, headteachers lacked the skills necessary to lead the school, teaching and learning. The governing body was a significant cause in school failure in almost all cases; most often they had failed to develop the skills to enable them to evaluate the school and to provide challenge or support to the headteacher Some long-serving headteachers were not being held to account by governors and there was not an effective balance between headteacher and governing body, especially where relationships were close, and this could also result in resistance to external pressure youtu.be/7xCe2m0kiSgwell quite, but my "How? Why?" related to the proposal to teach them and it for longer, not the reasons behind failures in the existing system. My point being we need to tackle those failures first, not persist with more of the same for longer, which does nothing for stengthening the foundations, and won't help with getting us up the international 'by age' maths league tables.
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benaj
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Post by benaj on Jan 26, 2023 7:46:25 GMT
Yes, foundation is one of the key issue in the UK. It’s almost no point learning times table when students struggle to do addition and have no concept of place value.
But these are the outcomes of “poor” learning, not the cause.
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keitha
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Post by keitha on Jan 26, 2023 10:50:01 GMT
recently ( last 20 years ) there has been a move towards much more relaxed uniform
no more white shirt and tie, grey trousers etc, more hoodies
I noticed over that time that people leaving school and coming into a professional office environment had to be told that ripped jeans, and tee shirts with political slogans are not appropriate office wear.
the far more relaxed system in schools seems to have led to a poor attitude to work, for example turning up late for meetings, feeling that it's ok to walk out of a meeting after a few minutes to go to the toilet or make a coffee. I've even seen staff in meetings with headphones in nodding away to their music, not answering phones ( even their own ) in the office etc.
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travolta
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Post by travolta on Jan 26, 2023 11:08:28 GMT
Teach your own children I would say that everyone on this forum is equipped to teach their own up to the age of 15 .By that time you will have a pretty good idea of where to specialise in various fields. Both mine were bright cannon fodder, similar to most average males. Needing very firm hand and responsibilty . Some will take years longer ,but still get there . They will have learned how to concentrate and be responsible for their own f@ck ups. The problem of education is not schools , its the parents who opt out.
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Greenwood2
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Post by Greenwood2 on Jan 26, 2023 11:21:25 GMT
pay tax on property, head in hands
we are paying for local services not for the property
since the idea of the Poll tax is probably off the table
the ownership of the value of the property is merely a reflection of a person's income/wealth and is yet another tax complexity brought about by lots of get out of jail cards.
the key issue is that any UK government has to tax anything and everything it can set its eyes on because as a nation we decided to:-
wreck our education system, disparage competence, laugh at people who can add up. This has been going on since the 70s but only recently was so ingrained into our culture that when our PM suggested that schools should teach Maths until a pupil/student was 18 there was cries of "you are crazy". While the present government is less than competent the calls from the left and the right was strangely in tune. Now our politicians want to close down the remaining good schools. If it wasn't so disgraceful it would be funny.
I do not disagree that our education system is producing far too many essentially innumerate, semi-literate individuals. However, I will admit that my response to the PMs proposals while not quite "you are crazy" but "really ? How, and Why ?" The "How" comes round to even if you want to do this, where are going to find the additional staff to do it. The current system struggles to attract suitably qualified and capable maths and science teachers as it is. The "Why" comes down to a few critical points. The current system is failing. I'm not a teacher, so I can't say why. But too many people are leaving school without a reasonable grasp of maths. We are way way down the international tables for maths, at multiple age levels. So we are failing not because we just aren't doing maths for longer, but because we aren't doing it right throughout the age range. In the UK too many people "don't get" maths, dislike it and are coming out without a decent grounding. But stuffing maths down the throats of kids/young adults that simply don't get it/like it/want it will achieve nothing other than wasted time and resources. What is needed is to understand WHY we are so singularly failing kids right through the age groups, and fixing that. Then we can have a sensible conversation about whether making maths mandatory for longer makes sense. But lets fix the root cause first. I hoped the idea was to make sure children left school knowing the basics of maths, that could be taught by any teacher (the class teacher?). And maybe things like budgeting, banking, savings accounts, just how to get by in the real world. Not trying to teach higher maths to children who can't add up competently.
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keitha
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Post by keitha on Jan 26, 2023 11:33:53 GMT
Teach your own children I would say that everyone on this forum is equipped to teach their own up to the age of 15 .By that time you will have a pretty good idea of where to specialise in various fields. Both mine were bright cannon fodder, similar to most average males. Needing very firm hand and responsibilty . Some will take years longer ,but still get there . They will have learned how to concentrate and be responsible for their own f@ck ups. The problem of education is not schools , its the parents who opt out. I have 3 and they fit with what you say Eldest was raised by me and my partner from 10, he works in a bank and makes a good living Youngest was raised by me and my partner from 14, is a carer and is progressing through the ranks Middle one was raised by mother with practically no input from me, she is mid 30's and has worked for a total of 6 weeks, mother didn't work at all whilst she was growing up my 2 step kids both work and are doing well at what they want to do ( mechanic, and nursery team leader )
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keitha
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Post by keitha on Jan 26, 2023 11:43:26 GMT
Yes, foundation is one of the key issue in the UK. It’s almost no point learning times table when students struggle to do addition and have no concept of place value. But these are the outcomes of “poor” learning, not the cause. Watching the apprentice the other week and Karen Brady had to correct 1 team on their maths, they weren't even in the ball park of being right
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Post by Badly Drawn Stickman on Jan 26, 2023 14:02:56 GMT
Teach your own children I would say that everyone on this forum is equipped to teach their own up to the age of 15 .By that time you will have a pretty good idea of where to specialise in various fields. Both mine were bright cannon fodder, similar to most average males. Needing very firm hand and responsibilty . Some will take years longer ,but still get there . They will have learned how to concentrate and be responsible for their own f@ck ups. The problem of education is not schools , its the parents who opt out. I would mostly agree with that. I do however think that the saying 'It takes a village to raise a child' is probably a better option. Every interaction with a child is a teaching opportunity (and indeed a learning one), the trick is to not let them know you are doing it.
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Post by bracknellboy on Jan 26, 2023 14:32:57 GMT
Teach your own children I would say that everyone on this forum is equipped to teach their own up to the age of 15 .By that time you will have a pretty good idea of where to specialise in various fields. Both mine were bright cannon fodder, similar to most average males. Needing very firm hand and responsibilty . Some will take years longer ,but still get there . They will have learned how to concentrate and be responsible for their own f@ck ups. The problem of education is not schools , its the parents who opt out. I would mostly agree with that. I do however think that the saying ' It takes a village to raise a child' is probably a better option.Every interaction with a child is a teaching opportunity (and indeed a learning one), the trick is to not let them know you are doing it. but preferably without lessons being led by the Badly Drawn Stickman....
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keitha
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Post by keitha on Jan 26, 2023 14:33:16 GMT
Secret Teacher: my school’s endless rules do more harm than good Students could miss large amount of time of learning because of some unproductive discipline policies. S ome headteachers focus on meaningless indicators rather than outcomes of student learning. same could be applied to NHS activities with managers looking at indicators not patient outcomes
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