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EDUCATION TO UNDERSTAND THE WORLD & CHANGE IT FOR THE BETTER

One Hand for the Ship

8/10/2022

1 Comment

 
Picture
Travel writer Redmond O’Hanlon reported from a North Sea trawler to which he was poorly suited, being too tall and argumentative, and sick all the time. He described ‘six degrees of freedom’ at sea as pitch, roll, sway, heave, surge and yaw. I found that helpful when I was a young Head in stormy waters but I think we’re all feeling it nationally at the moment. Yaw now?

Heavy weather requires something to cling to so I’m returning to my moutons in the woolly shape of some principles I wrote 11 years ago. These have developed a edu-zeitgeist half-life as well as being inflicted on every group of people I’ve ever met. They are a sort-of answer to the perennial question of ‘what are schools for?’ and I wrote them at the time of the coalition government and to help make sense of Gove’s curriculum reforms. Here they are:

  1. Knowledge is worthwhile in itself. Tell children this unapologetically: it’s what childhood and adolescence is for
  2. Schools teach shared and powerful knowledge on behalf of society.We teach what they need to make sense of and improve the world.
  3. Shared and powerful knowledge is verified through learned communities.We are model learners, in touch with research and subject associations
  4. Children need powerful knowledge to understand and interpret the world.Without it they remain dependent upon those who have it or misuse it
  5. Powerful knowledge is cognitively superior to that needed for daily life. It transcends and liberates children from their daily experience
  6. Shared and powerful knowledge enables children to grow into useful citizens. As adults they can understand, cooperate and shape the world together
  7. Shared knowledge is a foundation for a just and sustainable democracy. Citizens educated together share an understanding of the common good
  8. It is fair and just that all children should have access to this knowledge. Powerful knowledge opens doors: it must be available to all children
  9. Accepted adult authority is required for shared knowledge transmission.The teacher’s authority to transmit or broker knowledge is given and valued by society
  10. Pedagogy links adult authority, powerful knowledge and its transmission. Quality professionals enable children to make a relationship with ideas to change the world.
 
At the time I was collaborating with Prof Michael Young of the Institute on a book that was published in 2014 and is still being read, called Knowledge and the Future School. Michael and I are chums, so he won’t mind me observing that he’s roughly 200 years old but nonetheless keeps thoughtful tabs on what schools are doing, and why. He’s concerned that schools leap from one two-dimensional solution to another without sufficient mental scrutiny, without thought and without reflection.

In 2011 it was important to conceptualise and reassert the primacy of knowledge in learning – but now we’re in danger again. Post-Covid, people are lurching towards off-the-peg curricula, like the Oak National Academy that sprang up to assist in desperate times but is now set to take over the thinking of a generation of teachers, a Japanese Knotweed of curriculum development. And perhaps schools can’t find space to see that or worry about it in the context of the unfunded pay award, the energy crisis, the fact that families can’t afford to eat and the missing of teacher recruitment targets in eight of the last nine years. By a mile. (Not that we’ll be able to measure anything in a future without maths or geography teachers.)

So what principles might we cling to in this particularly prolonged storm, with buckets of hail being thrown from each side and the siren call of off-the-peg answers sounding through the surge? Here’s my thinking so far:   
  1. Knowledge is powerful: it can change the world, person by person.
  2. Children need knowledge to interpret the world and broaden their possibilities.
  3. Knowledge and understanding bring freedom and requires us to choose how to live
  4. Knowledge is real but provisional: it endures and changes.
  5. Knowledge gives people the power to think and act in new and better ways
  6. Knowledge is social, produced in history: good communities are built on shared knowledge
  7. Inequitable distribution of shared and powerful knowledge undermines democracy
  8. Schools give unique access to knowledge, skilfully tailored to the growing human
  9. Learners volunteer to acquire knowledge when enabled by skilled teachers
  10. Good education is not inevitable.  It must not be withheld, misused or devalued.

​Comments welcome, of course.

I was watching a staircase last week and found a youth walking up it backwards, with one hand for the ship, the better to lecture his comrades. This caused significant embouteillage upstream so I issued a cease and desist. He apologised nicely, but I couldn’t tell if it was incipient demagoguery or a concern for safety that inspired him. 

When I visited the Capitol in 1999 the guides walked backward in front of us to prevent anyone slipping off to install Communism. It does feel as though we’re being led backwards at the moment, without reason or rationale.
Pitch, roll, sway, heave, surge and yaw are only good to look back on if you didn’t go under. Here’s hoping, for us all.
 
