October 16, 2012
On Sunday my husband and I sat with our three children and watched live footage of a man jump out of a capsule, 24 miles above the earth, and fall. We saw him step into space, spin, then float and, 10 minutes after leaving his capsule, land elegantly on his feet in New Mexico.
No matter how great the threats and superstitions surrounding the (relatively) new universe that is ‘the internet’, I can only envy the opportunities my children now have to access the world, past, present and future in a way that I never dreamed of.
I have no doubt that I enjoy my children’s homework more than they do. The one-dimensional historical figures and vague, distant geographical locations I learnt about in black-and-white, have been miraculously brought to life on-line. All aspects of learning can be made interesting and accessible to children of all ages, tranformed by a quick visit to the search engine. Together, my children and I have explored Oceania (somewhere I hadn’t heard of until last year and have just this moment learnt how to spell correctly), mapped the path of the Canterbury Pilgrims on a satelite image, had close encounters with the planets, discovered how to make a rocket with an alka seltza tablet and made an on-line jet engine.
The internet may be a strange and sometimes dangerous place to explore, but it provides access to our world, (and the school curriculum), in a way that can inspire and fascinate our children. If you are reading this, I am probably preaching to the converted, but I urge you to encourage your children to jump – just ‘google’ anything and prepare to be amazed!
September 17, 2012
Find out what they will be up to at school here:
and find lots of free downloads to help you help them at home.
March 2, 2012
A new report from Ofsted declares that a fifth of schools is providing an inadequate music education.
A damning report, as indicated yesterday in Music Teacher magazine, also states that there is not enough emphasis on practical music-making in sessions, and that there is a ‘scarcity of good vocal work in secondary schools.’
Amidst a litany of depressing statements, detailing the failures and short-comings Inspectors found in their assesment of music in schools across the country, one terse fact rings out:
Too often, inspectors simply did not see enough music in music lessons.
Read the report in full here.
February 7, 2012
Novelist and poet Michael Rosen has written to Michael Gove in yesterday’s Guardian, asking for some explanations about the curriculum, and the concept of making schools into academies – especially when they don’t want it to happen…
Credit: author's website
Read it here.
November 18, 2011
Hernhill School has created a new Prospectus. This is useful for new and existing parents and includes information on the curriculum and how it is taught in the school:
September 26, 2011
Earlier this month, the Education Secretary, Michael Gove, announced the creation of a new qualification, which will be awarded to pupils who take more traditionally academic GCSEs.
The English Baccalaureate will be awarded to those achieving a grade C or better in five subjects: English, Maths, a science, a modern or ancient foreign language, and a humanities subject.
The move is, in part, attempting to redress the reported rise in the number of pupils taking vocational qualifications. The number taking sciences in particular has also declined.
The results of children achieveing the new qualification would also feed into schools’ league table results.
Read more in the Telegraph article here.
The English Baccalaureate: coming to a school near you.
July 18, 2011
As reported in an article in The Independent last week, a Suffolk school has forged links with a local dance organisation; pupils go for weekly dance lessons and attend productions at the DanceEast centre.
The move has engaged both girls and boys at the school, as well as parents, who go to productions with their children, with a real sense that the parents are engaging with their children’s education once more. Children are more confident, develop critical thinking as they write reviews of the productions they visit, and have a more positive view of their schooling experience.
With the arts increasingly being sidelined in school curriculum delivery, this step is a positive one; the school’s recent inspection report noticed an imnprovement in achievement and higher standards since the project began.
Speaking and listening skills, in particular, have been improved by developing pupils’ arguments about what they have seen when they act as dance critics. And those speaking and listening skills, according to the recently published review of primary-school national-curriculum assessment carried out by Lord Bew’s inquiry team, are essential to improve reading and writing standards.
Read the full article here.