I don’t like the term role-play. I’ve not liked it since I was asked, as part of a group of PGCE students, to ‘fly’ around the hall pretending to be snow-flakes to the sound of Aled Jones singing, Walking in the Air. I felt a right nob. This hatred of role-play intensified later in the […]
In answer to @webofsubstance: The Pedagogy of Serfdom We must remember, in The Knowledge Deficit, Hirsch is talking about primary education. He understands explicit instruction will be of only limited benefit after a short while – he suggested 40 minutes a day – and only for the teaching, learning and practice of specific ‘skills’ – […]
When my daughter, Lilly, was seven, she brought home from school a pencil drawing of the two-faced god, Janus. She didn’t show me or her mum, but put the picture on a table in the front-room where I found it later that night. When I saw it, I asked her why she hadn’t shown it […]
In this blog, I want to look at some of the principles underpinning effective marking from the schools I’ve visited and the education blogs I’ve read. The following represents my current thinking on the subject. It is not a definitive list, neither would I call myself an expert. However, from what I understand, the principles […]
When I studied at University for my PGCE, in the early 1990s, we did not do a single workshop or seminar on marking. It just was not considered important enough, anyone could mark an exercise book, it was a simple task of putting ticks and crosses where appropriate. A process that had remained essentially unchanged […]
It is now six months since @betsysalt made her impassioned plea in “What I wish teacher bloggers would write about more…” asking for more blogging on the practice of education, in context, with examples from actual practice, with actual children. Her disappointment was that the topics covered by teacher bloggers tended to concentrate on a narrow […]
About six weeks ago I started work on a blog for the October Blogsync “Marking with Impact”, I thought it would be a quick piece, maybe a few hours work. My focus was on marking for Early Years, Key Stage 1 and Key Stage 2. However, once I got started I soon realised what a […]
There has been some interest over the past week in the work of Dorothy Heathcote (1926 – 2011). Heathcote left a great deal of writing stored in the Heathcote Archive at Manchester Met University some of which is available on the mantle of the expert website. Dorothy studied and wrote about drama in education for over sixty […]
On 14th November the anonymous blogger ‘Andrew Old’ made some spurious accusations on Twitter about mantle of the expert being the next Brain Gym and being ‘totally insane’. I tried to answer these allegations but Andrew strategically blocked my account and ignored my repeated offers to discuss his allegations. On Saturday 16th he wrote a […]
Robert Breen coined the term in his unique treatise on the analysis of how writers and author’s manipulate (or facilitate) the reader’s dramatic imagination as the reader begins to construct imaginary images triggered by the text in in use.
Mantle of the expert weekend – Friday
1. Teacher coach
2. This work is about ‘induction’ not instruction
3. About helping children to ‘become’ people
4. This is a pedagogy that is about how we are with children
Of all the changes in the new National Curriculum the ones made to the programmes of study for history at Key Stage 2 are going to have the most significant effect on the way primary schools organise and plan their provision.
Of all the arguments I’ve read, from the plethora of education bloggers over the last year or so, the one I find hardest to get my head round is the supposed dichotomy between enjoyment and learning.
Notes from Saturday morning: Inquiry/enquiry? http://www.etymonline.com/index.php?search=inquiry The new curriculum: https://curriculum2014.wordpress.com Talking about drama – Inside and outside the fiction – co-constructed, so the children can influence Into the fiction Activity: 1. make up three things about yourself, two a true & one is not. Partner has to work out which is untrue. 2. Take the […]
Steps into the imaginary context – Divers
Two stories from home
We have some film of Finn, our son, when he was a few months old. Claire and I are on our knees on the dinning room floor, taking it in turns filming Finn as he makes his first tentative steps.
When thinking about the purpose of education it is easy to see how the wider aspirations of the state can clash with the more human concerns of students and their families…
This essay is from the late historian and teacher, John Fines (1938 – 1999)
Published posthumously in the International Journal of Historical Learning, Teaching and Research, 2002
This planning is an additional sequence of steps for the Unit: The Roman Box
I had been teaching for four years before I thought to ask my class what they thought was the purpose of school. The answers I got back where fairly predictable, “To get a good job when I’m older”; “To make more money”; “To learn more stuff”. These children were seven.
This blog is an edited version of an article that first appeared in the magazine, Creative Teaching and Learning in Spring 2013 and is reprinted here with their kind permission. It outlines the first steps into an imaginative-inquiry context that could be used as a topic for a Key Stage 2 class studying the Roman invasions and settlement.
1. Learn the children’s names as quickly as you can – use mnemonics and include the students in the process. Ask for their help.
