Clean Slate now has a blog all of its own! No more education posts will appear on Secrets of the Sandpit. Please click here to read and comment on this post and catch up on my latest thoughts on reinventing education.
Welcome to this instalment of Clean Slate, my initiative to scrap school and start all over again. Today we will look at how best to structure a school, so I hope you’re sitting comfortably and you’ve got your notebooks ready.
Do we actually need school at all?
After my last Clean Slate post, a lot of people asked me if I planned to home school my children. In short: no. Does that make me a hypocrite? I’d say no, but then I do have a tendency to lie to myself so maybe I am a little bit. The thing is: I think we are doing school wrong, but I don’t think the answer is to scrap school and for everyone to educate their own children in their own home. I want to scrap school and rebuild it from scratch. Not everyone has the time, the patience or the inclination to home school, but everyone does need an education. Also, over the course of human history we have gone from a situation where most people knew how to do most things (sew, cook, make fire, make shoes, ride a horse, build a shed, kill a rabbit etc.) to the situation we have today, where we have specialists for each individual skill, making us dependent on each other for our every day necessities. This means that no one adult can provide their children with access to all the skills they might need or fields of knowledge they might want to explore. We need to team up to educate our children. Thus, I feel there is a need in society for such a thing as school.
NB: I should add that this doesn’t mean every child should attend school. I am all for home education by people who are able and willing to do it.
A guiding principle
So, let’s roll up our sleeves and make a school. Last time we established that children should set the curriculum themselves, led by their interests, survival needs and ambitions, guided by adults. We said we should trust children in this, and that we should let go of our obsession with everyone learning the same thing, at the same time and in the same order.
At the moment, schools are structured in order to achieve what we are trying to avoid: children are grouped according to age; each
year they have to achieve certain targets which have been determined as appropriate for their age; at certain set points in their school career they have to sit nationally standardised exams.
As Ken Robinson says in his excellent TED talk: why are we grouping children by ‘year of manufacture’? What does that have to do with their learning?
An alternative would be to group children according to ability, but I think not. That means frequent and plentiful testing, embarrassed nine year olds in a maths class full of five year olds and a strong emphasis on how outside arbiters are judging what you are doing. Of course, some people thrive on this. Don’t get me wrong, I’m not saying there should be no testing or no competition. I just don’t think it should be the underlying principle for the structure of a school.
The reason I started by writing about motivation was because it is key. I said we are motivated to learn through our interests. Therefore, I propose school should be structured to encourage interests.
Survive, Explore, Specialise
I know the Early Years and Foundation Stage curriculum is very good at encouraging interests. Children learn through play and are given the freedom to follow their interests in a structured-but-free environment. However, my new school will go from early years right through to 18. So I would like to outline a way for this excellent start to be developed through primary and on into secondary education.
At primary level, the main aim will be to encourage children to explore. They should be given the opportunity to find out what is out there in the world that they might want to learn about. There is so much to find out about. It will take all of primary school to discover new things and learn a few basics about them. In fact, exploring should not stop at 11 or indeed ever, and should remain a part of school right up to A-levels (or whatever we choose to replace them with).
The aim of the exploring school years would be to widen the child’s experience and to help them discover what they are interested
in. Along the way, they will of course be learning about the topics they become fascinated by. They might come out of this phase with an extremely detailed knowledge of the American Civil War, Pre-Raphaelite painting and the workings of the combustion engine, some basics on the topography of South-East Asia and plate tectonics and a smattering of Japanese. And that would be an entirely acceptable outcome. I can guarantee you that in addition to this, they will also have learned to read, write and do maths. They will have needed to, in order to find out about their favourite topics, and so they will have been motivated to learn.
I would go even further and say that, whatever statistics might tell us, this is the actual outcome of education already. We may have “taught” every child the prescribed topics for science, maths and English, but they will still come out of school remembering only the things that captured their imagination and forgetting the ones they had no love for. So we might as well go with it.
At secondary level, then, exploring will continue. However, it will be joined and gradually over the years overtaken by specialisation. The aim here will be almost the opposite of the first stage, that is, to narrow the child’s field of vision so they can deepen their knowledge and focus on the skills necessary to achieve their goals. Please note that is their goals, not ours or the government’s. As school continues, the child will start to see a pattern emerging in what interests them – something we can help them with if required – and this can lead them to decide what they might want to study further, or what they might like to do for a career. They can then start to focus their school time on acquiring the knowledge and skills they will need in order to be able to fulfil this ambition. Again, the transition from exploring to specialising should be encouraged and guided by teachers but led by the child (who is by now a teenager). If, like me, they change their minds a lot, or are interested in many things, they should be given the option to either keep their options open for longer, or to put in extra hours in order to go deeper into more topics than the school day would normally allow them to.
Alongside this, for the entire duration of school, there are skills to be learned that are necessary for survival. They are different at different ages. A fourteen year old is usually pretty solid on not-touching-hot-things and tying his own shoelaces, but will need to learn about drugs, sex, peer pressure and staying safe online. I don’t really want to use the word, but yes, these are Basic Skills. Life Skills. In the New School, there will not be a set time each week for children to work through a booklet on the survival skill of the week. They will be dealt with as they come up. More ideas on this will follow in a future post, but for now it is enough to highlight that these skills will be the ostinato that accompanies a child’s entire school career, woven in seemlessly to reflect the fact that this is normal living. Not rocket science, but nevertheless important.
Let us pause
There is much more I need to say on this topic. We haven’t even got to organising children into classes or the school space yet, but my word count shows me that I have already gone on for longer than most people are prepared to read for online. So I will sum up my conclusions so far and leave the rest for next month.
Here they are:
1. In society, there is a need for collective education by teachers in a place other than the home.
2. The guiding principle for structuring school should not be age or ability, but what interests the children.
3. School will start with the emphasis entirely on exploring the world to broaden horizons, then move slowly and increasingly to specialisation, narrowing children’s learning down in order to deepen their knowledge.
4. Certain skills necessary for survival will be taught throughout, not timetabled, but in a natural way, as they come up.
Please do join in the discussion in the comments! Disagree with me? So much the better, tell me your views and we’ll make school better together.