Browse content similar to 19/02/2012. Check below for episodes and series from the same categories and more!
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In the South: Can underachieving schools be | 0:01:12 | 0:01:15 | |
turned around by teaching a fourth R? Lessons in reasoning have been | 0:01:15 | 0:01:25 | |
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Apology for the loss of subtitles for 1730 seconds | 0:01:25 | 0:30:16 | |
introduced with surprising results Hello. Coming up on the Sunday | 0:30:16 | 0:30:18 | |
Politics in the South: It may not be on the national | 0:30:18 | 0:30:21 | |
curriculum, but a school in Southampton says it has boosted its | 0:30:21 | 0:30:23 | |
Ofsted rating from satisfactory to outstanding by teaching philosophy | 0:30:23 | 0:30:26 | |
to five-year-olds. More on that later in the programme. First, let | 0:30:26 | 0:30:30 | |
me introduce you to our two guests who will be with me for the next 20 | 0:30:30 | 0:30:33 | |
minutes. Sandra Gidley is the Former Liberal Democrat MP for | 0:30:33 | 0:30:35 | |
Romsey and John Glen is the Conservative MP for Salisbury. Do | 0:30:35 | 0:30:39 | |
you miss being an M P? Less as time goes on. I missed it at first. | 0:30:39 | 0:30:42 | |
Obviously you don't want to lose your seat. But I am quite glad to | 0:30:42 | 0:30:45 | |
be out of it at the moment. A lot of decisions are being made that I | 0:30:45 | 0:30:48 | |
would feel uncomfortable with. It has been quite nice to be back | 0:30:48 | 0:30:52 | |
doing a job where you have a higher -- high approval rating from the | 0:30:52 | 0:31:02 | |
0:31:02 | 0:31:03 | ||
public. Will you stand again? don't know. I will wait until the | 0:31:03 | 0:31:10 | |
boundary review is completed. were selected in an open primary. | 0:31:10 | 0:31:15 | |
Has that made a difference? gives me more confidence that I was | 0:31:15 | 0:31:20 | |
selected on a broader basis, but that was a couple of years ago. I | 0:31:20 | 0:31:25 | |
think we should use them a lot in the run-up to the next election. It | 0:31:25 | 0:31:30 | |
is a good way to engage with the local community and allow it all | 0:31:30 | 0:31:34 | |
people to put his bid and make politics real. I was happy that it | 0:31:34 | 0:31:40 | |
happened that way. You got some headlines a few years ago for | 0:31:40 | 0:31:44 | |
saying you did not expect to be in line for a ministerial job any time | 0:31:44 | 0:31:53 | |
soon. You rather put your foot in and. I am enjoying being MP for | 0:31:53 | 0:31:58 | |
Salisbury. We will see what happens. It has been another bad week for | 0:31:58 | 0:32:00 | |
the Health Secretary, Andrew Lansley. This e-petition calling | 0:32:00 | 0:32:02 | |
for the government to drop the highly controversial Health Bill | 0:32:02 | 0:32:05 | |
comfortably sailed past the hundred thousand signature mark, so it | 0:32:05 | 0:32:08 | |
could now be eligible for a new debate in Parliament. There has | 0:32:08 | 0:32:12 | |
also been debate amongst Nick Clegg and his deputy Simon Hughes as to | 0:32:12 | 0:32:16 | |
how long Mr Lansley should hold on to his job. But it is not just Lib | 0:32:16 | 0:32:19 | |
Dems at the top of the party who are divided over the bill. | 0:32:19 | 0:32:21 | |
Grassroots members in Winchester have launched their own national | 0:32:21 | 0:32:24 | |
online petition against it, urging the leadership to withdraw its | 0:32:24 | 0:32:32 | |
support. Are you full square behind this | 0:32:32 | 0:32:40 | |
bill? Absolutely. We need to take out lots of bureaucracy and waste | 0:32:40 | 0:32:44 | |