This post is in response to @debrakidd [ref] and the very interesting discussion that followed. It was originally intended as a comment, but grew too long and became a blog.
For a long while now, delivery has been the accepted analogy for curriculum design and teaching. First appearing in the educational lexicon about the same time as the Prime Minister’s Delivery Unit in the early years of the Labour Government, it soon became the go-to metaphor for anyone talking about the teaching and learning process in the late 90s.
This blog continues not unexpectedly from the previous Blog, “ED Hirsch – Really not the bogeyman Part 1″
Over the last two or three years E.D. Hirsch, a retired Professor of Education and Humanities from Virginia, USA, and his ideas on why American education doesn’t work, have become a cause célèbre. He is considered, depending on your point of view, either an inspirational guru of great insight or a pantomime villain with dangerously reactionary views.
I was up late last night arguing with my arch-enemy Harry Webb aka @webofsubstance. I think it fair to say Harry and I have divergent views on education, nevertheless, we are always careful to be polite and try hard to end our disagreements on a friendly note. The topic of last night’s discussion was a sentence in Harry’s latest blog: [Ref] where he stated, “Social Constructivism is a type of discovery learning.”
I’ve always thought it interesting how as a profession we find the ideas of cognitive psychologists so beguiling and persuasive.
The following was compiled by Prof. Brian Edmiston as an extension of the Blog: All it is cracked up to be? Some notes on Daniel Willingham’s ‘Why Don’t Students Like School?’ This post was originally posted at 13:56 on July 29 2013 and was later revised after a conversation between Brian and Daniel (see comments below). […]
Finally I got round to reading Daniel Willingham’s ‘Why Don’t Students Like School?’ It’s been on my desk for quite a while after being recommended to me by a number of friends. It is probably the most frequently referenced book on the education blogosphere and certainly amongst the most contentious.
The following blog represents my notes and thoughts, which I started on Twitter and some people have said they found useful. I have tried as much as possible to write using Willingham’s own words. It is not an interpretation of his argument, rather an outline of the main subjects and some thoughts and opinions of my own. Most, but not all, are complementary.
This article first appeared in Teach Primary and is re-printed here with their kind permission.
I like to imagine the curriculum as a map of a country only partly explored. There are aspects – the coastline, a mountain range, some major rivers – that are well known to previous explorers, but there are others, too – the dark interior – that represent an unknown land waiting to be discovered. Of course, some parts of the new world we are told we have to visit, these are the mandatory places every traveller goes to, but there are others only we will find; places for us to explore and put on the map.
Teacher Alex Crump – @alfiecrump – has compiled the complete programmes of study for the new Primary Curriculum, due to become law for non-academy primary school in September, 2014
The art and design programmes of study have been noticeably reduced in the new curriculum. However, the aims and purposes remain very much the same.
At primary level, both KS1 and KS2 the design and technology curriculum has hardly changed in any meaningful way. There is a small change at KS2 where students are now required to communicate using a specific list of methods, see below.
On Monday the DfE published the latest draft of the new National Curriculum and many working in the primary sector greeted it with a massive sigh of relief. Most of the grand excesses of the February draft had either been softened or gone altogether and nowhere were these revisions more welcome than in the History […]
Click here to read this blog as a Word Document Click here to read this blog as a Pdf On analysis it is clear the emphasis in the primary Geography curriculum has shifted noticeably from developing enquiry skills to acquiring geographical knowledge. Although students are still required to develop practical skills in fieldwork, compass reading […]
Geographical enquiry skills now termed as Geographical skills and fieldwork
No longer requirement for students to ask geographical questions or express their own views
Introduction of simple compass skills (directions etc)
The new curriculum for KS.2 is divided into three sections. The first two can be analysed alongside the aims and objectives of SC1: Scientific Enquiry in the old curriculum (see Table 1). The third section – Programmes of Study (see Table 2) – can be compared directly with the old PoS.
These changes seem to indicate a slightly reduced curriculum load and more emphasis on the names of things: animals, plants, classifications etc. Most schools should find resourcing the new unit on seasons relatively easy, but don’t throw away the ones for electricity and forces, they’ll probably be back after the next curriculum review.
The history programmes of study have been the most controversial aspect of the curriculum review process. The current draft document, which is likely to become law in August with some minor revisions, is very different from the draft history curriculum published in February. These changes are likely to be welcomed by primary school teachers.
The National Curriculum feels like an experiment that is coming to an end. More an albatross than a carrier pigeon to the governments that nurtured it, it has failed to deliver on its original purpose of bringing enlightenment and world-class standards to our nation’s schools.
