Being involved with a school provides a good example of scaling problems. A lot of things that seem intuitive or simple at an individual level are difficult or complex at larger scales.
One key number is 30, the approximate number of children in a class (Helen's has ranged from 28 to 31). The other is 450, which is roughly the number of children in her school, a two-form entry primary school with an attached Early Years unit. more
Helen has only done a tiny bit with foreign languages - German and Latin - since my last update on this a year ago. more
It will be some time before reopening schools in England (for all children) is practical. They're just starting to do that in Australia, where infection rates are less than one hundredth of those here (with around 10 new cases a day instead of 5000, despite more aggressive testing). But we can think about how that should be done, once infection rates are much lower and a robust test-and-trace system is in place. more
I'm firmly convinced that graph theory is a perfect subject to teach to young (primary school) children. It allows an introduction to core aspects of mathematics - abstraction, generalisation, formalism, proof - in a context where there's a concrete visual representation and without requiring significant prerequisite knowledge. It offers the possibility of building to more difficult material (matchings, Ramsey numbers) and methods and tools (variables, induction, reductio), but also a range of topics which can be introduced independently at a low level of complexity (graph colouring, paths, simple functions). more
If your school tells you to cram times-tables or fractions into your child, but they don't want to do that or don't enjoy doing that, don't make them multiply. If they don't enjoy the maths they are doing at school, don't try to force them to do it at home, that's only going to make them dislike it even more. Instead, play games with them, do things with numbers and shapes yourself, show them mathematics unrelated to anything they do in school, and give them fun maths books to read and videos to watch. I realise this is harder for most parents than my previous "don't make your child read" injunction, because fewer parents enjoy mathematics themselves than enjoy reading, but if you are maths-averse yourself think of this as an opportunity to learn something new alongside your children. more
Helen's school has lost its maths awards and gained a "house" system. One of the reasons I preferred Larkrise to other schools was the absence of anything like that, so I can't say I'm very happy about this. more
There's a Humanities 2020 campaign with a manifesto that begins:
Primary schools have a duty to equip children for the challenges of the 21st century. We believe that the primary school curriculum in England is failing to do this or to fulfil the legal requirement for a balanced and broadly-based curriculum. Literacy and numeracy dominate the curriculum while other vital aspects of learning are often ignored. This is wrong.
We want young children to be literate and numerate, but much more than that. We affirm that every child is entitled to rich, stimulating and engaging learning experiences. We want children to have more opportunities to be creative and to build on their sense of curiosity. We would like to bring more joy and imagination back into the classroom.
This is something I fully endorse. The major concern I have with the campaign is its conception of the humanities as History, Geography, Religious Education, and Citizenship. more
I snuck into the Oxford Reading Spree, a one-day conference for teachers on books and reading, which I knew about because it was being run at my daughter's school and organised by one of the teachers there. more
Helen has flat out refused to log on to the Rock Stars Times Tables site her school has provided all students access to, because — going by the demonstration and explanation of it they were given in assembly — she thinks it is about high scores and competition. more
Helen is still going back and rereading them by herself, but we're slowly moving out of picturebook age and I can't see us buying many more. So now seems like a good time to offer up a list of our favourites. These are some of the ones we loved, and which we read and reread and will probably keep. They are in no particular order below, but grouped to make my commentary easier. Most of them are classics, but there are a few lesser known books and authors in there. (I will cover non-fiction in a separate post.)
When I was barely seven, and we lived in Sydney's Upper North Shore, I used to walk home from school not just by myself but taking my year and a half younger sister with me. more
Helen's school has a "Golden Assembly" each Friday, in which one child in each class gets a Golden Award. Every Thursday she asks me, a bit wistfully, questions like "do you think I'll get the Golden Award tomorrow?". And now she's started talking about it at other times, too. more
I never did end up running any kind of pre-school maths circle, and once the children started school there hasn't really been spare time in the week for such a thing. But some of my thoughts about teaching mathematics from two and a half years ago have progressed.
