An exciting future

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So here is the good news. The British National Curriculum, although floored, is still an extremely valuable document. It clearly outlines what our students must acquire in order to successfully enter British universities. What parent wouldn’t want their child getting a place at Oxford or Cambridge? The detailed objectives outlined in the curriculum go a long way in illuminating the kind of skills that are indeed critical to mastering the subjects that most schools typically offer. The strategies and programmes of study that have often accompanied the curriculum give teachers great food for thought. The many reviews into the curriculum along with their reports and recommendations provide a wealth of knowledge.
I am fortunate enough to work at a private school. A school that has taken the British National Curriculum and over time worked hard to adapt it to fit its own particular circumstances. We are driven by our desire to provide a curriculum that best meets the unique needs of our students. I believe that by subscribing to the British curriculum we are letting parents know that over the duration of their school life their child will, as a bare minimum, receive from us the knowledge that is covered in the curriculum. Their children will be given the best possible shot at receiving a university place of their choice.
But my school is offering more than this. They are looking deeper into the meaning of learning and drawing on both past and present research findings in order to come up with a more holistic approach. It is not a question of replacing the curriculum. It is about developing a framework that extends the realms of possibilities.
For those following my scribbling, I will in coming articles be looking at how we can use what we now understand about the brain in ways to improve learning and teaching. I found it necessary to look back at the history of the British curriculum before considering how it might fit within a new framework. For me this was a prerequisite to my journey into a new way of doing things. I hope my purpose has been understood.

Serving up the British National Curriculum – Part 2

 

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Political parties go to great lengths around election time to explain how they would improve the educational system in England. A new and better education system is sold as a way of combating crime and poverty, bringing harmony and prosperity to the people of England and securing the country’s future on the world stage. Statistical comparisons are brought in to show where England’s students are placed in terms of literacy and numeracy standards. Low exam results are pondered and there is an appeal to good old British pride that something be done immediately to rectify the situation.
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Serving up the British National Curriculum – Part 1

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Gillard’s 12 Chapters along with the links to various reports, Acts and media not only exhausted me but left me so wound up that I had to put finger to keyboard and tap out the thoughts that were weighing heavily on my mind. While Gillard goes to great length to describe all of the issues associated with the history of education in England, I choose to concern myself mostly with issues related to the curriculum. The following is not to be taken too seriously. I will be formally addressing what I feel are some of the problems with the British curriculum in upcoming articles on this site. But for now, please enjoy my somewhat blunt analogy……
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How should we teach our students?

Learning styles and multiple intelligences help us as teachers to understand our students’ strengths and weaknesses and how our students prefer to learn. This knowledge can be used to guide us in how we teach. We have to question our teaching methods by asking ourselves, ‘Is the way I am teaching and the things that I am asking my students to do, the best way for each of my students to make progress?’ However, the dilemma is, do we match our teaching methods to the way an individual prefers to learn, or do we teach in a manner that will encourage our students to develop their ability to learn in other ways and that will help them to develop their weaker forms of intelligence. My feeling is that we do need to provide plenty of opportunities for our students to choose their preferred learning style and that we must allow them to use the intelligent types in which they are strongest. However, I do feel that my students should have practise in a number of ways to learn along with opportunities to develop all of their intelligence types.

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