Following my interview with Michael Gove's department, I present the very same questions to Christine Blower, the National Union of Teachers' general secretary.
This week has seen the repeated throwing of the metaphorical rattle out of the eclectic pram that is the vortex of UK politics. The typical whisperings of the Conservative grassroots became veritable shouts as the fierce debate on EU membership raged on.
Surely if Michael Gove were to sit in Little Angel Theatre for Going on a Bear Hunt, he would have his cold heart warmed and rethink the value of arts in education, see how they aid the kind of reasoning and critical thinking that culminate in a society's true mark of success: superb works of collaborative art.
The silver lining in David Cameron's current flurry of clouds is that no ministers have yet decided that their career prospects would be better served by resigning from his government.
Michael Gove seems to think that the GCSE is too easy, and that we should wind back to the good ol' days of O Levels, and the CSEs, remember? But lets have a proper look at what the GCSE does, in comparison to O Level/CSE.
Inspirational, quality teaching is one of the topics I present to the UK's department of education along with cyber bullying, raising standards, bringing programming and code into the curriculum, academies, the rise of male teachers and more.
My argument was that all of the likely election outcomes in 2015, the least likely was an overall Tory victory that would enable him to remain in Downing Street. Now, though, I'm beginning to think his downfall could come even sooner.
The Jamaican Mary Seacole became an heroine when she travelled over 4,000 miles to nurse and attend sick British soldiers in the Crimea during the Crimean War. During her life her exploits were revered, by royalty, the military elite and thousands of ordinary citizens. More than 100 years later, tens of thousands of school children view Seacole as a wonderful role model.
This week has been dominated by various exits, whether desired, dreaded or downright dozy. Once more, the seemingly ugly head that is the monster issue of Britain's EU membership has been raised. With Cameron away in the US, the little, trouble-making kids came out to play.
Having gone to a comprehensive school in an area of considerable social depravation I can speak for talented teachers who were specially selected for their ability to maintain control and to enthuse their students with imaginative and inspired ideas.
It may provide ready-made commentary when looking at the Prime Minister's inner circle, but it's an all too easy excuse for the wider issue of why non-public school students have failed to meet their ambitions.
Youth unemployment is a tragic reality whatever the circumstance, but there is something especially unsavoury about young people who have been sold on the graduate life ideal, only to end up without a job and in debt. The mismarketing of higher education is one of the least commented-upon scandals of our time.
Michael Gove needs to understand that environmental education is not a choice - it is an explicit priority. And whilst you can give teachers the chance to develop their own educational structure based on broad "purposes of study," certain topics must be compulsory.
Labour actually didn't do all that well. Plus the electorate just aren't that convinced by Miliband/Balls. And I'm being polite here. The bottom line that Ukip voters have delivered today to the Big Three is: the people are tired.
In spite of its merits, the proposal just doesn't add up. Firstly there is little evidence that extending contact hours improves aggregate performance; most studies show a very small correlation between contact hours and attainment, with multiple outliers.
Shorter school holidays and longer school days will mean less time for children to play, discover and experience new things. Stricter inspections and harsher penalties will mean more stress for teachers, more tick-box teaching and more cheating the system so we end up failing our neediest kids.