The gap between what is known and what is delivered to children in the National Curriculum is every widening.
For example: children learning about and looking after their bodies (1), their emotions (2) and their minds (3).
(1) Physiology scientists know more about the body, yet the National Curriculum focus is not on the knowledge and the skills children need to be genuinely supported in learning about and looking after the body.
(2) Psychologists know more about how to develop emotional resilience (EQ if you like), but the knowledge is not applied to the learning set up in a consistent and intentional way so children are not getting the emotional development they could be getting.
(3) Cognitive neuroscientists know so much more about how the brain learns and therefore, how teachers can facilitate learning so that children can learn the way the brain works – it is not happening
Given the urgent challenges facing individuals in today’s fast moving and everchanging society, the sooner the National Curriculum gets its act together the better.
A change in the focus by the UK government in the education of primary school children — aged 5 to 11 years — is long over due to meet the urgent challenges of the 21st century.
It is clear our children need to learn to speak, read and write English, be proficient in mathematics and have an all=round education in all the other subjects that make up the National Curriculum in England — science, history, geography, art and design, computing, design and technology, a foreign language, music, physical education and PSHE.
But must the curriculum be taught as individual subjects that have little or nothing to do with each other?
How is it that we have not moved on since education was first rolled out to the masses in Queen Victoria’s 1870s in the expression of learning as no more than a bunch of subjects to be mastered?
The Life-Based Approach to Learningbrings meaning to the education of our children by teaching the subjects through vitally important themes: children learn to know about and look after themselves in areas critical to their development; acquire the communication, relationship and community skills to meet the social challenges the country faces; and gain a grounding in the how and why of living sustainably, as we must all surely learn to do.
Oh! … and by the way: children’s progress in the core subjects of English and mathematics [and all the other subjects] will be the better for a fresh approach to education that is more than a jobs market competition.
Teachers need to learn from Fern Britton’s excellent use of para- and body language in her recently shown BBC TV interview with Linford Christie.
I was as much taken by Fern Britton’s interview technique as I was fascinated by Linford Christie’s personality and achievements.
Fern oozes oodles of empathy in her body language with her warm and engaged facial expressions, positive gestures and body movement.
Her tone, pitch and speed of voice is spot on.
She gave the impression she knew Linford well. Whether she did or not, she was certainly very relaxed in her interactions with Linford – the mark of a true interviewer.
Not once did she falter in her interview technique, even when asking Linford about difficult times he faced in his life.
Of course, teaching a class of school children is not the same as interviewing. However, unconditional positive regard for children, positive voice, positive body language and use of language to obtain the best response from children still applies.
It is crucial that children learn about what makes British society what it is today and their place in it.
The Guardian reported in October on research from the education charity Teach First, which found that children could complete their GCSEs without having studied a single literary work by a person of colour.
The same article quoted from the ‘lessons learned’ review of the Windrush scandal, which spoke of “the public’s and officials’ poor understanding of Britain’s colonial history, the history of inward and outward migration, and the history of black Britons.”
Black History Month, which runs every October, is now well established in Britain. ‘Themed’ days and weeks (and even months) can play a part in highlighting important issues, raising public awareness and galvanising people into action — provided that the message is not all but forgotten once the occasion is over. On the other hand, if a ‘theme’ is of such importance that it merits its own week or month, it is surely a legitimate question to ask why it is not embedded in the curriculum rather than being an add-on.
With regards to growing calls for a more diverse curriculum, she posed two questions:
Is it because there is a fundamental issue with the national curriculum that limits exposure to diversity in literature, history, or geography? Or is it because there’s a widely held and justifiable assumption that changing things in school is the key to changing wider social attitudes?
Amanda Spielman, Her Majesty’s Chief Inspector of Schools
Life-based learning was first developed as a response to weaknesses in the National Curriculum. Community is one of the nine learning themes of life-based learning. It is an attempt to deal with our lack of social cohesion, with too many young people alienated, lacking a sense of purpose in their lives and contributing little to society in consequence.
At the Forum for Life-Based Learning we believe that the study of history should give children a sense of what makes British society what it is today and their place in it. They should learn that they are part of a country with a rich and vibrant history.
The use of the ‘community’ concept to frame learning in history, social geography and citizenship deepens children’s understanding of — and strengthens their commitment to — society.
The UK government’s National Curriculum subject of music for 5- to 11-year-old children is in desperate need of a boost as an educationally overlooked, but highly social, vehicle of communication between people.
Music is a ubiquitous communication tool permeating society 24/7 through radio, television, stage productions and online digital platforms such as YouTube and Spotify.
Every country has its music identity and, if Andre Rieu’s concerts are the yardstick to go by, there is a shared identity across many countries and continents.
Music is a key component of religions and religious festivals such as Christmas and provides unique identity to religions — for example, Gregorian chant, gospel music, the Islamic call to prayer, or the wind and percussion instruments of Mahayana Buddhism.
Children learn an instrument to play to others, learn a song to sing to others, learn about different kinds of music to share with others and bring their experiences of music into the school to share.
Children learn the more varied their own tastes in music, the more opportunities there are in life to share people’s different tastes in music and the more they improve their options to communicate with others.
Through music, children’s confidence, self-esteem and emotional resilience improves as does their brain development and ability in other subjects.
The school itself models music’s powerful connection to others through class lessons, assemblies, concerts, choirs, drama productions and talent shows.
As previously posted on this website, the ‘Standing Ovation Project’ uses music and the arts to strengthen children’s sense of community.
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