Going through memorabilia, I found some old school reports. So here is a comparison of my "Report of Progress" from Year 5, in 1980 at what was then Lindfield Demonstration School, in Sydney, Australia, and my daughter Helen's "Annual Learning Journey Report" from Year 5, in 2022-2023 at Larkrise Primary School, in Oxford, England.
Neither "open" nor "shut" are actually possible options for schools now. more
It's important to note that what we and many other parents and carers find themselves doing now is not traditional home schooling. It has been thrust upon us, with little warning, rather than being deliberately chosen, and we are in more or less stringent "lockdown", unable to go on outings or meet up with other families. And our school at least is providing solid remote learning support — home learning plans, videoed storytelling and singing assemblies, links to other resources, and so forth. 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
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
Four years ago I mused about possible second languages for Helen and mentioned that I had tried talking to her a bit in German. And German is the language we've progressed most with, though sadly not very far. 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 learned her first historical date at the end of last year: 1666. Her school teaches its curriculum (except for mathematics) around topics, and the topic for Year 1's first half-term was the Great Fire of London. I suspect she remembers the date largely because one of the activities they did was singing the song "September 1666".
She is still very hazy about dates and chronology, however: she might have learned the date of the Great Fire of London, but at the same time she was asking me whether that happened before or after the Second World War. She has a vague feeling for twentieth century chronology, anchored by family history. 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
My plans for formal early years teaching all came to nothing. more
Helen's school is pretty keen on getting the children reading. more
It's interesting comparing the governance of schools in the UK and Australia (or, more precisely, in England and New South Wales). The headline figures are that only 7% of children in England attend private schools whereas more than 30% of children in Australia do so. But examination of the details makes the difference much less: many state schools in England seem closer to me to Australian private schools than to Australian state schools.
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
I've noticed over the last few days that Helen is defaulting her pronouns to feminine. Even "daddy koala bear" is her/she. more