The education secretary's new national curriculum is a dead hand on the…
The Freedom to be Myself
THE IMPACT OF SCREEN MEDIA ON CHILDREN.pdf
By Aric Sigman
UNICEF 2011 REPORT ON CHILD WELLBEING
COMPARATIVE CHILD WELLBEING ACROSS THE OECD
UNICEF 2007 REPORT ON CHILD WELLBEING
CUTTING THE CHILDREN'S PLAN - a £5 billion pound experiment gone astray
Centre of Policy Studies 2010
AND END TO FACTORY SCHOOLS
By Anthony Seldon
WHAT'S NEXT? by Charles Leadbetter
THE IMPORTANCE OF PLAY
Published by Play England
CRISIS IN THE KINDERGARTEN - Why children need to Play in School
THE UK PRIMARY REVIEW
EMERGING PERSPECTIVES ON CHILDHOOD - Robin Alexander
STARTING STRONG 2.pdf
LEARNING THE TREASURE WITHIN.pdf
REAL WEALTH POLICY PROJECT
THE INTERNATIONAL CENTRE FOR THE ENHANCEMENT OF EARNING POTENTIAL
NATURE DEFICIT DISORDER
CHILD AND NATURE NETWORK
Tim Gills website
THE INNOVATION UNIT
EDUTOPIA'S SIX CORE CONCEPTS
CAMPAIGN FOR LEARNING'S 'WHOLE EDUCATION'
CISCO - EQUIPPING EVERY LEARNER FOR THE 21ST CENTURY
THE NEW SCHOOLS NETWORK
FAMILIES AND WORK INSTITUTE
WHAT ABOUT THE CHILDREN
NEW ECONOMICS FOUNDATION
HARVARD PATHWAYS PROJECT
CHILD WELLBEING RESEARCH CENTRE- at the University of Southampton, UK
CHILDCARE MATTERS - UK based website run by journalist and consultant James Tweed
INTERNATIONAL PERSPECTIVES ON PARENTING SUPPORT
SOME OF WENDY'S OWN ARTICLES
THE DEMOCRATIZATION OF LEARNING
Chapter in the book 'Too Much, Too Soon?'
A SCIENCE OF LEARNING
Chapter in the 2010 Demos Publication 'Born Creative'
WHY EDUCATION MUST CHANGE
(an old article but still relevant!)
THE IMPORTANCE OF INNOVATION.pdf
WHY WE NEED TEACHERS WITH PRESENCE.pdf
EARLY CHILDHOOD AND ENGLISH OBSESSIONS .pdf
OTHER PAPERS AND ARTICLES
STANDARDIZED TESTING - SEPARATING WHEAT CHILDREN FROM CHAFF CHILDREN by Alfie Kohn
THE FUTURE OF LEARNING INSTITUTIONS IN A DIGITAL AGE
WHEN THE ART OF TEACHING MEETS THE SCIENCE OF LEARNING by Derek Wise
SOURCES OF INNOVATION AND CREATIVITY (PAPER)
LEGO - WHAT CHILDREN NEED TO LEARN.pdf - LEGO Learning Institute
CHANGING FACE OF CHILDRENS PLAY REPORT.pdf
Standard Experience rev.doc
- by Lilian Katz
FOUR YEARS BAD, SIX YEARS GOOD, SEVEN YEARS OPTIMALFOUR YEARS BAD.doc> - by Sue Palmer
A SENSE OF WONDER
by David Orr
THE HEART OF A TEACHER - IDENTITY AND INTEGRITY IN TEACHING by Parker Palmer
WHOLE PERSON EDUCATION by Linda MacRae-Campbell
SCHOOLS IN THE FUTURE - WHAT NEEDS TO CHANGE AND WHY 21st Century Learning Initiative
The Unique Child (UQC) Network unites people worldwide who are concerned about the nature of current educational systems and their lack of focus on the wellbeing and innate potential of each child. It promotes the idea that learning models should serve the healthy and sustainable development of the communities within which they exist - and that diversity of interest and ability is the natural expression of any organic system. It also suggests that creativity, risk-taking and innovation are essential elements for any healthy system.
