Jo,  

Thanks for the reminder about the research into primary education in
2008 and 2009. That was indeed the kind of research and discussion I
think we are all too lacking. How many people now refer to those pieces
of work?

Don


Don Henson
Freelance Consultant in Public Archaeology and Education

See my web pages at
http://www.independent.academia.edu/DonHenson

and my new book, Doing Archaeology, at
http://www.routledge.com/books/details/9780415602129/

I am also Hon. Director of CASPAR
Centre for Audio-Visual Study and Practice in Archaeology
Institute of Archaeology
University College London


> That is well put Don and it is true that the literacy and numeracy
> strategies had a similar effect.
> 
> I have tended in the past to feel that teachers are quite confident
> professionals able to interrupt, read between lines and trust their
> professionalism and that schools have an ability to work round most
> dictats and it "all comes out in the wash".
> 
> The lack of informed debate about pedagogy and curriculum at a top
> level is disappointing given the interesting debates that were
> starting around the aims and nature of schooling (QCA 2008, the
> Cambridge Primary Curriculum Review 2009 both of which took an
> international perspective).
> 
> I suppose the clincher for me at the moment is the changing role of
> OFSTED, which begins to determine the how of teaching alongside the
> new curriculum of what is taught. I just wonder whether schools will
> be able to find their own way in such a system.
> 
> Best
> 
> Jo
> 
> Jo Graham
> 
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> 
> On 30/11/2012 12:22, "Don Henson" <[log in to unmask]> wrote:
> 
> >While this does seem like a nightmare, and comes from a respected
> >source, those of us who have been in heritage education for some time
> >cannot help but feel this is a little overly alarmist.
> >
> >The concentration on literacy and numeracy to the detriment of other
> >subjects has long been commented on as a feature of the current
> >system due to changes brought in by the last government. I lost
> >track of the number of times I complained publicly in the last 20
> >years about government not understanding the difference between
> >education and training and the lack of a humanistic vision for
> >education.
> >
> >On the other hand there is little doubt that employers and
> >universities are complaining about the poor literacy and numeracy
> >standards of young people coming out of school. All is not well at
> >the moment with education. We need a better informed and more
> >rounded debate about the purpose of education and how to learn from
> >the best systems worldwide (which mainly show the importance of
> >having highly trained and motivated teachers rather than curricula
> >or examination/inspection processes). I fail to see signs of such a
> >debate either among the education profession or among politicians of
> >whatever party they belong to.
> >
> >I also have little doubt that good teaching will continue, being
> >delivered by principled, inspiring and hard working teachers who have
> >devoted their lives to making a difference to their pupils, and have
> >done this in spite of government regulation and prescription over the
> >last 20 years.
> >
> >Don
> >
> >
> >Don Henson
> >Freelance Consultant in Public Archaeology and Education
> >
> >See my web pages at
> >http://www.independent.academia.edu/DonHenson
> >http://nowthenuk.wordpress.com
> >
> >and my new book, Doing Archaeology, at
> >http://www.routledge.com/books/details/9780415602129/
> >
> >I am also Hon. Director of CASPAR
> >Centre for Audio-Visual Study and Practice in Archaeology
> >Institute of Archaeology
> >University College London
> >
> ><http://primaryreview.us6.list-manage.com/track/click?u=76419d6b1b1d19bdb8
> >6b
> >393b6&id=6359ac51ab&e=caa9224de4
> >
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