in the NHS. We have to make sure that GPs and clinicians to deal | 0:32:44 | 0:32:48 | |
with people on the front line have a greater role in commissioning | 0:32:48 | 0:32:56 | |
services people want. That is not what is going to happen. Already, | 0:32:56 | 0:33:02 | |
the bigger organisations are coming in and offering commissioning | 0:33:02 | 0:33:07 | |
services. Your average GP has enough to do seeing patients and | 0:33:07 | 0:33:12 | |
making sure they do right by them. There is a good reason why the | 0:33:12 | 0:33:19 | |
Royal College of GPs have oppose these moves. Some GPs are | 0:33:19 | 0:33:23 | |
interested in this but they are not yet trained. I think patients will | 0:33:23 | 0:33:28 | |
lose out. This puts them in the driving seat for. It does not. | 0:33:28 | 0:33:34 | |
Small committees of GPs have been elected in large areas so there is | 0:33:34 | 0:33:36 | |
no relationship between the commissioning process and the grass | 0:33:36 | 0:33:46 | |
0:33:46 | 0:33:50 | ||
roots. That is just not true. GPs will drive the Commission. You | 0:33:50 | 0:33:56 | |
have to remember that PCT is account for nearly 70% of the | 0:33:56 | 0:34:03 | |
deficit in the NHS -- PCTs. This is designed to take out bureaucracy in | 0:34:03 | 0:34:11 | |
the NHS. The population is increasing. More cures are being | 0:34:11 | 0:34:18 | |
found. We have to take out as much waste and bureaucracy as possible. | 0:34:18 | 0:34:25 | |
This will be disruptive and costly. We have to get this legislation on | 0:34:25 | 0:34:31 | |
the statute book. How have you read the local risk assessment? There | 0:34:32 | 0:34:39 | |
are always big risks. I have read some of it. There will always be | 0:34:39 | 0:34:44 | |
vested interests who will resist change. The BMA did not want the | 0:34:44 | 0:34:52 | |
NHS in the first place. That old chestnut! It is true. It is | 0:34:52 | 0:34:56 | |
unprecedented for doctors, nurses and health professionals to come | 0:34:56 | 0:35:03 | |
out against this bill. Locally, my GPs are looking forward to this. | 0:35:03 | 0:35:12 | |
They want more power. We don't know how it will work out. Many of these | 0:35:12 | 0:35:20 | |
changes seem to be happening already. Surely everything that | 0:35:20 | 0:35:23 | |
happens with the health service from now on will be blamed on this | 0:35:23 | 0:35:29 | |
bill. On the Isle of Wight, operations have been cancelled due | 0:35:29 | 0:35:38 | |
to lack of money and beds. reality is that Andrew Lansley is | 0:35:38 | 0:35:42 | |
the right person to take this through and he has signed up and | 0:35:42 | 0:35:48 | |
committed to these changes. Sometimes in government you have to | 0:35:48 | 0:35:53 | |
find out -- take responsibility for difficult decisions. It is not | 0:35:53 | 0:36:01 | |
about difficult decisions, this is the wrong decision. It is quite | 0:36:01 | 0:36:11 | |
0:36:11 | 0:36:12 | ||
convenient to say that now. It was not in the coalition agreement or | 0:36:12 | 0:36:18 | |
in our manifesto. Andrew Lansley went into the election on a two | 0:36:18 | 0:36:25 | |
platforms. One that there would be no top down your organisation. | 0:36:25 | 0:36:30 | |
became a coalition initiative. should not have done. This paper | 0:36:30 | 0:36:34 | |
was written during the election. Most of the White Paper leading up | 0:36:34 | 0:36:39 | |
to the Pill was written during the election. We managed to get some | 0:36:39 | 0:36:49 | |
0:36:49 | 0:36:50 | ||
changes. Lib Dems will take the blame for this, once they? I hope | 0:36:50 | 0:36:59 | |
not. I hope Andrew Lansley takes the blame for this. Nick Clegg can | 0:36:59 | 0:37:04 | |
