A century on from the First World War, today’s students are increasingly distanced from the lives and experiences of those who fought in the conflict. There are fewer and fewer people who can talk to grandparents and great grandparents about the war, and how it affected people living at the time, from soldiers to women and children on the Home Front.
The only time black history is celebrated is in October. This connotes a separatism between stories in history, which creates an implicit understanding of ‘our’ history and ‘their’ history. I do not agree with treating the black experience as a separate entity. The black experience should be interweaved throughout the curriculum when possible.
Six tech-savvy Primary school teachers will be inspiring their pupils this term after spending part of the summer break at a celebrated teaching event in California. The Discovery Education Summer Institute is held annually in the US, and attracts educators from all over the world. The British teachers - from schools in Birmingham, London and Hertfordshire - were chosen for their enthusiasm in using new technology in the classroom. They were flown to San Diego where they joined over 100 educators for a week of professional development at the University of California.
Effective online safety provision requires a marriage of policy and practice: one without the other leaves staff and pupils lacking protection as they explore emergent technologies. Online safety is more than a tick-the-box exercise; its inclusion is a recognition that the way in which our pupils learn, communicate and form relationships have changed in recent years. A number of years ago, back when ‘e-safety’ was still hyphenated, school management were undecided over whether this new consideration should fall under Curriculum or Pastoral; however, it quickly became apparent that it was to be an essential element of both.
By the time children finish at Primary school they will have written stories, poems, factual accounts, autobiographies essays and plays. But their own song? Hmm, possibly not. It just seems too difficult, too personal and, for many years, way beyond my comfort zone! And yet I’m aware children know hundreds and hundreds of songs. Their whole lives are wrapped in sound, from early nursery rhymes to the latest chart hits. Access to YouTube means that they don’t have to step outside to access songs and music from the whole world over.
Every member of a school community matters. The physical, mental and emotional wellbeing of young children and adolescents are of paramount importance, but it is also vital that there is an ongoing focus on the welfare of all the adults making up the school community. So which values are needed for everyone in a school community to flourish and feel they are on a meaningful, fulfilling life journey?
Homewood is a large Secondary academy in rural Kent. The new post of teacher researcher was first created here in 2013, as a part time role, in conjunction with my existing role as Science teacher and PhD student. It has the full support of my principal, Sally Lees, who has a vision of Homewood as a school that has evidence based practice as its foundation, and practitioner led research embedded in its staff development. This article explores the use of methodology and philosophical worldview in shaping the tasks and responsibilities of a teacher researcher.