Mantle of the expert has always been an enigmatic approach, not least because of its name, which is hardly catchy, but also because it seems to contradict many of the assumptions of how a classroom should work. Some have called it nothing more than a drama convention, others like to label it as a return to progressive, laissez-faire education. The truth is mantle of the expert resists easy analysis and is difficult to pigeon-hole. On the surface it seems quite straight-forward – establish an imaginary context, in which the children work as a team of experts, for a client who commissions the team to complete various tasks, that create opportunities for curriculum teaching and learning – however underlying this simple structure is a sophisticated pedagogic approach that incorporates drama and inquiry to create multilayered narrative threads, complex power relationships and dynamic learning opportunities.
This blog started life as a comment on Debra Kidd’s article for #blogsync – Progress? It’s more complicated than they’d have you believe! however, as it grew I thought it might deserve a place of its own and so have decided to also publish it here and add it to the #bogsync list.
The 16th April deadline for submitting a reply to the DfE’s consultation on the draft National Curriculum is rapidly approaching. There has been a great deal of discussion over the past two months over the form and content of the document, principally in regards to the primary history curriculum. Unfortunately the national debate over the […]
This letter was originally published by Debra Kidd - @debrakidd – on her website Love Learning Debra was the only practicing teacher invited to sign the “100 Academics” letter published in the Independent - 100 academics savage Education Secretary Michael Gove for ‘conveyor-belt curriculum’ for schools Many teachers contacted Debra asking if they could add their voices. This […]
This morning I read a post on the Guardian website from another ‘Secret Teacher’. The article was a heart-felt groan of frustration and professional angst from someone who was doing bad things, for good reasons, and watching children suffer as a consequence. Later in the comments section, a contributor (@jadedjogger) asked: “Yes. It’s an own-goal […]
Just out of interest I put both the draft national curriculum and the current 2000 curriculum into a word cloud generator - a visual representation of the most common occurring words in the two documents – below are the results. Unsurprisingly the word ‘pupil’ appears a great deal in both.What appears to be immediately different is the […]
Consultation to finish 16 April 2013 On 7 February 2013 the Secretary of State for Education announced a public consultation on the draft National Curriculum which will run until 16 April 2013. A final version of the new National Curriculum will be available in autumn 2013 for first teaching in schools from September 2014. Background […]
Luke Abbott has been working in Palestine for the last three years with the Qattan Foundation, training teachers and teaching in schools to develop exciting and meaningful experiences for students using imaginative-inquiry. Working with very limited resources and through a translator involves unique challenges and experiences. In this blog Luke describes one day’s work in […]
Key Stage 1 The KS1 Curriculum is divided into three sections: Vocabulary Concepts History studies Vocabulary The section on vocabulary seems a straightforward and reasonable list of words children should know and understand by the end of Year 2 Simple vocabulary relating to the passing of time such as ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and […]
As a child I loved games. Playground games, skipping games, card games, board games like Risk and Colditz, obscure data games like Logacta and, most of all, role-play games, where I could imagine being someone else involved in dangerous and exciting adventures.
My love of games continued into adulthood and when I became a teacher I wanted to use them in my lessons to engage and excite my students.
It seems like inequality is built into the education system.
I believe all right minded people in education, including Michael Gove, are motivated by a desire to close the achievement gap, but we are all hamstrung by an education system that disadvantages children who do not benefit from a rich learning environment at home.
A collection of twenty great books on education. Well , strictly speaking nineteen great books on education and one great book on Social Science. All are definitely worth a read. Some you can but through Amazon, others are out of print but available on the internet, either through the Google Books project or elsewhere as Pdfs. Follow the links…
Article for the BlogSync Initiative : “The Universal Panacea? The number one shift in UK education I wish to see in my lifetime”
Lets imagine, just for a moment, there really is a universal panacea for all our problems. A shift in thinking so monumentally seismic it will make us think differently about everything – root and branch.
We should be looking not at the content and minute details of the primary national curriculum, but its purpose. My hunch is teachers do not view this argument as educationally important but rather as an empty balloon inflated by politicians and launched by journalists for reasons of politics and circulation.
Last week I was chatting to my dad. He’s a retired head teacher who taught for 50 years (starting in 1957), I’m a teacher who started 17 years ago. We were, as teachers do, putting the world to rights. Essentially we are both educational optimists and although we complain about the specifics we have always believed things are generally improving… Until now.
Teachers are judged by how strict they are. Everyone who has been to school thinks they are an expert and many policies are based on half-baked ideas about emotional intelligence and reptile brains.