Brief: Read the article.

Identify 10 rich points of your own choosing. Concentrate on “strong” rich points, i.e.
those which present a translation challenge.
Part I: (60%)
You need to:
1: Identify the rich points
2: Classify and Explain them fully in your own words.
3: Provide a suggested translation or translation strategy.
4: State your source/s or reference/s you have checked for each.

You will be assessed as follows:

1 point for correctly identifying a rich point
1 point for correctly classifying it
2 points for your comments and explanations
2 points for your suggested translation

(For Part II, complete one of the following. You need to ask for permission to
complete Part IIb instead of Part IIa)
Part IIa: (40%)
Translate into Spanish/Catalan the paragraphs in bold letters by focusing on
transferring the rich points into the target culture.
Provide all your answers in the answer sheet and follow the instructions.

Part IIb (40%) for those unable to translate into Spanish (you need to get
permission from me to complete this part.

Fully explain the meaning of the underlined phrases in the section in bold in the
text

‘They don’t work’: experts criticise Liz Truss’s grammar schools

plan
Government policy faces opposition, with many saying that selection does not improve
social mobility
The Guardian - Sally Weale

Academics, education unions and politicians of every hue have attacked government
plans for more grammar schools, warning that selection does not improve social
mobility and will not solve the challenges facing schools in the next decade.

It follows confirmation from Kit Malthouse that the prime minister has tasked him to
look at areas of England that would like to open new grammar schools, as well as those
that want to expand existing grammars.
Malthouse said: “We’re about parental choice, everyone needs to be able to make a
choice for their kids. So we’re looking at that policy seriously and looking at areas that
want to have it or indeed grammar schools that want to expand.”

Liz Truss, who has sent her daughters to grammar school, will however face widespread
opposition, including from modernisers within her own party who saw off an earlier
attempt to revive grammar schools more widely back in 2016 with Theresa May.

Just 163 grammar schools remain in England and there has been a ban on opening any
new ones since 1998. Any lifting of that ban, which was introduced by the Labour
government, would require primary legislation. Though the government has a large
majority in the Commons, it would face strong opposition in the House of Lords.

Sir Graham Brady, the chair of the 1922 Committee of Tory backbenchers and longtime
supporter of grammar schools, is reported to be planning to table an amendment to the
government’s recent schools bill to try to lift the ban.

Steve Mastin said he would be speaking out against grammar schools at the
Conservative party conference. “Grammar schools reduce parental choice. It’s the
school which selects, not the parents. And 80% of the pupils in the country will be
rejected from going to a grammar school.”

The shadow education secretary, Bridget Phillipson, said grammar schools were “a
distraction tactic” from a government that has run out of ideas. “Grammars make
up a tiny minority of schools, they don’t improve educational outcomes and
parents don’t want them – they want the education secretary to raise standards
across our comprehensive schools.”

Munira Wilson, said it was “a desperate attempt” by the Tories to mask their own
failures. “Rather than supporting children who are working hard to catch up on their lost
learning, the Conservatives would rather impose top-down rules about the sorts of
schools that can be built in communities.”

Lee Elliot Major, professor of social mobility at Exeter University, warned that
introducing new grammar schools without strong measures to ensure access for children
from all backgrounds would create “an exclusive cadre of middle-class schools,
certainly not engines of social mobility in any way at all”.

Jon Andrews, the head of analysis at the Education Policy Institute, said it was an “aged
debate” detracting from the real issues schools face. “Whether it be reducing
educational inequalities, combatting teacher shortages, or even just supporting schools
in meeting vastly increased operational costs, grammar schools aren’t the solution.”

Dr Nuala Burgess, the chair of Comprehensive Future, said: “It is massively concerning
that a new, untried government can choose to sweep aside all reason and the weight of
evidence which shows the very limited value of grammar schools for a tiny minority of
children.

Geoff Barton, the general secretary of the Association of School and College Leaders,
said the expansion of grammar schools was “purely ideological”. He said the important
issues facing the education sector remain funding and teacher shortages. “Addressing
these issues would make the greatest difference in improving outcomes for all pupils
which is surely what any government should make its priority.”

As the government draws up plans for more grammar schools in England, a new
website has been launched to give voice to parents, pupils and teachers who have first-
hand experience of the 11-plus test and its impact.

An 11-plus tutor in Trafford, Greater Manchester, where there are grammars, said: “I’ve
seen many very bright children not pass due to exam nerves and less able children hit
lucky on the day and pass. For many children of a broadly similar ability the exam
becomes little more than a lottery of luck rather than a test of ability.”