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Teacher： Three hundred， one hundred， five hundred. Add them all...
Reporter： Maths is one of the several core subjects which all 10- and 11-year-olds are tested on， but when these pupils at Barrowford Primary in Lancashire received their results this week， they also received a letter.
And this is it. In the letter， the school praises the students for their great exam results， but it goes on to say that the tests can’t assess everything that make these students special； things like playing instruments， looking after siblings after school.
Student： In school I’m very good at maths， and my favorite topic is probably World War I. And out of school I’m good at football， cricket and 1）rounders.
Parent： These children come from all different 2）walks of life， and I think that were placing the emphasis that， no matter what your results are， you are still this rounded and grounded person.
Reporter： For Charlie， who was nervous about his results， the letter really helped.
Charlie： I felt proud of the school， that it says those things. It doesn’t just mean about your results. It tells you that you’re this kind of person， like you play a musical instrument or you can sing or write poetry or anything.
Reporter： Rachel Tomlinson is the Headmaster who wrote the letter， and I asked her what she was trying to get across to students.
Rachel： Basically that we come to primary school， e l e m e n t a r y school， primary s c h o o l ， i n Britain for seven years. And…and what we didn’t want was to think that the whole of their s e v e n y e a r s was defined by 3）three num-
bers on a piece of paper. We want to remind them， really， that no matter how well they’ve done， that there was far more to them and far more to the seven years at their primary school than…than three numbers on a piece of paper， so that’s what prompted the letter really.
Reporter： So I guess that you got some ideas for this letter from something you’d seen on the web from an American teacher who felt similarly. Is that true？
Rachel： Yeah. It’s come a bit full circle now， hasn’t it？ Yeah， we did. Kimberley Hurd wrote in her blog， and we saw that about last November， and thought， “Wow， that just really fits our philosophy，” ’cause what our philosophy here at our school is about educating the whole child， so while marks in English and those basic skills are very， very important， actually it’s the whole child that is more important， as well the ability to communicate those skills， the ability to apply those skills in…in different settings， the ability to apply those skills with confidence， to be determined， to overcome 4）obstacles， all of those things as well are as important as…as academic success， we believe. And actually we’ve spoken to Kimberley over Twitter today， and…and Kimberley is really delighted with…with the storm it’s created as well. Reporter： And she is also a teacher at a primary school. Rachel： Yeah.
Reporter： What are some specific things you mentioned in the letter that…that you want your…your students to remember？
Rachel： We want them to remember that they are， that actually they are all special， and they， you know， that their 5）intrinsic values are very， very important. And while maths and English is important， because we believe that those skills are very， very important， while they are important， they’re not the only important thing about those children.
Reporter： Do you think that the standardized tests could be improved to give a better reflection of what your students have learned， or is it the testing period， that bothers you？
Rachel： I…I think it’s not the testing 6）per se that bothers me. I think it’s that the high-stakes nature of the testing is what bothers me. Actually our children here really enjoyed taking the tests because they were so different from our daily practice， a n d t h e y e n j o y e d showing off. You know， they were really proud to show off what they’d learned. We’re very calm about them， they’re not high-stakes for our children because we don’t make them high-stakes. My daughter’s leaving…leaving school this time， and， you know， we have 50 children， each of those children represent 2% for our school， but my daughter’s my 100%， and I think we have to acknowledge that every child in there is somebody’s 100%， and they deserve to feel valued， and they deserve to feel special.
Though actually it did take us by surprise a little bit， because we give that message out constantly. We’ve been on national television， and， you know， so it has taken us by surprise. But I can only assume that it’s because it just does appeal to that need in all of us to feel very special.
