“We must not delay! Upon the speedy provision of elementary education depends our industrial prosperity. It is of no use trying to give technical teaching to our artizans without elementary education….If we leave our workfolk any longer unskilled, notwithstanding their strong sinews and determined energy, they will become over-matched in the competition of the world. If we are to hold our position among men of our own race or among the nations of the world we must make up the smallness of our numbers by increasing the intellectual force of the individual.”
In 1870, an Education Act was passed which paved the way for the achievement by the end of the century of compulsory free state education for children between the ages of five and thirteen. The driving force behind the Act was clearly articulated above by W.E. Forster in his speech to the House in February of that year. The education of the masses came also to be seen as a possible and desirable solution to problems of social unrest and rising crime, and to carry the important function of socialization, to be achieved through the inculcation of such moral values as piety, honesty, industry and, significantly, obedience. These principles are surely held good in schools today, though promoted in a different vocabulary.
Continue reading “From The Victorian To Gove To Greening: How Far Has The English Curriculum Really Come?”
We can’t give children rich lives, but we can give them the lens to appreciate the richness that is already there – Lucy Calkins (1991)
As teachers, our job is to help children claim more control over their own lives. One of the ways people most lack control over their own lives is through lacking control over words. Especially written words. – Peter Elbow (1998)
Within a vast educational literature there is a substantial number of treatises that deal with the failure of the primary school to make connections with the lives of working-class children. –Carolyn Steedman (1982)
Think about it. Is there any lower expectation than thinking children will have nothing to write about?
Continue reading “They Won’t Have Anything To Write About: The Dangers Of Believing Pupils Are ‘Culturally Deprived’.”
As you may have read here, this half term we focused on the teaching of memoir.
In our first week we discussed the genre using our genre-booklets and this created a buzz for the rest of the project. Focusing on the genre and why people write memoir allowed the generating of ideas to happen fairly quickly.
We used around three techniques for generating memoir ideas. These included:
- Questions for memoirists – Children answer questions to jog their memories for potential memoir ideas (see our article about memoir writing).
- Using the ‘Michael Rosen’ effect. This is where children can take an otherwise ordinary moment and make it extraordinary. This can be an alternative to memoir writing for children who would much rather not write about anything overly heartfelt or emotive – which we can occasionally come across.
- Creating an Ideas Heart and allow children to add to it throughout the year.This includes: ‘What makes me happy, angry, scared or upset’ lists.
Continue reading “Children Writing Memoir : A Great Literacy Topic.”
I should start out by stating quite clearly that this is not an article advocating for the removal of all stimuli or book inspired writing tasks from classrooms. I myself use them. However, this article looks to reflect on what contemporary writing and research is telling us about these dominant writing practices.
We begin with some wise words from Donald Graves, writer, teacher, researcher and thinker: ‘Children want to write’.
In this post, I want to suggest, through use of research findings, that the provision by teachers of cross-curricular ‘topics’ or ‘writing stimuli’ for writing in schools could be inhibiting children’s desire to write. As a result, this may effect the quality of their writing too. Is it the case that too few children are realising that they can do more with writing than simply imitate or produce ‘writing to order’? Is there another way of offering topic choice which can redress this?
Continue reading “Why The Over Use Of Writing Stimuli & Book Planning Could Be Damaging Children’s Writing Potential.”
This article is based on, and written in relation to, findings of educational research and writings (see end of article). The tenor of this article is to allow the reader to reflect on children’s writing and is in no way a criticism of any school(s) policy or teachers’ practice.
Why Do We Write?
Language merely reflects our way of trying to make sense of the world. – Frank Smith
Frank Smith (1982) says ‘writing touches every part of our lives‘.
- One of the first reasons we write is because it is a tool for communication in culture. It gives us the ability to share information over time and space with multiple individuals (explaining, recounting & opinion).
- It can also be used as a permanent record or as a statement e.g. in history, geography & science genres.
- The third cultural aspect for writing is artistry (narrative and poetry).
- Finally, there is also the personal aspect to writing. Writing allows us all to reflect, express our perceptions of self, to socially dream or to be critical (memoir).
By writing, we find out what we know; what we think. Writing is an extremely efficient way of gaining access to that knowledge that we cannot explore directly. – Frank Smith (1982, p.33)
Continue reading “What If Almost Everything We Thought About The Teaching Of Writing Was Wrong?”