Dear All

Sue Peterson has asked me to forward this to our list - she's having some computer problems:

Re Child of Reason/Learning styles
 
I believe ( a very subjective word I know) that both creativity and play have a huge part to play in 
education (teachers and learners - if you can distinguish the two!). I believe (that word again !) 
that creativity has been largely pushed out of the curriculum in schools at least, over the last 20 
years or so. This is based on anecdotal rather than more 'rigorous' research but  I BELIEVE that a 
large body of anecdotal evidence from many sources, has a role to play in research. Even medical 
research  (the gold standard perhaps)often starts off this way!
 
I have often argued (with some colleagues supporting) that most (if not all) of the more 'academic' 
cuurriculum could be taught through the expressive arts. This is, perhaps, harking back to the 
70's and primary education in particular.
 
My autobiography follows (I think this also has a role and was a key tenet of my M.Ed couse in 
Professional Studies at Exeter University- c.f. Mike Golby- also Visiting Prof. at Plymouth until 
recently.
 
Trained primary (infants) -taught across the age range including adults Almost all subjects! Jack of 
all trades- master of none? Forgive the pun!! Now teaching excluded pupils with statements of 
special needs (Mostly EBD but also some recognised learning difficulties) teach on 1:1 - limited 
hours - across the curriculum.Individual Learning Programme (ILP) - part of Complementary 
Education (Northants LEA) Like complementary medicine- many parallels here. We try to make the 
curriculum as relevant to the children/young people as possible, following their own interests 
where possible (within the confines of National Curriculum!) It gives us MUCH more flexibilty than 
a mainstream teacher. Many of these kids are very creative- also enjoy any practical activity - 
mostly kinaesthetic learners. ART, in particular, has been a channel for many of them and they 
often achieve very high GCSE results in art even if in nothing else! At moment I am using art in this 
way with 2 boys (Even though I am NOT a specialist art teacher - I am taking advice from art 
teachers but not everyone agrees that a non-specialist should be teaching art. I think that having 
ideas/being creative/able to engage and motivate (I hope!) is more important than technical skill ). 
The role of the generalist/specialist is another huge area for discussion and was also one of my 
M.Ed topics) Music/Creative  English/Drama can also be used effectively, particularly with the 
disaffected and should have more of a place in mainstream I BELIEVE!
 
Hope I have rattled a few cages! It seems to be my mission at the moment1 Now I'll get back 
inside mine! All the best to all on the various lists.  Sue