老师：300、100、500。把它们全部相加……
记者：数学是其中一门核心科目，所有10年级和11年级的学生都要参加数学考试，但当这些英国兰开夏郡巴罗福小学的学生在这周收到成绩单时，他们还同时收到了一封信。
这就是那封信。在信中，学校赞扬了学生们取得的好成绩，但它还说到考试不能评价所有那些让他们与众不同的东西，例如，演奏乐器，放学回家后照顾弟妹等。
学生：在学校，我的数学学得很好，而我最喜欢的学习内容应该是第一次世界大战。课余时间，我擅长踢足球、打板球和圆场棒球。
家长：这些孩子来自不同的生活领域，我认为学校此举向学生强调了不管你的成绩如何，你仍然是个全面发展且有用的人。记者：查理对成绩感到很紧张，对于他来说，这封信真的很有用。
查理：我为学校说这样的话感到自豪。它不只是在意你的成绩。它还告诉你，你是这样的人，例如，你会演奏乐器，或者说你会唱歌、你会写诗，等等。
记者：雷切尔·汤姆林森就是写这封信的校长，我问她想给学生传递什么样的信息。
雷切尔：在英国，基本上小学都是七年的。我们不希望的是，他们这七年时间被一张纸上的三个数字定性。我们想要提醒他们，真的，不管他们的成绩如何，他们自身和他们在学校的七年时间远比……比那张纸上的三个数字重要，所以这就是促成这封信的真正原因。
记者：我猜你写这封信的灵感来自你从网上看到的一位美国老师写的东西，她也有类似的想法，这是真的吗？
雷切尔：是的。现在已经传得沸沸扬扬了，对吧？是的，金伯莉·赫德在她的博客中写了一篇文章，我们大概在去年11月看到的，然后就想，“哇，这和我们的理念不谋而合。”因为我们学校的理念就是教育全面发展的孩子，因此，英语分数和其他基本技能固然非常非常重要，实际上，孩子的全面发展才是更重要的，还有把这些技能融会贯通的能力，在不同的情况下运用这些技能的能力，自信地运用这些技能的能力，能够做到意志坚定、克服困难，我们认为，所有这些能力同样与学业成就一样重要。其实，我们今天已经跟金伯莉通过推特聊过了，她也为这封信引起的轰动感到非常开心。
记者：她也是一位小学教师。
雷切尔：是的。
记者：你希望你的……学生记住哪些你在信中具体提到的东西？
雷切尔：我们希望他们记住他们所有人都是独特的，他们……你知道，他们的内在价值是非常非常重要的。数学和英语很重要，因为我们认为那些技能是非常非常重要的，它们是很重要，但对孩子们来说那不是惟一重要的东西。
记者：你认为是否可以改善标准化测试，使它能更好地反映学生所学到的东西，还是说考试本身让你感到担忧？
雷切尔：我……我认为不是考试本身让我忧虑，而是考试决定成败的特性。实际上，我们这里的孩子真的很享受考试，因为它们跟我们平时的练习很不一样，而他们又喜欢表现自己。你知道，他们真的很自豪地展示他们学到的东西。我们以很平和的态度对待考试，它们对于我们的孩子们并不是什么成败攸关的事情，因为我们没那样做。我的女儿刚从小学毕业，你知道，我们有50个学生，每个学生代表了学校的2%，但我的女儿是我的100%，我认为我们必须承认这里的每个孩子都是某个人的100%，他们理应感到自己是有价值的，理应感受到自己的独特之处。
虽然，这事儿真的让我们有那么一点吃惊，因为我们一直都在传递这样的信息。我们上了国家电视台，你知道，这很让我们吃惊。但我只能认为该事件受到关注，是因为这迎合了我们都有的自我感觉独特的需要。
Reporter： Maths is one of the several core subjects which all 10- and 11-year-olds are tested on， but when these pupils at Barrowford Primary in Lancashire received their results this week， they also received a letter.
And this is it. In the letter， the school praises the students for their great exam results， but it goes on to say that the tests can’t assess everything that make these students special； things like playing instruments， looking after siblings after school.
Student： In school I’m very good at maths， and my favorite topic is probably World War I. And out of school I’m good at football， cricket and 1）rounders.
Parent： These children come from all different 2）walks of life， and I think that were placing the emphasis that， no matter what your results are， you are still this rounded and grounded person.
Reporter： For Charlie， who was nervous about his results， the letter really helped.
Charlie： I felt proud of the school， that it says those things. It doesn’t just mean about your results. It tells you that you’re this kind of person， like you play a musical instrument or you can sing or write poetry or anything.
Reporter： Rachel Tomlinson is the Headmaster who wrote the letter， and I asked her what she was trying to get across to students.
Rachel： Basically that we come to primary school， e l e m e n t a r y school， primary s c h o o l ， i n Britain for seven years. And…and what we didn’t want was to think that the whole of their s e v e n y e a r s was defined by 3）three num-
bers on a piece of paper. We want to remind them， really， that no matter how well they’ve done， that there was far more to them and far more to the seven years at their primary school than…than three numbers on a piece of paper， so that’s what prompted the letter really.
Reporter： So I guess that you got some ideas for this letter from something you’d seen on the web from an American teacher who felt similarly. Is that true？
Rachel： Yeah. It’s come a bit full circle now， hasn’t it？ Yeah， we did. Kimberley Hurd wrote in her blog， and we saw that about last November， and thought， “Wow， that just really fits our philosophy，” ’cause what our philosophy here at our school is about educating the whole child， so while marks in English and those basic skills are very， very important， actually it’s the whole child that is more important， as well the ability to communicate those skills， the ability to apply those skills in…in different settings， the ability to apply those skills with confidence， to be determined， to overcome 4）obstacles， all of those things as well are as important as…as academic success， we believe. And actually we’ve spoken to Kimberley over Twitter today， and…and Kimberley is really delighted with…with the storm it’s created as well. Reporter： And she is also a teacher at a primary school. Rachel： Yeah.
