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VS31 - Her Majesty’s Department for Education watch

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    S31 - Her Majesty’s Department for Education




    Statement of Intent from Her Majesty’s Department for Education
    The Rt. Hon. ns_2 MP


    Preamble


    Our education system is far from the best in the world; it is convoluted, inefficient and lacks the befitting and necessary mechanism of self-sustenance - all of which has caused it to lag behind our strategic partners on the continent and beyond. Today, hundreds of skilled and talented teachers are departing from the profession with the effect of perpetuating ingrained and systemic shortages in qualified and, more importantly, passion-driven teaching staff. By the same token, pupils, able to see the obvious distress and asperity - emotional or otherwise - that the teaching profession mercilessly inflicts, are no longer wishing to pursue teaching as a career - as a way of life; as a passion - to the same extent as before. This department - this government - shall, pragmatically, address these, and many other innate, issues in a multi-point and interdisciplinary plan - addressing each dedicated educational entity individually - as to preserve the integrity of our education system and to remove any barriers to ambition and progress, for evermore.





    Schools


    It shall be this government’s wholehearted and unadulterated intention to introduce primary legislation as to prohibit and proscribe schools rated anything other than ‘Good’ or ‘Outstanding’ by the Office for Standards in Education, Children’s Services and Skills from undergoing expansion - in consideration to pupil numbers. Whilst this Department is conscious of and acquiesced to the unassailable deficit of school places present throughout this country, this does not constitute an excuse to substantially and appreciably abate the fundamental quality of teaching and of educational institutions. Above all, we must first, as a country, stabilise and assimilate the calibre of teaching throughout our country at the highest possible level as to cease the seemingly interminable attainment gap and ‘postcode lottery’ in regards to education whereby those from affluent and prosperous backgrounds have the pecuniary capability, desire, and de facto desideratum to move closer to ‘Outstanding’ schools - something that the majority are unable to do. In order to achieve this, this Department must, as a matter of course, intervene in ‘poorer’ schools, analysing any fiscal disparities as well as highlighting and addressing any and all considerable flaws and insufficiencies in terms of administration, resource apportionment and application as well as general staff training and adherence to protocol.

    By the same way of thought, we shall necessitate that all new schools institute and/or become members of alliances with existing ‘Outstanding’ schools - with each school having a direct and unequivocal association and connection with one another as to act as a ‘day-to-day’ guide and adviser for, as delineated above, it is our belief that schools should work together to collectively and macroscopically maintain and subsequently ameliorate system-wide standards and quality of education. Schools should not be competing against each other - in the expectant hope that one fails, goes bankrupt or is forced into special measures. Nonetheless, these alliances shall not, in any circumstance be financial - nor shall they supersede or uncut academy trusts; whether or not an unilateral alliance representative is appointed to each governing body shall be dependent primarily on the alliance agreement however we shall assiduously encourage the appointment of such an alliance representative for the new school especially. We intend the implementation of this policy to have no tangible cost.

    This Department also acknowledges that each and every pupil is unique - with his or her own talents, weaknesses and passions - ergo, we cannot possibly expect all pupils to conform to and unequivocally accept the same education. The talented, whether by their own accord or not, should be given the innate chance; the innate capability to experience education of a substantially elevated standard; an education of a substantially elevated standard at a grammar or selective schools - schools innately designed to be vehicle for social mobility where the gifted and talented from lower socioeconomic backgrounds are given the opportunity to be educated in establishments in order to receive a substantially ameliorated education - an education that would otherwise only be attainable in private institutions; an education they, ultimately, deserve. Ergo, we shall seek to support their actions and shall be instituting plans for the expansion of grammar and selective schools with set defined criteria as to ensure an substantive amelioration of social mobility - including but not limited to the requirement that a set percentage of those admitted must fall into at least two of the following categories:
    • Be in receipt of, or eligible for, free school meals and/or pupil premium;
    • Be living in an area of low progression to higher education, as defined by the POLAR3 quintile 1;
    • Have parents with no experience of higher education
    • Be in receipt of, either in their own right or otherwise, means-tested benefit

    This Department is also cognisant of the heightened national security threat to all - including schools. Our very civil liberties are under undue threat on a near daily basis. That being said, there currently exists no legal stipulation - that is to say, it is not a defined statutory policy - to have lockdown policies or protocols. Consequently, we shall legally obligate all schools to have ‘exceptionally ameliorated security’ in the form of established emergency plans and dedicated ‘lockdown protocols’ for both internal - originating from within the school - and external - originating from the vicinity of the school - threats. We acknowledge that, in fulfilling the aforementioned legal obligation, schools make incur ‘increased budgetary disbursement’ - ergo, this Department shall on a case-by-case basis apportion funds for the establishment and/or amelioration of security in schools; this Department expects no more than £10 million to be apportioned or allocated.