CR
31.9.22    

1 Comment

Unscripted

1/12/2017

0 Comments

 
Picture
Funny how the world turns when you’re not looking. Distracted by turquoised youths and unable to use technological social megaphones I have a limited world-view. For example, I try not to think about academies but that doesn’t alter the fact that 70% of secondary schools are academies or Free Schools now, and that those of us who stood still are in a minority. 36% of schools are part of MATs (multi-academy trusts), many of them big ‘uns. This is interesting (really, bear with me) because the larger MATs are developing their management and their economies of scale. The most successful in terms of GCSE outcomes - because that’s the only way success is measured – have developed very safe ways of getting results. As you’d hope.

First among those methods is standardisation of processes across schools. So, a large MAT will employ a Director of Curriculum and subject specialists. They design and write the curriculum for, say, History, or Science, and how it is to be taught in the MATs schools.

In the old days, Local Education Authorities kept a stable of such folks, and schools used or adapted the materials according to need, inclination or diktat. When the funding went, the Advisors and Inspectors disappeared from County Hall. Once performance tables became the only measure of the system, curriculum design merged with the GCSE syllabus.
  
This didn’t do anyone any good because exams measure knowledge, they don’t define it. That’s a different rant, however, and my point is that we are now in interesting times If by interesting you mean ‘things that make me chew off my fingerends’. The big MATS (I said MATs, not Macs, do pay attention) don’t just appoint the expert and issue the curriculum, but they also give teachers scripts. Scripts, like in a play.

What kind of news is this? It might help the workload crisis that we face: teachers don’t have to prepare the teaching materials or write or adapt the curriculum. They just have a script and then can concentrate on making sure that children are progressing, intervening when they need to. Given that for the third successive year we’ve nationally failed to meet teacher training recruitment targets by a mile, we could perhaps do with some scripts. And someone to read them out.

Or it might be terrible. Pundits luurrve to say ‘we don’t want teachers reinventing the wheel’ which is head-bangingly obvious, but it doesn’t cover it. The best teachers burn with a love of their subject and take intense satisfaction in devising new and interesting ways to teach it. They create, experiment and refine. They recycle stuff that works and ditch stuff that doesn’t. They tinker and tune, and get the results. They use their learning and their own habits to lead and support the little learner in front of them. They share and steal, they revel in the stuff.  Some of them take over the department and write their own curricula and give it away to others. Some take over schools, and put knowledge and creative learning at their heart

All of that takes time, which, in a horrifically underfunded system, is beyond rubies. So the big MATs with their Curriculum Directors work one way, and we try to do it the old way: good schemes of work, good shared resources and planning, freedom in the classroom to adapt and adopt, as long as it works. Would workload be reduced if we handed everyone a script? I don’t know. What would that cost? What kind of people would we become?

Which takes me back to last Wednesday when I went to a gig for my dear chum Prof Michael Young, to celebrate his 50 years at the Institute of Education. He’s see a lot, and he’s worried about the future for schools when teachers don’t have to think it through for themselves from first principles. Worried about the scripts.      

Another Prof, our school chum Bill Lucas, has been namechecking us this month, thank you kindly. He’s worked with us for years on our habits and dispositions, on our creativity and love of learning. Now he’s working with PISA to get that into the international measures. I’m pretty sure there won’t be a script for it. 

Anyway, we had Community Day this week, thinking about our futures with lots of career-friendly activities: planning, debating, collaborating, thinking. Year 11 did yoga and spacehoppers as well as thinking about their Tallis legacy and revision timetables. Everyone branched out a bit, and thought expansively.

I walk out into a snow flurry at break and everyone was ridiculously squealing and shrieking. Teachers who get them into class afterwards need to use all their skills to dial down the excitement and turn their minds to thinking hard. Would you have a special script, for a snowy day in London?

I don’t know where this curriculum path will lead us all and I might be worrying about nothing. The MATs are dominant, though, and big enough to sit an elephant on. And you know what happens when they get into the room.
 
CR
31.11.17   
0 Comments

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Thomas Tallis School, Kidbrooke Park Road, London SE3 9PX
T: +44 (0)208 856 0115   F: +44 (0)208 331 3004   E: headteacher@thomastallis.org.uk
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