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News
The recent publication of the final
report of the Cambridge
Primary Review has raised
hackles in government circles, causing them to dismiss it as
‘already out of date’ on the morning of its publication. Many have
found this somewhat bewildering, especially since the report is 608
pages in length! Reading many of the reports as they were released
over the last 3 years shows that they are extensive in their remit,
critically reflective, considered and thorough.
The report’s recommendations that
childhood should be respected and supported:
- Respect
children’s experiences, voices and rights, and adopt the UN
Convention on the Rights of the Child as the framework for
policy.
- Build on new
research on children’s development, learning, needs and
capabilities.
- Ensure that
teacher education is fully informed by these perspectives.
The report’s recommendations for
children up to age 6:
- Strengthen and
extend early learning provision.
- Extend the
foundation stage to age six.
- Replace key
stages 1 and 2 by a single primary phase from six to 11.
- Examine
feasibility of raising school starting age to six.
This
video clip shows Robin Alexander explaining the Review’s
conclusion that the Foundation Stage should be extended upwards to
the end of year 1 (age 6).
Schools are all to receive a copy but
for those of you without direct access to a hard copy, there are
numerous links and documents to download on the
Cambridge Primary Review’s website.
Graphicacy
|
Nathan's 'Writing'
See also:
Aman’s boat |
Children sometimes also
use a particular symbol to mean one thing in one
context, and then use it to mean something different
in another context. For example, on one side of his
paper (not shown) Nathan drew a horizontal line with
zigzags as his ‘birthday cake’ (his mum made a
‘caterpillar’-shaped birthday cake for his 4th
birthday). Turning his paper over, he repeated the
same lines and zigzags (figure 4) now referring to
them as ‘writing’.
Other children may use
zigzags to signify fierce animals (e.g. crocodiles,
monsters); lightening; water or stairs. They are
generalising about a graphical sign and also
understand that they can be used flexibly. You may
like to look out for lines, crosses and other
symbols in children’s graphics (e.g. drawing,
writing, maps and mathematics).
For more examples,
see: Worthington. M. (2009) 'Fish in the water of
culture: signs and symbols in young children’s
drawing', Psychology of Education Review Volume 33,
Number 1, March 2009. |
|
Link to Gallery 5: Graphics
Welcome to new members
From London and the South East, welcome to
Christine Ingleton
from Wickford; to
Sheena Smart from
Chichester and to
Christine Tricker
from Littlehampton. From the South and South West of
England, welcome to Kathy Beadle,
Home Educator from Bath; to
Sue Murphy and
Fiona Owen from
St Margaret’s, Torquay; and to
Nicholas Ostheimer from
Cheltenham.
From the Midlands
and East Anglia, welcome to
Derval Carey-Jenkins at the
University of Worcester
Courses and Conferences
For 2009 - 2010
Current Education News
BBC Education News
Guardian Education News
Times
Education Supplement (TES)
E-Bulletins
October 2009
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