    The National Curriculum


    Our National Curriculum, in a 21st century world, is obsolete and superannuated. Once an industrial and civil pioneer - instituting the universal standards for work and education - we now ‘lag behind’ many other countries - countries with far more progressive, inclusive and tailored curricula. Our curriculum lacks the requisite provisions in regards to financial education, among other significant and critical aspects of life, that have been ‘manhandled’ together into the defunct, antiquated and unfit-for-purpose ‘personal, social, health and economic education’ scheme we must tolerate even today. Ergo, heeding and employing the capacity as bestowed via Chapter 4 Sections 34 and 35 of the Children and Social Work Act 2017 upon the Secretary of State for Education, we shall embark in advancing comprehensive, pragmatic and unrelenting reform in regards to ‘personal, social, health and economic education’ - reforms that go above and beyond the meagre, substandard and inherently flawed attempts at reform by prior governments - both in real life, and in regards to the TSR MHoC - as to more extensively prepare the next generation for life beyond education.

    Schools who make provisions for secondary education, irrespective of status that is to say said reforms are to pertain to academies and other educational establishments that do not follow the National Curriculum, shall be obliged to offer, no less than, one hour of ‘life education’ each week. Said schools and educational establishments shall be forbidden from accumulating/amalgamating hours into one or two ‘drop-down days’ per term - days that fail to be educational in nature rather becoming merely ‘box-ticking exercises’. At a secondary level, topics are to include, at an absolute minimum:
    • The Economic Trade Cycle - the implications and ramifications of each distinct stage of the economic trade cycle, the fundamental responsibilities and roles of the Bank of England’s Monetary Policy Committee and the insurmountable links between inflation, unemployment, interest rates, exchange rates and consumer confidence;
    • Credit and finance - the crucial differences between cash cards, debit cards and credit cards, the role of credit reports in acquiring finance and credit, the concept of collateral and security, and the significance and gravitas of CIFAS markers;
    • Banking - the prevalence of and methods to avoid becoming an innate victim of fraud, online security, consumer-side and institution-side measures and protections e.g. multi-factor authentication - typically, two factor (2FA) - the notion of overdrafts, circumstances where they can and ought to be used/not used, consequences of their usage, ‘scandals and mis-sellings’ e.g. payment protection insurance and the Financial Services Compensation Scheme and the protection offered in said scheme;
    • Personal taxation - the process of Pay As You Earn (PAYE), the protocols in regards to the payment of and the thresholds of Income Tax, the role of National Insurance Contributions and the Personal Allowance;
    • Pensions - the concept of automatic enrollment in ‘workplace pensions’, the diminishing raw value and uncertainty apropos of the future of State Pension and the implicit need for private pensions;
    • Mortgages - the major dissimilarities and distinctions between fixed and variable mortgages, the ramifications of varying loan-to-value (LTV) ratios and deposits;
    • Savings - the taxation implications of Individual Savings Accounts (ISAs), specific rules in regards to the usage of capital held in Help to Buy ISAs, Lifetime ISAs and the Personal Saving Allowance;
    • Employability - the process of obtaining employment - the process of compiling resumés/curricula vitae and cover letters, acknowledgement of the significance of and techniques to ameliorate ‘transferable skills’ including but not limited to: leadership, motivation, time management, prioritisation, delegation, listening, communication, analytics, research;
    • Sexual education - different types of protections and the pros and cons for each, the transmission of and testing procedure for infections, the inherent need for ‘family planning’ and relationships;
    • Inclusion - the need for racial, disability and socioeconomic inclusion in all aspects of life as well as increased inclusion and tolerance of the greater LGBT community;
    • Rights - explicit study of the implications and protections offered within the Equality Act 2010, the Human Rights Act 1998, the Data Protection Act 1998, and the Consumer Rights Act 2015 as well as one other rights-based Act;
    • Responsibilities - the exploration of the responsibilities in being citizens or residents of the United Kingdom that is to say adherence to laws, general taxation liabilities as well as moral responsibilities;
    • Health and lifestyle - the importance of consumption in moderation, risks of superfluous and excessive consumption of alcohol, sugars and salt, and generally, the importance of eating healthily.
    • Politics - the fundamental political ideas of capitalism and communism, the core socio-political ideologies and differences of monarchies and republics, the roles, advantages and disadvantages of supranational or intergovernmental organisations and unions, the central beliefs of the political parties of the United Kingdom, the process of voting, the significance of voting, voting systems e.g. FPTP and AV - and their successes and flaws.