One of my principles is to try to avoid things that will be covered in school. more
If your school tells you your child is supposed to read to you four times a week, but they don't want to do that or don't like doing that, don't make them read. more
I got a new kindle for my birthday, so I deleted everything off the old one except the children's books, renamed it, and voila! Helen now has a kindle. And she read her first book on it - Roald Dahl's The Twits - pretty much in one sitting. more
Helen's school uses Oxford Reading Tree graded readers, as do apparently 80% of English schools. ("Nobody ever got fired for choosing IBM.") I mostly ignored these when she brought them home, since she was happy to read them at school and we had more interesting things to read, so I missed the clear "Stage N" on the back covers and it was a while before I realised these were graded into quite narrow bands. more
An update on Helen's reading, following on from reading at five. more
If we moved back to Australia and then came back to the UK in ten years, I don't think any of Helen's friends would remember me. I'm just not that salient a part of their lives. A more interesting question is, would I recognise them after ten years away — what are all these little children going to be like at fifteen? They all seem as distinctive as anything now, but the evidence on personality persistence is limited, and tends to only involve broad features of temperament.
Anyway, whenever I think about planning the future, I try to imagine what Helen will be like at fifty and I realise that I have no clue.
My plans for formal early years teaching all came to nothing. more
Helen's school recently had class photos taken. We bought a copy of hers, paying £13.50 to the photography company, without thinking about it much. But there are, on consideration, two major problems with the way this worked. The first is a failure of inclusivity. The second is a market failure, where goods fail to end up in the hands of the people who value them most. more
These book updates now cover the books Helen is reading herself (with a bit of support) as well as the books I am reading to her. more
Like most urban primary schools, Larkrise has a reasonably small catchment area (and out-of-catchment children are selected largely based on distance), so walking or cycling to school, accompanied or independently for the older children, should be an option for almost all children. But there are some serious failings with the transport infrastructure around the school, and a little investment here could make active travel to it significantly more attractive. more
Helen got 33 books for Christmas and her birthday: 8 from me, 9 from Camilla, and 16 from friends and family. Helen and I have also given everyone books for Christmas and birthdays more
This will probably be my last book update before Helen is reading herself, though I expect to be reading to her for a long time as well. (She's at the point where she can, if motivated, puzzle out pretty much anything with sensible orthography, and with the early reader books — Russell Hoban's Frances books are current favourites — I'm now helping her with the hard words rather than getting her to read one or two words.) Here are some of the books we've enjoyed since my last update. more
Helen's school is pretty keen on getting the children reading. more
Helen herself is moderately excited by the prospect of school but not (I think) too much so, and we're thinking this will work out ok. The welcome afternoon a couple of weeks ago went off swimmingly, despite the heat. more
Give me the girl until she is eleven and I will give you the woman...
Neither Camilla nor I are that keen on religious schooling, but I had suggested before, only half in jest, that a good Jesuit-run school would be an attractive option. And now I've seen the closest thing I'm likely to see to this for girls, in an Open Day visit to one of Oxford's private preparatory schools. more
I was planning a rant about the dangers of formal assessment of mathematics in primary schools, the insanity of streaming maths classes based on knowledge of times tables at age nine, and suchlike. But there are more than enough depressing stories about the UK education system at the moment, so I've tried to make this a more positive piece, about some of the things I think children should learn about mathematics in primary school, along with a random collection of ideas for actual teaching. more
It's early days yet, even for the UK where children start formal schooling between 4 and 5 years old, but we've already started thinking about schooling for Helen, and as part of that we visited two primary schools. The first was our local state school, the one we're actually in the catchment for and (since it's just around the corner) could be relatively confident of getting a place in (due to a baby boom, there's such pressure on schools that even being in the catchment is now no longer a guarantee of a place). The second was the prep school for a prestigious private Oxford girls high school. more