Reporter： What are some specific things you mentioned in the letter that…that you want your…your students to remember？
Rachel： We want them to remember that they are， that actually they are all special， and they， you know， that their 5）intrinsic values are very， very important. And while maths and English is important， because we believe that those skills are very， very important， while they are important， they’re not the only important thing about those children.
Reporter： Do you think that the standardized tests could be improved to give a better reflection of what your students have learned， or is it the testing period， that bothers you？
Rachel： I…I think it’s not the testing 6）per se that bothers me. I think it’s that the high-stakes nature of the testing is what bothers me. Actually our children here really enjoyed taking the tests because they were so different from our daily practice， a n d t h e y e n j o y e d showing off. You know， they were really proud to show off what they’d learned. We’re very calm about them， they’re not high-stakes for our children because we don’t make them high-stakes. My daughter’s leaving…leaving school this time， and， you know， we have 50 children， each of those children represent 2% for our school， but my daughter’s my 100%， and I think we have to acknowledge that every child in there is somebody’s 100%， and they deserve to feel valued， and they deserve to feel special.
Though actually it did take us by surprise a little bit， because we give that message out constantly. We’ve been on national television， and， you know， so it has taken us by surprise. But I can only assume that it’s because it just does appeal to that need in all of us to feel very special.
老师：300、100、500。把它们全部相加……
记者：数学是其中一门核心科目，所有10年级和11年级的学生都要参加数学考试，但当这些英国兰开夏郡巴罗福小学的学生在这周收到成绩单时，他们还同时收到了一封信。
这就是那封信。在信中，学校赞扬了学生们取得的好成绩，但它还说到考试不能评价所有那些让他们与众不同的东西，例如，演奏乐器，放学回家后照顾弟妹等。
学生：在学校，我的数学学得很好，而我最喜欢的学习内容应该是第一次世界大战。课余时间，我擅长踢足球、打板球和圆场棒球。
家长：这些孩子来自不同的生活领域，我认为学校此举向学生强调了不管你的成绩如何，你仍然是个全面发展且有用的人。记者：查理对成绩感到很紧张，对于他来说，这封信真的很有用。
查理：我为学校说这样的话感到自豪。它不只是在意你的成绩。它还告诉你，你是这样的人，例如，你会演奏乐器，或者说你会唱歌、你会写诗，等等。
记者：雷切尔·汤姆林森就是写这封信的校长，我问她想给学生传递什么样的信息。
雷切尔：在英国，基本上小学都是七年的。我们不希望的是，他们这七年时间被一张纸上的三个数字定性。我们想要提醒他们，真的，不管他们的成绩如何，他们自身和他们在学校的七年时间远比……比那张纸上的三个数字重要，所以这就是促成这封信的真正原因。
记者：我猜你写这封信的灵感来自你从网上看到的一位美国老师写的东西，她也有类似的想法，这是真的吗？
雷切尔：是的。现在已经传得沸沸扬扬了，对吧？是的，金伯莉·赫德在她的博客中写了一篇文章，我们大概在去年11月看到的，然后就想，“哇，这和我们的理念不谋而合。”因为我们学校的理念就是教育全面发展的孩子，因此，英语分数和其他基本技能固然非常非常重要，实际上，孩子的全面发展才是更重要的，还有把这些技能融会贯通的能力，在不同的情况下运用这些技能的能力，自信地运用这些技能的能力，能够做到意志坚定、克服困难，我们认为，所有这些能力同样与学业成就一样重要。其实，我们今天已经跟金伯莉通过推特聊过了，她也为这封信引起的轰动感到非常开心。
记者：她也是一位小学教师。
雷切尔：是的。
记者：你希望你的……学生记住哪些你在信中具体提到的东西？
雷切尔：我们希望他们记住他们所有人都是独特的，他们……你知道，他们的内在价值是非常非常重要的。数学和英语很重要，因为我们认为那些技能是非常非常重要的，它们是很重要，但对孩子们来说那不是惟一重要的东西。
记者：你认为是否可以改善标准化测试，使它能更好地反映学生所学到的东西，还是说考试本身让你感到担忧？
雷切尔：我……我认为不是考试本身让我忧虑，而是考试决定成败的特性。实际上，我们这里的孩子真的很享受考试，因为它们跟我们平时的练习很不一样，而他们又喜欢表现自己。你知道，他们真的很自豪地展示他们学到的东西。我们以很平和的态度对待考试，它们对于我们的孩子们并不是什么成败攸关的事情，因为我们没那样做。我的女儿刚从小学毕业，你知道，我们有50个学生，每个学生代表了学校的2%，但我的女儿是我的100%，我认为我们必须承认这里的每个孩子都是某个人的100%，他们理应感到自己是有价值的，理应感受到自己的独特之处。
虽然，这事儿真的让我们有那么一点吃惊，因为我们一直都在传递这样的信息。我们上了国家电视台，你知道，这很让我们吃惊。但我只能认为该事件受到关注，是因为这迎合了我们都有的自我感觉独特的需要。