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I’m Trying to Get Ready For my GCSEs, But my School Keeps Distracting me With Lessons on Multiculturalism, Racism, Mutual Respect and the Merits of Mass Immigration

by Jack Watson
22 October 2024 9:00 AM

The secondary school I attend is exceptional. The ethos, staff and support provided are unmatched in my locality, having significantly aided my progress. I began my journey in the middle set in Year Seven, yet now find myself among the top achievers across all subjects. The school fervently promotes the expansion of one’s horizons, motivating students to pursue excellence in areas beyond the classroom. They facilitate events and excursions for those who excel in various disciplines, be it music, drama or sport.

The safeguarding team’s support is formidable, with dedicated spaces for those in need of mental health assistance, while the careers adviser diligently meets each Year 11 student. She invites local colleges to visit, thus broadening our choices for future educational pathways.

However, it is lamentable that the Government’s educational policies threaten to undermine the splendid reputation my school rightfully holds, imposing a rigid educational framework that panders to the woke agenda, disrupting our learning experience unnecessarily.

This year is pivotal. I face weeks of GCSE examinations in early summer. The results will serve as my passport to a future rife with opportunities – enabling me to apply to good universities, Oxford included, and, ultimately, secure a rewarding career.

To realise this ambition, I must devote myself to diligent study. Yet as I navigate the autumn term of Year 11, I find myself burdened with assignments about maintaining health, advocating for veganism and a reduction in meat consumption – all, weirdly, part of preparing for my GCSE in French. Furthermore, I endure lessons on multiculturalism, racism, mutual respect and the purported benefits of mass immigration.

Though such lessons may seem trivial, they serve as persistent distractions.

We partake in one ‘Life’ lesson per week, a version of PSHE, currently under trial. It is anticipated that this will eventually morph into a GCSE subject. One would hope to gain practical life skills such as financial literacy or critical reasoning from this class, but instead we are lectured on multiculturalism and identity politics. While the subject matter may shift next half-term, these hours squander valuable time that would be better spent on revision. We could benefit from an additional maths lesson – we currently have four per week – or enhance our French, where only two hours are allocated weekly, or even focus on assisting those students who grapple with specific subjects. After all, last year’s grades were not commendable enough to warrant such distractions.

During one lesson under a substitute teacher, we were given a worksheet exploring inclusivity, racism, and discrimination. We were tasked with analysing case studies related to racism and responding to questions concerning the Kick It Out campaign and the LGBT community. Thankfully, many pupils switched their attention to homework or idle chatter, seeking refuge from the onslaught of ideological ‘instruction’.

In our French classes, we have countless themes to cover. Rather than engaging in sophisticated dialogue or ordering a baguette, we are compelled to say – in French – how we intend to help the environment and promote public health. Phrases like “je mangerai moins de viande” (I will eat less meat) and “je deviendrai végétarien” (I will become a vegetarian) dominate our learning.

Ironically, despite the plethora of phrases regarding pollution and recycling, we are not given the opportunity to voice counterarguments, such as “mais ça pollue quand même” (but that still causes pollution). This is a clear instance of indoctrination masquerading as education, but it’s not the school’s fault – it’s just teaching the French GCSE syllabus.

Teachers find themselves with little choice but to comply with these directives.

Future cohorts of Year 11 may endure even more time-wasting nonsense. I hope they’ll see beyond the distractions and focus on their ambitions and academic achievements.

Jack Watson is a 16 year-old schoolboy in Year 11. You can read his Substack about following Hull City FC here.

Tags: GCSEsPSHESchools

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