They’re diluted down to either A, B or C with the occasional star thrown in.
Why is it that we still insist on talking about our children purely in terms of an archaic exam system?
It’s as if we’ve all had a brain freeze and forgotten that our children’s predicted results are tres boring to anyone else.
What has happened to us that we’re now judging our offspring in the same way that school rankings are set up?
It’s quite distressing when you think about it, especially when you reflect on the exams that you took and the relevance that they have to your everyday life. I’m guessing that it’s not much.
But why should I care what other people’s children are predicted to get for their chemistry exam, or how many exams they are sitting?
What I’m actually interested in is whether the child has a grasp on who they are and how they fit into the world. Whether they are learning how to be a great member of society, whether they think about the future and how they can help to make it better.
Will they step in to help someone in trouble, do they take the time to stop and appreciate the incredible world that surrounds them?
Surely it’s more important to talk about your children deciding for themselves whether beauty equals brains, whether labels equals loveliness, and lots of other alliteration.
So when all of this is going on, when the world is full of news to inspire, upset, challenge and wonder over, why is it that we still insist on talking about our children purely in terms of an archaic exam system?
Have you seen the cartoon where a group of different animals are lined up under a tree in front of judges who grade them on their ability to climb the tree.
Of course 99% of the animals will fail. It’s a pertinent analogy for our exams and the relevance to children’s futures.
I have a challenge for all parents. Talk about your children with three key messages about what they do, who they are and what they’re interested in – without once mentioning their potential GCSE results.