    Schools with provisions for primary education shall be obliged to make sufficient, judicious and apt references to ‘life education’ - that is to say, they shall be obligated to more comprehensively link content in Mathematics with savings et cetera - however, there will be no defined stipulation at a primary level - that is to say, it shall be up to the management and governing body of the school as to ascertain and establish ‘sufficient, judicious and apt references to life education’. This is pertaining to the fact that we appreciate that, at a primary level, it may not be in the best interests of the pupils and the staff to advance and introduce new concepts and topics that may be not fully appropriate given the maturity, discernment and comprehension of said pupils. Homogeneously, we are conscious that, in order to engender more substantive development during primary education, we require a liberalised curriculum with minimal central intervention - rather it should be up to teachers to tailor the curriculum and, in turn, subject content and lessons based upon fundamental principles to the needs of their class.

    Across all levels, the English programmes of study of the National Curriculum, prior to Key Stage 4, are to be revised as to address concerns in regards to the legitimacy of sources - as to address rising tensions, chiefly in the United States, of ‘fake news’ - that is to say, false, often sensational, information disseminated under the guise of legitimate news reporting which has become a distributing problem in our society - pupils must be taught methods, techniques and procedures in which they may more reliably be able to differentiate, discern and distinguish fact from fiction - i.e. legitimate news reporting from credible and reputable outlets notably organisations like the Financial Times, the Guardian and the Telegraph from false and sensationalist ‘fake news’ - and be taught that ‘Twitter’ and ‘Facebook’ are not sources of news and as a consequence should not be considered and treated as such - rather they are social platforms.

    Similarly, our National Curriculum makes only the most basic advancements in regards to ameliorating technological skills and ability. We are living in a technological revolution where more and more activities are conducted over the internet. Hence, we propose significant reform to the Curriculum in regards to Computing. The Curriculum is to focus on the effective, judicious and responsible use of technology. By the same token, whilst we acknowledge that different people take differently to coding, we shall make it obligatory for schools to teach ‘pseudocode’ and an ‘acceptable high-level programming language’, for example Python, C# or VB.net, to a ‘reasonable degree’ at KS3 & KS4 - that is, to say, pupils should be able to create a working, robust and reliable solution to a given problem with ‘minimal external input’ - that is to say, input from teachers, peers or other sources of guidance and information - without the appearance of logic - where the solution compiles and runs to completion correctly but fails to produce the predicted result, runtime - where the solution experiences a catastrophic error preventing complete execution or syntax - where the solution is programmed in such a way that it fails to conform to the innate requirements of the programming language errors in all circumstances regardless of user input. As to address issues as identified by the Office of Qualifications and Examinations Regulation in regards to the centralised establishment and monitoring of ‘non-exam assessment’ tasks, and until viable alternatives have been put forward by the Office of Qualifications and Examinations Regulation and accepted by the Department for Education, the ‘given problem’ to be solved by pupils shall not be directly set by exam boards and shall not form part of any qualification or award. When the Office of Qualifications and Examinations Regulation have put forward the findings of their consultation and investigation, this department shall review policy in regards to the centralised establishment and monitoring of ‘non-exam assessment’ tasks.





    Teachers


    It shall be the policy of this government to do everything in its remit to encourage the brightest and most able to enter the teaching profession. Presently, our education system is enduring untenable depletions in staff numbers; notably among the best and most talented teaching staff. Teachers, in the current climate, feel unmotivated, overworked and, put bluntly, ignored - facing unparalleled and unsurpassable workloads and, in turn, unprecedented levels of stress. This government - this department - shall remain in full unremitting and indefatigable support and seek the fortification and consolidation of educational bursaries. Similarly, this department shall aim to abrogate all gratuitous and superfluous bureaucracy in reference to teaching thereby reducing workloads systematically and in turn alleviating stress. By way of illustration, this department shall appraise guidance in regards to the risk assessment of activities and suspend the obligation and duty to intimately risk assess every activity undertaken by staff and/or pupils. In saying this, we shall never - regardless of circumstances - compromise on and thereby undermine the safety or security of pupils - staff shall remain obligated to conduct the most basic elements of risk assessment in all circumstances. It shall be only when the aforementioned basic elements of risk assessment highlight and warrant the need for further assessment that a comprehensive and ‘traditional’ risk assessment be required.

