One of the problems we've had is that the ICT curriculum in the past has been written for a subject that is changing all the time. I think that what we should have is computer science in the future - and how it fits in to the curriculum is something we need to be talking to scientists, to experts in coding and to young people about.
I think more and more respect has been accorded to teachers, and quite rightly so.
It is literally the case that learning languages makes you smarter. The neural networks in the brain strengthen as a result of language learning.
Children themselves know they are being cheated. Ultimately we owe it to our children. They are in school for 190 days a year. Every moment they spend learning is precious. If a year goes by and they are not being stretched and excited, that blights their life.
Learning a foreign language, and the culture that goes with it, is one of the most useful things we can do to broaden the empathy and imaginative sympathy and cultural outlook of children.
Labor, under their current leadership, want to be the Downtown Abbey party when it comes to educational opportunity. They think working class children should stick to the station in life they were born into - they should be happy to be recognized for being good with their hands and not presume to get above themselves.
The current leadership of the Labor party react to the idea that working-class students might study the subjects they studied with the same horror that the Earl of Grantham showed when a chauffeur wanted to marry his daughter.
The accumulation of cultural capital - the acquisition of knowledge - is the key to social mobility.
The single most important thing in a child's performance is the quality of the teacher. Making sure a child spends the maximum amount of time with inspirational teachers is the most important thing.
The big shift in approach on education that we are taking - which is different from what happened before - is that we trust teachers and we trust heads.
Unfortunately, the real achievements of children on the ground became debased and devalued because Labor education secretaries sounded like Soviet commissars praising the tractor production figures when we know that those exams were not the rock-solid measures of achievement that children deserve.
What we're doing now is we're saying that individual schools can spend the money on their own priorities, so that head teachers can decide what's truly important, because the big shift in approach on education that we're taking - which is different from what happened before - is that we trust teachers and we trust heads.