only answer for himself. Some of us came into politics to do what is | 0:37:04 | 0:37:10 | |
right. Sordid dive. To try to claim some kind of moral high ground is | 0:37:10 | 0:37:16 | |
ludicrous. The risk assessment is clear that everyone will be so | 0:37:16 | 0:37:20 | |
immersed in the rear organisation and there is not enough | 0:37:20 | 0:37:25 | |
commissioning expertise amongst GPs. Patients will suffer. Nearly every | 0:37:25 | 0:37:30 | |
risk assessment that has been reduced has said that patients will | 0:37:30 | 0:37:34 | |
suffer. The Government is refusing to publish the National risk | 0:37:34 | 0:37:41 | |
assessment and we must ask why. With all changes, there are risks. | 0:37:41 | 0:37:47 | |
It is about assessing potential risks and considering reality. It | 0:37:47 | 0:37:51 | |
has taken a long time to get this legislation through. Now is the | 0:37:51 | 0:37:55 | |
right time to press on with reforms to deliver better outcomes for | 0:37:55 | 0:38:01 | |
patients. We will see what happens. Thank you. | 0:38:01 | 0:38:04 | |
What is the best way of turning round the fortunes of | 0:38:04 | 0:38:06 | |
underachieving primary schools? For the Education Secretary, Michael | 0:38:06 | 0:38:09 | |
Gove, the answer is to transform them into state-funded but self- | 0:38:09 | 0:38:11 | |
governing academies. One school in Southampton thinks it has found | 0:38:11 | 0:38:14 | |
another way. Teaching philosophy to five year olds. Our reporter went | 0:38:14 | 0:38:24 | |
0:38:24 | 0:38:38 | ||
Every school day, 1,000 children are suspended for abuse and assault. | 0:38:38 | 0:38:44 | |
44 teachers were taken to hospital after being attacked by pupils. | 0:38:44 | 0:38:50 | |
Those are the latest statistics from the Department of Education. | 0:38:50 | 0:38:58 | |
Now one school in north -- in Southampton are addressing the | 0:38:58 | 0:39:03 | |
problem by teaching Pollet -- by teaching philosophy. This school | 0:39:03 | 0:39:10 | |
received a satisfactory rating in 2007. Attendance was not good and | 0:39:10 | 0:39:14 | |
writing standards were well below average. Five years on, it is a | 0:39:14 | 0:39:23 | |
different picture. The rating is now a good and the extent to which | 0:39:23 | 0:39:26 | |
pupils contributed to their school and the community is described as | 0:39:26 | 0:39:31 | |
outstanding. Much of the success has been put down to the emphasis | 0:39:31 | 0:39:41 | |
0:39:41 | 0:39:41 | ||
on thinking skills and philosophy. It starts at the age of five. The | 0:39:41 | 0:39:48 | |
teaching goes on to a much deeper level. 10 year-olds initiate and | 0:39:48 | 0:39:54 | |
discuss philosophical questions. This end is good and this end is | 0:39:54 | 0:39:58 | |
bad. If you think the word in your hand represents something good, put | 0:39:58 | 0:40:05 | |
it here. The school is in a socially deprived part of | 0:40:05 | 0:40:10 | |
Southampton. There are many ethnic minority groups and different | 0:40:11 | 0:40:16 | |
languages spoken. We want children to be independent within school and | 0:40:16 | 0:40:22 | |
with -- and outside school as well. We want them to develop these | 0:40:22 | 0:40:26 | |
thinking skills. In an ever- changing world, you don't know what | 0:40:26 | 0:40:30 | |
the future holds and these skills will be very important. There is | 0:40:30 | 0:40:34 | |
such an emphasis on working together and thinking been a social | 0:40:34 | 0:40:42 | |
activity, rather than Solidarity -- rather than solitary. The children | 0:40:42 | 0:40:51 | |
are happy to agree and to disagree with each other without that being | 0:40:51 | 0:40:54 | |