    As to assuage certain distinct concerns and noting the findings of the 27th Report as assembled by the School Teachers’ Review Body, where the STRB promulgated that they “consider it likely that further uplifts of more than 1% will be required to elements of the pay framework in the coming years to continue to enhance the status of the teaching profession and make pay more competitive for teachers at all stages of their careers”, we shall, once again, through the Office of Manpower Economics, request that the School Teachers’ Review Body once again produce an assessment of what adjustments should be made to the salary and allowance ranges for classroom teachers, unqualified teachers and school leaders to promote recruitment, retention and reward. The recommendations in said report shall then be pragmatically assessed and evaluated in collaboration with the Chancellor of the Exchequer and Her Majesty’s Treasury - where any augmentations in remunerations shall be agreed upon.





    Pupils


    Pupils, today, are enduring immeasurable levels of stress and psychological anguish pertaining to ever augmenting workloads and pressures from all aspects of life - yet, our current educational system fails to make palpable and substantive advancements in regards to addressing, at least in part, the aforementioned issue. Ergo, we shall bring in primary legislation as to necessitate that all state secondary schools have a dedicated specialist Child and Adolescent Mental Health Services (CAMHS), or equivalent, representative on-site - referrals to whom will be accepted unconditionally by any member of teaching staff or pupils, themselves, where self-referral is apposite - that is to say, where the pupil, under discussion, transcends the age of 16 or where the security and safety of the pupil, his/her peers, teachers and/or the general public are under immediate and significant threat. Nonetheless, each and every one of the 3408 state-funded secondary schools (including community schools, foundation schools, voluntary aided, voluntary controlled, academies and free schools) shall have a dedicated mental health representative (counsellor or physiologist) on-site for at least 10 hours a week.

    To supplement this, we shall review and appraise the Children and Families Act 2014, and associated regulations - with enhanced scrutiny to Part 3 of the Children and Families Act 2014 as to stipulate that all chief SENCo (Special Educational Need Coordinators) have permanent and immutable positions on the governing body, and senior management teams of educational establishments, among other amendments - to indubitably allow them to assiduously shed light on major systemic flaws in their own provisions and thereby institute alterations and, by definition, ameliorations with as little bureaucracy and impediment as possible.

    By the same token, this Department shall promulgate, via the National College for Teaching and Leadership, that all new teachers shall be obliged to undertake and graduate from a basic mental health awareness course, as part of their PGCE qualification and as part of obtaining ‘qualified teacher status’ (QTS) - citing Section 132 of the Education Act 2002, a ‘qualified teacher’ is one who satisfies requirements as specified in regulations; a requirement of regulations under Section 132 of the Education Act 2002 may relate to the possession of a specified qualification or experience of a specified kind, participation in or completion of a specified programme or course of training, compliance with a specified condition or an exercise of discretion by the Secretary of State. This Department shall effectuate and enforce the aforementioned requirement retroactively for existing teachers - that is to say, those that have obtained ‘qualified teacher status (QTS); existing teachers shall, however, be granted a ‘grace period’ of up to 2 years to begin to comply with said requirement - that is to say, to procure a training provider and enrol with said training provider - and up to 5 years to comply unconditionally - that is to say, to complete, in its entirety, the awareness course and pass all pertinent tests. Teachers may impetrate an extension in compliance on a case by case basis, whereby the discretion of the Secretary of State shall be exercised.

    We must make appreciable headway in tackling the attainment gap at all levels of education - education must be a competent, operational and effective vehicle for social mobility, whereby the weak in society are afforded ample opportunity to fortify their socioeconomic position as to unambiguously inaugurate a resolute and meritocratic society. That being said, education as a whole must not only ‘equalise’ knowledge to a set ‘mean’ standard but rather advance passion, enthusiasm and excellence in all - hence, this Department shall reinstitute greater centralised support for the Gifted and Talented - those achieving, or who have the innate capacity to achieve, a level markedly above the rest of their peer group inside their particular school; those that could form the basis of the next generation of adroit teachers - in the form of an annual ring-fenced capital injection of no more than £10 million. By the same token, we shall institute plans as to fortify the legal position and long-term security of ‘free-school meals’ (FSM) and ‘Pupil Premium’ as to further support the notion of social mobility,

    To complement this, we shall ensure that the accessibility of private tutors is considerably ameliorated for all - this Department shall inaugurate a public and accessible ‘private tutor register’ where tutors shall be free to openly register and unreservedly advertise services. At the point of registration, the pedagogic and professional credentials (including a full Disclosure and Barring Service check) of the tutor shall be assessed and evaluated, with reviews occuring on an established regular basis - the aforementioned pedagogic and professional credentials shall be made publicly obtainable and accessible as to instill confidence in parents. The Department shall apportion up to £1 million in capital in the establishing of said register and the implementation of comprehensive and indispensable review mechanisms.





