National Curriculum or Chameleon Curriculum

I arrived in British education in 1991, with the National Curriculum close on my heels.  By the time our Head of Faculty had convinced us to take note, the curriculum was gone; and all the work that we might have done was wasted.  This all-change approach to British education has continued since that time; and it is no surprise that the current government is up to the same thing.  I have no problem with a thinner National Curriculum; and I take issue with a Labour opposition who seem to imagine that criticising plans is the same thing as providing challenge to government. (It is not.  Give them ideas, support or silence.)  I hope once more, however, that the latest all-change, chameleon curriculum will be allowed to stay.  Then teachers might get on and teach it.

Drama, Tragedy or Necessity

Patrice Baldwin bemoans the threat to Drama in the British Curriculum.  As an ex-Drama teacher I have some sympathy for her argument; Drama is an exciting way to teach and learn.  At the same time, however, my feeling is that the British curriculum is too diverse, students are encouraged to learn subjects in isolation.  My preference would be to find overlaps, embedding drama, media, ict, even art and music, into a cohesive programme of study.  Students can specialize later.

All change for British education. I just hope it's a good service.

I remember as an undergraduate listening to a discussion on GCSEs, Radio 4.  I was in Ireland, '88/'89; and it seemed to my inexperienced mind that British education was radical and forward-thinking.  Having spent twenty years in the system, however, ten as a Senior Manager, my thinking now is that the government should let it be.  There are too many changes, repetitions and confusions.  Teachers then, I gave up in 2011, have my sympathies as they prepare for another autumn of initiatives.  It should surely be possible to have a system that is simple, enduring and recognisable.  Ross Morrison McGill suggests that that is not the case as yet.

Why I became a teacher.

A reflection based on thirty years of teaching.  Filled with passion, love of her subject and some useful tips.  For more information click here.