attention. They're learning to accept other ideas and that they're | 0:40:54 | 0:40:59 | |
not all the is right themselves. Young people need all the help they | 0:40:59 | 0:41:09 | |
can get to find work. Teaching them to respect other people's point of | 0:41:09 | 0:41:15 | |
view should help make the world a happier place. I had a few problems | 0:41:15 | 0:41:23 | |
with some students. I did not fit in with my class. I could not pay | 0:41:23 | 0:41:29 | |
attention to the work so I used to get into a lot of trouble. But some | 0:41:29 | 0:41:36 | |
teachers realise that they could help me with looking at other | 0:41:36 | 0:41:40 | |
people's points of view. I thought about my future, so I aimed for the | 0:41:41 | 0:41:50 | |
0:41:51 | 0:41:51 | ||
highest that I could. I believe in myself and I gave everything a shot. | 0:41:51 | 0:41:55 | |
And joining us in the studio is Peter Worley who is the CEO from | 0:41:55 | 0:42:03 | |
The Philosophy Foundation. There are different ways of teaching | 0:42:03 | 0:42:06 | |
philosophy. Give me an example of the sort of things you pigeon | 0:42:06 | 0:42:14 | |
across two children. I might say to children that there is a story | 0:42:14 | 0:42:20 | |
about a minor tour which sails around the ocean for many years. | 0:42:20 | 0:42:25 | |
During that time, the parts of the vessel get replaced over time. | 0:42:25 | 0:42:32 | |
Eventually, all of them have been replaced. I give them a model on | 0:42:32 | 0:42:38 | |
the floor and I say to them, when the ship has part replaced, is at | 0:42:38 | 0:42:42 | |
the same shape as when it first went out and its journey? That is | 0:42:42 | 0:42:47 | |
the starting question. Based on what they say, other concerns are | 0:42:47 | 0:42:51 | |
coming in. It is reasoning rather than teaching facts. You get that | 0:42:51 | 0:42:57 | |
sort of critical thinking in other subjects. Why do you need to use | 0:42:57 | 0:43:03 | |
for loss of a? Well, the thing about philosophy is that -- why do | 0:43:03 | 0:43:08 | |
you have the use philosophy? The thing about philosophy is that it | 0:43:08 | 0:43:14 | |
is solely concerned with reasoning. In other subjects, reasoning is | 0:43:14 | 0:43:24 | |
0:43:24 | 0:43:25 | ||
involved but it is not explicitly taught. You have do no science or | 0:43:25 | 0:43:30 | |
history facts before you can consider them. Because philosophy | 0:43:30 | 0:43:35 | |
is conceptual, it is often called conceptual engineering, you can | 0:43:35 | 0:43:39 | |
engage with the thinking straight away without having to learn what | 0:43:39 | 0:43:45 | |
are facts. Schools are busy and curriculums are packed. Is there | 0:43:45 | 0:43:54 | |
room for philosophy? This is often said. Firstly, I would say that | 0:43:54 | 0:43:59 | |
philosophy is another ad on subject approach. Actually, there is an | 0:43:59 | 0:44:05 | |
argument to suggest that philosophy is Foundation will. This comes into | 0:44:05 | 0:44:15 | |
0:44:15 | 0:44:23 | ||
our new campaign. We argue that reasoning is just as important as | 0:44:23 | 0:44:28 | |
reading, writing and arithmetic. In the Cambridge Review, they said | 0:44:28 | 0:44:35 | |
that reading and writing had not improved in 50 years because they | 0:44:35 | 0:44:41 | |
had been teaching to the test and not the understanding. In our film, | 0:44:41 | 0:44:48 | |
we saw that children were happier to disagree without causing rows. | 0:44:48 | 0:44:56 | |
We could all learn something from that! Do you have any worries about | 0:44:56 | 0:45:06 | |
0:45:06 | 0:45:08 | ||