    Examinations


    This Department - this Government - no longer sees any transient value and merit in ‘National Curriculum statutory assessment tests’ - idiomatically referred to as SATs. SATs, by definition, restrict the Curriculum and ‘natural progression of education’ from a very early age. Teachers feel obligated not to adapt and tailor their lessons to their pupils and their innate requirements but rather to ‘box-ticking exercises’ in reference to examinations. Hence, it shall be this Department’s determination to phase out, in its entirety, all National Curriculum statutory assessment tests for all Key Stages. In doing so, the Standards and Testing Agency shall become largely supernumerary and, ergo, shall also be disbanded in its entirety - any obligations, roles and covenants besides the administration and co-ordination of statutory assessment tests previously held by the Standards and Testing Agency shall, pending review, be ceded to the Department for Education and its executive agencies - notably, the National College for Teaching and Leadership. With this in mind, we shall be actively encouraging primary schools to more assiduously ‘tailor their education to the needs of their pupils’ and using the spare time in order to more auspiciously further the development of key skills in Numeracy and Literacy and more appropriately smoothen the transition between primary and secondary education.

    Homogeneously, we recognise that alterations to General Certifications of Secondary Education and their content have ‘broadened the curriculum’ offering a more meticulous and methodical education in many subjects, empowering the brightest to flourish. That being said, these reforms have undermined all educational entities - placing incalculable strains on all - specifically, staff, budgets and the weakest pupils. This department shall appraise the viability and innate nature of current examinations, at the secondary level especially, at the nearest possible convenience with the staged realisation of any ameliorations as to not embroil matters further. Where any ameliorations are set to be implemented, teachers, pupils and educational institutions shall be apprised well ahead of time to any alterations or amendments to the status quo and will be afforded exhaustive guidance as to any mandatory courses of action in reference to their modi operandi. First and foremost, examinations are to instinctually gravitate towards the meticulous anatomisation of comprehension and application of knowledge and proficiency, rather than unpretentious fact recall, and, in turn, the autonomous regurgitation of information as to proselytise engagement, involvement and innate association with the content and subject - thereby facilitating the development and accentuation of a passion.

    This Department, also, acknowledges the significance of both the English Baccalaureate and ‘Progress 8’ - however, given their positions as ‘performance indicators’, they should not have such a tangible influence on schools and corresponding curricula as they are, presently, having. Hence, we shall seek to phase out their usage in their entirety.





    Apprenticeships and ‘T-levels’


    As a Department, we recognise that different people prefer different ‘schools of thought’ - desiring a more ‘hands-on’ practical and empirical education rather than a conceptual, abstract and hypothetical paper-based one. For too long, this country has failed to afford opportunities to both sets of equally talented people. This government, this department shall fix this. This Department, through the Education & Skills Funding Agency, shall continue to underwrite both the National Careers Service and National Apprenticeships Service as to promote the several distinctive advantages of an apprenticeship in comparison to university, and vice versa. Likewise, companies and organisations that offer ‘apprenticeships’, at any level, shall be legally obligated to unequivocally provide defined transferable qualifications; said qualifications cannot, under any circumstance, be company specific, nor directly role specific as to increase the innate flexibility of apprenticeships and ensure that they provide a true and solid basis for continuing professional development . For example, an accounting apprenticeship must go some way to offering an ACCA or equivalent qualification - they cannot deliver, or conspire to deliver, a proprietary qualification.

    By the same token, we shall enter in discussions with industry leaders, professionals and employers in the realm of agriculture, business administration, catering, hospitality, engineering, legal, finance, sales, marketing, social care, transport and logistics as to form industry bodies to form industry-specific task forces who will be tasked with developing and reviewing the content of T-levels, technical study programmes to work in unison and alongside the existing apprenticeship system, and increase the usage of apprenticeships systemwide in each of their respective industry areas.


