This is the amazing 'a' belonging to an equally amazing Yr 1 chap. He has been working on this a over a few sessions now. I wanted to bring up this apparently small thing just to show how absorbed and determined he was to pursue making the right shape and controlling his left hand. He really really put effort in to this. He needed time to do it, he needed to concentrate and he'll now need time to embed his achievements so they're part of his natural, every day writing 'schema'. I hope we can continue to give our children TIME to achieve things NOT rush on before they have. It's very very difficult to pull back sometimes and do that in our every more hasty society and with increasing pressures from top down but quick fixes just don't work Mr. Gove et al. We have to make sure we light LONGLASTING fires :-)
What a very interesting piece about LEGO and the purple pink pieces that have come into the LEGO "FOLD" . The lefthand picture was taken in 1981...the girl is now a woman is interviewed in the article above :-)
'It's about what goes on in here(points to heart)+it's about what goes on in here (points to head)....'
Loved Dave Grohl's 'Sound CIty' BBC 4 film last Friday about a famous recording studio which fell on to hard times as people began to experiment with producing music on line. That wasn't the only reason for its demise but a strong pervading theme throughout-working for something and practising again and again until you get it right. But also listening to each other and building on musical responses. We were all really touched by the whole film with lots of lovely bits but especially when the remaining Nirvana band members invited Paul McCartney to come record in Dave Grohl's studio on the 'rescued from Sound City Neve console'. They were pretty thrilled with the whole idea of jamming with their hero-one of the reasons they'd got in to music in the first place. They then formed the song by continuing to build on each's other's musical contributions....loved watching it come together.....totally absorbed in the moment, in the human responses.
I'm not just pattering on as the programme had 2 of my favourite peeps in it....in the big scheme of things this absorption, this working on something and feeling something with your heart and head-it's the big, important stuff. The notion that children might think the only way to make music is to queue for the X Factor and be rejected is pretty awful for you childhood dreams.
“When I think about kids watching a TV show like American Idol or The Voice, then they think, ‘Oh, okay, that’s how you become a musician, you stand in line for eight ******** hours with 800 people at a convention centre and then you sing your heart out for someone and then they tell you it’s not ******* good enough.’ Can you imagine?”
Folk in the programme played music...that's what they did and do. I like the quote above about not being perfect, about doing what feels right and doing something TOGETHER, something human. What about that for our children instead? It's not just about music, it's about everything but music is a way into the notion of working on something and following a creative path. If you expect computers to do all that for you you take the human element out of creativity yet that is the element that IS creativity-our human heart and head.
A very interesting, well written article about Mr. Gove's wishes (and formation of policies which is just a little bit more frightening) to create outstanding schools based on the private school system. I'm not going to insult your intelligence by summing it up as I couldn't put it better but it does seem to me that educational professionals need to unite and take up the mantle of reforms in education ourselves. Schools can and do make a difference every day. Is it too idealistic to believe we can make a difference at a higher level? After all, the people who are doing the job every day have a lot to offer policy makers. Could the anger and sheer frustration at the way education is going be steered into discussion to give solid, real practical direction in the way we would like it to be going.
Head's Roundtable has formed to take matters into their own hands and contribute to those discussions:
The Headteachers’ Roundtable originated from a roundtable meeting on 12 October 2012 at The Guardian newspaper offices. It grew out of frustration regarding current government educational policy and the Opposition response to it. Its origins and subsequent growth are down to the power of Twitter as a tool for connecting people to try and bring about change where they feel it is needed.
We are a non-party political group that wants to influence national education policymakers so that education policy is centred upon what is best for the learning of all children.
Composition of the Core Group
Dave Whitaker – Executive Principal, Springwell (‘Special’) Community School and Barnsley PRU
John Tomsett – Headteacher, Huntington School, York
Tom Sherrington – Headteacher, King Edward VI Grammar School, Chelmsford
Chris McShane – Headteacher, Quilley School of Engineering, Eastleigh
Ros McMullen – Principal, David Young Community Academy, Leeds and CEO Leaf Academy Trust
Vic Goddard – Principal, Passmores Academy, Harlow
Jon Chaloner – Executive Headteacher of GLF Schools; Glyn School & Danetree Junior School, Epsom; Lime Tree Primary School, Reigate
Rob Campbell – Headteacher, Impington Village College, Cambridge
What about primary heads? I know there is some representation on the Roundtable but a little under represented so far-they would welcome more HTS from the primary sector. Are primary heads able to become more involved at a national strategic level? Can we use our primary associations to come together and formulate, steer, support educational direction? There is much talk on social networking sites, in the media, between teachers and parents too but can we harness it and use it to make change for the better as we see it?
I think we can; that we can make a difference. I feel if we don't everything primary practitioners hold dear will be squeezed out. I truly understand how folk feel - there's no time as every day your energy is taken by the immense amount of paperwork and piling standards pressure from govt, LA, parents etc. But is there time to actually think about what is the most important thing about our job, what are we doing it for and why? How many meetings do people have to attend when we talk about making unattainable levels of progress, testing at 4, drilling the children to improve their results, having booster classes in holidays. I've only just stopped-I hear about it from those around me, people do go out of their schools to do the above-to almost become complicit in these changes ourselves. I know I've done it! Before you know it you're coming home with glossy booklets suggesting boostering children to within an inch of their lives and making 3 levels progress as 2 is just merely rubbish now a days. Rarely was there a suggestion about how to engage children and inspire them into learning. I wonder why we are all in it in the first place. For this? For this constant drive to all become average (I didn't think that was possible mathematically anyway).
Surely there comes a point when we have to stand up and say this is wrong-use our time to be proactive and at least TRY to change our system from within for our own children's sake.