this? You are right when you say that this underpins other subjects. | 0:45:08 | 0:45:12 | |
This reminds me of something they did in Scandinavia with teenagers | 0:45:12 | 0:45:18 | |
and sexual health. It was about getting them to talk about feelings | 0:45:18 | 0:45:23 | |
and not just the mechanics but to respect how each other felt. Not | 0:45:23 | 0:45:27 | |
quite philosophy, but anything which I think helps children to | 0:45:27 | 0:45:31 | |
think about things from another perspective is a very good thing. | 0:45:31 | 0:45:40 | |
What worries me is that colleagues at work said that they don't learn | 0:45:40 | 0:45:48 | |
maths and English properly, so do we really need this? I think we are | 0:45:48 | 0:45:54 | |
very much in danger of agreeing here! The basics need to be done | 0:45:54 | 0:46:02 | |
properly first. Most people are concerned about getting the core | 0:46:02 | 0:46:07 | |
knowledge right at an early stage. What we have to do is build on | 0:46:07 | 0:46:14 | |
strong foundations. Within the three subjects and the way they are | 0:46:14 | 0:46:17 | |
taught in terms of the general education in the classroom has to | 0:46:17 | 0:46:27 | |
0:46:27 | 0:46:29 | ||
be taught separately. Isn't there a sense in which if you want to learn | 0:46:29 | 0:46:39 | |
0:46:39 | 0:46:40 | ||
those things well, it is suggested from the research that we need to | 0:46:40 | 0:46:45 | |
address an understanding. You could use that argument for many subjects. | 0:46:45 | 0:46:49 | |
You could say that if you want to understand different cultures and | 0:46:49 | 0:46:53 | |
religions, you should bring religious education in at an | 0:46:53 | 0:47:01 | |
earlier stage. Where do you stop? That is where we have to stop, I am | 0:47:01 | 0:47:05 | |
afraid! Now our regular round-up of the | 0:47:05 | 0:47:15 | |
0:47:15 | 0:47:15 | ||
political week in the South in 60 seconds. | 0:47:15 | 0:47:21 | |
The problem of metal theft has persuaded Surrey County Council to | 0:47:21 | 0:47:27 | |
change road signs and manhole covers to be plastic. They cost | 0:47:27 | 0:47:33 | |
more but they say it is necessary. Lots of other local authorities | 0:47:33 | 0:47:39 | |
have already done this or will be doing this soon. People living in | 0:47:39 | 0:47:43 | |
Salisbury, Southampton and Reading don't feel good about where they | 0:47:43 | 0:47:52 | |
live. But Dorchester, Oxford, Brighton and Bournemouth do. | 0:47:52 | 0:47:57 | |
Councils were setting budgets this week. The dispute in Southampton | 0:47:57 | 0:48:07 | |
0:48:07 | 0:48:11 | ||
saw more demonstrations on the street. Unions start legal action | 0:48:11 | 0:48:16 | |
against wage decreases soon. And Chris Huhne and his ex-wife were | 0:48:16 | 0:48:22 | |
asked to sit next to each other in at the dock. | 0:48:22 | 0:48:27 | |
People in Salisbury don't feel so good about where they love. I find | 0:48:27 | 0:48:34 | |
that very difficult to believe. Most people I know come their from | 0:48:34 | 0:48:37 | |
outside the area at and there happy to live there. I don't recognise | 0:48:37 | 0:48:46 | |
that. I represented part of Southampton. It is a city with a | 0:48:46 | 0:48:56 | |
0:48:56 | 0:48:59 | ||
lot going for it. I think this is a survey with homeowners and it is a | 0:48:59 | 0:49:05 | |
difficult time at the moment. I think this is a north and south | 0:49:05 | 0:49:13 | |
divide. People grumble, but I think we have many nice part in our | 0:49:13 | 0:49:22 | |
region. I will be moving to Salisbury soon went it sits my | 0:49:22 | 0:49:27 | |
children to move school. I wanted to move here, but had to do the | 0:49:27 | 0:49:34 |