    I commend this Statement of Intent from Her Majesty’s Department for Education to the House.

    ns_2

    The Right Honourable ns_2 MP
    Her Majesty’s Secretary of State for Education

    Costings
    Overview
    Spoiler:
    Show



    Additional budgetary expenditure

    CAMHS representative = £8,429,803.20
    Amelioration of security - up to a maximum of = £10,000,000.00
    Gifted & Talented support = £10,000,000.00
    Private tutor register = £1,000,000.00

    Reduced budgetary expenditure
    Removal of SATs examinations and disbanding STA = (£54,120,000.00)

    Total change: £24,690,196.80



    Additional budgetary expenditure notes:
    Spoiler:
    Show



    Figure used for CAMHS representative constitutes the mean average of the upper and lower bounds of schools lacking specific school based access to mental health representatives. Each school would receive a representative for 10 hours per week, for all 39 weeks, with each representative remunerated at Band 6 of the NHS Pay Scale.



    Reduced budgetary expenditure notes:
    Spoiler:
    Show



    Figure used for the removal of SATs examinations and the disbanding of the STA based upon the declared financial position of the STA between 2016 and 2017 - latest figures; figure consists of staff costs (£6,326,000.00), grant expenditure (£2,591,000.00) and operating expenditure (£45,203,000.00)




    References
    General figures concerning schools
    Figures concerning schools with specific school based access
    Figures concerning disbanding of STA
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    I intend to veritably jaunt into the lobby contra this decree by her Majesty’s principal Secretary of State.
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    Put the thesaurus away :lol:

    Nay, I don't believe that there's sufficient evidence that this form of grammar schools would change what they have been to date: significantly damaging to educational standards in the UK.
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    Indecipherable, far over the required length, and not much of merit. A definitive nay.
    • Political Ambassador
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    Political Ambassador
    I disagree with the Intent to Shut Ebacc down and I believe that the governments stance on Grammar schools is poor and unsustainable.
    The SoI claims many things but has stated little or no measures to complete it. This is an Incredibly poor Item and I encourage other members of this house to vote against this.

    DayneD89 Can you change my Abstain to a Nay please?
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    I also want to point any members on the fence to my translation in the original post, as trying to understands this pile of garbage is nigh impossible.
    • Community Assistant
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    And there's the moaning about the style of writing, wonder if it went to a vote because of that or the policy...

    Of course, firm Aye.
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    (Original post by CoffeeGeek)
    And there's the moaning about the style of writing, wonder if it went to a vote because of that or the policy...

    Of course, firm Aye.
    Oh, please. I doubt you’ve even read the statement.
    • Very Important Poster
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    Very Important Poster
    Study Helper
    (Original post by The PoliticalGuy)
    I disagree with the Intent to Shut Ebacc down and I believe that the governments stance on Grammar schools is poor and unsustainable.
    The SoI claims many things but has stated little or no measures to complete it. This is an Incredibly poor Item and I encourage other members of this house to vote against this.

    DayneD89 Can you change my Abstain to a Nay please?
    Who dis?!
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    DayneD89 Could you change my Aye to a Nay please?
    • Community Assistant
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    (Original post by JellyMilk)
    Oh, please. I doubt you’ve even read the statement.
    I have.
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    (Original post by CoffeeGeek)
    I have. I didn't need help though like you did to write your response.
    Incredible. I suppose that you were the one who gifted ns_2 his thesaurus. I also suppose you are infinitely more intelligent than all members in this house.

    Having help is hardly a weak area. The fact that I asked for assistance with a few sections of my response is hardly anything to attack me over. If you keep this up, I might report your posts for bullying
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    (Original post by JellyMilk)
    Incredible. I suppose that you were the one who gifted ns_2 his thesaurus. I also suppose you are infinitely more intelligent than all members in this house.

    Having help is hardly a weak area. The fact that I asked for assistance with a few sections of my response is hardly anything to attack me over. If you keep this up, I might report your posts for bullying
    And this isn’t childish?
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    (Original post by CoffeeGeek)
    And this isn’t childish?
    May I direct you to a dictionary? Have a quick look at the word ‘sarcasm’. ‘Irony’ is also worth a check.
    • Political Ambassador
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    Can my abstention be changed to a 'nay' please? DayneD89
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    Can my 'aye' be changed to a 'nay' please DayneD89
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    Mr Speaker DayneD89


    Is there any point in this statement since the government have collapsed? Should this not be withdrawn from vote?
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    I don't agree with voting on statements at all but since it was written by a Tory member, i shall in deference vote Aye.
 
 
 
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