It acknowledges how technology is rapidly and profoundly changing the world of learning and highlights some of the emergent possibilities. It also highlights the urgent need for more research and understanding re the cognitive and emotional impact of such technology, especially on young minds.
It pays particular attention to the vital foundational importance of the early years and the need to protect the rights of each child as a joyful and uniquely predisposed learner.
It invites dialogue, debate and contributions from those who wish to be part of the current re-visioning of approach being suggested by key thinkers of all disciplines. It also encourages the development of an evidence-based 'Science of Learning' that can challenge traditional models and better underpin our understanding of the child as a dynamic natural learner.
'The illiterate of the 21st century will not be those who cannot read and write but those who cannot learn, unlearn and relearn.'
Posted by wendyellyatt on May 29, 2013 at 13:03
Posted by wendyellyatt on May 20, 2013 at 10:56
This was just published in the Yorkshire Post and I suspect heralds in a real upswell in parent concern
Published in the Yorkshire Post on 25/03/2013
I HAVE just…Continue
Posted by wendyellyatt on April 15, 2013 at 15:37
In April 2006 the employers’ organisation, the CBI, published a report on the skills that employers were looking for among school leavers and graduates. As well as basic skills in literacy, numeracy and specialist skills in area of science and technology the CBI research also highlighted the eight ‘employability skills valued by prospective employers:
With this in mind the RSA www.rsa.org.uk has now developed a 'Competence Framework' that promotes innovative and integrated ways of thinking about education and the curriculum. Teachers design and develop a curriculum for their own schools based round the development of five key competences:
A competence based approach enables students not just to acquire subject knowledge but to understand, use and apply it in the within the context of their wider learning and life. It also offers students a more holistic and coherent way of learning which allows them to make connections and apply knowledge across different subject areas.
This framework, that is known as Opening Minds, is now being used in over 200 schools across the country.
According to Anthony Seldon, master of Wellington College and Tony Blair's biographer, the state system is guilty of producing "factory schools" turning out young people "incapable of living full and autonomous lives and who are little more than well-drilled automatons" after an education that lacks intellectual depth and rigour.
This is the preface to his new Centre of Policy Studies publication
Schools should be places of engagement and delight. Instead, students often resent and insufficiently value them. Parents should be actively engaged in and full of gratitude for the schools that their children attend. Instead, they are often indifferent and even unco-operative. Teaching should be a profession which the brightest and most energetic should aspire to and fight to join. Instead, it is hard to get top graduates to apply. And when they do, it is hard to keep them in the profession (which is a profession in name alone). To be a head should be the apex of every teacher’s dream. Instead, such is the encumbered nature of the job, many heads’ posts remain unfilled.
Too many state schools in Britain in 2010 have become factories. Results (at least on paper) have improved. But at what cost? Reluctant students are processed through a system which is closely controlled and monitored by the state. No area of public life is more important than education to prepare people to live meaningful, productive and valuable lives. Yet our schools turn out young people who are often incapable of living full and autonomous lives. At the same time, employers condemn students’ lack of academic and personal skills while universities find that the end products of schools can be little more than well-drilled automatons who do not know how to think independently about their academic subjects
Valerie Hannon produced the paper 'Only Connect' for the Centre for Strategic Education in 2009.
Download Learning Futures: Next Practice in Learning and Teaching
There is an increasing body of evidence that suggests that the functioning of the central nervous system, together with the patterns of primary reflex and movement that we have developed since birth,…Continue
To be a man is to perform a balancing act on a wide scale - with the oppressive tyrant at one end and the caring feeling homosexual at the other. My fathers’ generation spent most oftheir time at…Continue
Started by Nick Clements in EARLY YEARS May 1, 2011.
I have just had this piece published in EYE Magazine WHAT DO THEY MEAN BY ‘READINESS’? I think that there is currently a great deal of confusion about the term ‘readiness’. In early childhood…Continue
Started by wendyellyatt in GENERAL Feb 7, 2011.